Job Title: Teacher, Pre-School Special Education



Job Analysis

This job analysis is representative of the position. When used for a specific employee, this job analysis must be reviewed with the employee and supervisor and any differences noted on an Addendum page. This analysis is not meant to be a comprehensive description of this position’s duties, but an aid in determining an individual’s ability to perform the essential functions of the job, with or without accommodation.

Section I

Job Summary:

Provide an education program in Pre-School and Kindergarten for pupils with disabilities. Provide intensive training to individuals and smaller groups in learning rudimentary personal responsibilities, manual tasks and elementary academic subjects.

Essential Functions / Tasks:

1. Complete and implement lesson plans; provide instruction to students either in groups or individually.

2. Develop Individualized Educational Plan (IEP) based on assessment data and record student progress.

3. Facilitate a meeting with required team members at least one time per year, to create IEP’s for each student.

4. Attend and participate in teacher meetings and inservices as required.

5. Provide learning experiences in order to motivate pupils and best utilize the available time for instruction.

6. Outline and attempt to maintain standards of pupil behavior within the authority given the individual teacher.

7. Maintain professional competence through participation in inservice education activities provided by the District and/or self-directed professional growth activities.

8. Identify pupil needs and cooperate with professional staff members in assessing and helping solve health, attitude and learning problems.

9. Provide environmental enrichment that complements the teacher’s instructional program, which may include audiovisual materials, games and manipulative devices, learning centers, displays, field trips, etc.

10. Select and requisition books, instructional aids/supplies, and maintain required inventory records.

11. Supervise pupils in out-of-classroom activities.

12. Participate in curriculum and other developmental programs within the school of assignment and/or on a District level according to the teacher’s interests and desires.

13. May plan and coordinate the work of aides, teacher assistants and resource volunteers.

14. Perform/assist with personal hygiene, toilet training and diaper changing.

15. Provide psycho motor and sensory neural training as directed by specialist consultants.

16. Arrange meetings with General Ed teachers to develop and provide mainstream opportunities for Special Ed students.

Non-Essential Functions / Tasks:

1. Perform clerical duties such as filing, making copies, etc.

Qualifications: Meet educational standards and certification listed below.

Education: Licenses & Certificates:

| |HS Equiv. | |High School Diploma |X |Certification |Teaching Credential/ CBEST |

|X |College |X |College Degree | | | |

| |Other: | | | |

| |Mild, Moderate or Moderate/Severe Special Education (SE) Credential or Education |

| |Specialist for Learning Handicapped (LH or Severely Handicapped (SH) |

Knowledge of:

• Needs of Pre-School and Kindergarten Special Education students

Skills/Ability to:

• Perform the physical demands of the position

Physical Demands Frequency Definitions Based on an 8-hour day:

N = Never = 0%

S = Seldom = 1 - 10% ( < 45 minutes)

Oc = Occasionally = 11 - 33% (Up to 3.0 hours)

F = Frequently = 34 - 66% (Up to 6 hours)

C = Continuously = 67 - 100% (More than 6 hours)

Section II

A. Physical Demands

| |Frequency | |Maximum interval | |Essential Job Functions | |Additional Information |

|Sitting: |Oc | |10 – 20 min | |All | |Class/Play supervision |

|Walking: |F | |15 – 30 min | |1, 3, 4, 5, 6, 7, 8, 9, 11, 12, 15, 16 | |Class/Play supervision |

|Standing: |F | |10 – 15 min | |1, 3, 4, 5, 6, 7, 8, 9, 11, 12, 15, 16 | |Instruction, supervision |

|Stooping/Bending: |F | |seconds | |1, 5, 6, 8, 9, 12, 15, 16 | |Leaning over student |

|Squatting/Crouching: |Oc | |seconds | |1, 5, 6, 8, 9, 12, 15, 16 | |Communicate -student level |

|Climbing/Balancing: |S | |seconds | |All | |Step stool, stairs |

|Kneeling: |Oc | |seconds | |1, 5, 6, 8, 9, 12, 15, 16 | |Attending to children |

|Twisting Back: |Oc | |seconds | |1, 5, 6, 8, 9, 12, 15, 16 | |Watching over children |

|Neck Flexion/Rotation: |F | |seconds | |All | |Checking on children |

|Other: | | | | | | | |

Comments/Examples: Teacher activities vary and are not always predictable due to student population and individual student needs. Amount of time for each activity varies depending upon workload and priority schedules.

|Lifting Lbs. |Frequency |Height |Essential Job Functions |Description / Examples |

|0 – 10 |F |Waist |1, 2, 3, 5, 9, 10, 12, 15, 16 |Books, supplies, toys, play equipment |

|11 - 25 |Oc |Waist |1, 2, 3, 5, 9, 10, 12, 15, 16 |Chairs, play equipment, children’s assistive devices |

|26 – 50 |Oc |Waist |1, 2, 3, 5, 9, 10, 12, 15, 16 |Students, play equipment, children’s assistive devices |

|51 – 75 |S | | | |

|76 – 100 |N | | | |

|100 + |N | | | |

|Assistance may be available for over lbs. |

|Comments: Amount of lifting and carrying varies depending on student enrollment, daily schedule and type of disability |

| |

|Carrying Lbs. |Frequency |Distance of |Essential Job Functions |Description / Examples |

| | |Carry | | |

|0–10 |S |10 ft |1, 2, 3, 5, 9, 10, 12, 15, 16 |Books, supplies, toys, play equipment |

|11–25 |S |10 ft |1, 2, 3, 5, 9, 10, 12, 15, 16 |Chairs, play equipment, children’s assistive devices |

|26–50 |S |3 – 10 ft |1, 2, 3, 5, 9, 10, 12, 15, 16 |Students, play equipment, children’s assistive devices |

|51–75 |N | | | |

|76–100 |N | | | |

|100+ |N | | | |

|Assistance may be available for over lbs. |

|Comments: |

| |

Limb Coordination Activities

| |Both |Either |Frequency | |Essential Job Functions | |Description/ Examples |

| | | | | | | |1, 5, 6, 8, 9, 12, 15, 16 | |Story circle, handling children, |

| | | | | | | | | |furniture |

|Pushing & Pulling |X | |X | |F | | | | |

| | | | | | | |All | |Writing, computer use, fine motor |

| | | | | | | | | |activities |

|Fingering/Fine Manipulation |X | |X | |Oc | | | | |

| | | | | | | |All | |Scissors, paper |

|Handling/Simple Grasping |X | |X | |Oc | | | | |

| | | | | | | |1, 5, 6, 8, 9, 12, 15, 16 | |Open jar, carry books, securing |

| | | | | | | | | |children |

|Power/Firm Grasping |X | |X | |Oc | | | | |

| | | | | | | |1, 3, 5, 8, 9, 11, 12, 15, 16 | |Books, overheads |

|Reach Above Shoulder |X | |X | |S | | | | |

| | | | | | | |1, 3, 5, 8, 9, 11, 12, 15, 16 | |Writing on whiteboard |

|Reach at Shoulder |X | |X | |Oc | | | | |

| | | | | | | |All | |Picking something up |

|Reach below Shoulder |X | |X | |F | | | | |

| | | | | | | |1, 3, 5, 11 | |AV equipment |

|Hand Controls |X | |X | |S | | | | |

| | | | | | | |1, 3, 4, 11, 15 | |Door stops, wheelchair brakes |

|Foot Controls |X | |X | |S | | | | |

Comments

C. Specific Auditory or Visual Requirements:

|Hearing: |Communicate with students, staff, parents; interpret buzzers, alarms, announcements; evaluate and interpret speech; Use phone, emergency |

| |equipment |

|Visual: |Near |Yes |Color |Yes |Peripheral vision: Yes |

| |Distant |Yes |Depth |Yes | |

D. Environmental Conditions

| |Yes |No |Description/Examples |

|Drive cars/truck, forklifts or other moving equipment | |X | |

|Working near hazardous equipment/machinery | |X | |

|Walking on uneven ground |X | |School campus |

|Exposure to dust, gas or fumes |X | |Dry erase markers |

|Exposure to noise (Required to wear ear protection) | |X | |

|Exposure to vibration | |X | |

|Exposure to extremes in temperature or humidity | |X | |

|Work at heights |X | |Step stool, remove child from monkey bars |

|Exposure to biohazard materials such as sewage |X | |Student emergencies (vomit, blood), toilet training |

|Other (identify) | | | |

|Hazards: Unpredictable behavior of physically disabled or emotionally disturbed young children |

Behavior and Cognitive Demands Frequency Definitions : Based on an 8-hour day

N = Never = 0%

S = Seldom = 1 - 10% ( < 45 minutes)

Oc = Occasionally = 11 - 33% (Up to 3.0 hours)

F = Frequently = 34 - 66% (Up to 6 hours)

C = Continuously = 67 - 100% (More than 6 hours)

G. Behavior and Cognitive Components

|Essential or | | |# Essential |

|Non-Essential | | |Function/ |

| | | |Frequency |

| | | | |

|E |Ability to comprehend and follow instructions | |C |

| |Maintain attention and concentration | | |

| |Understand written or oral instructions | | |

| | | | |

|E |Ability to perform simple and repetitive tasks | |C |

| |Ask simple questions or request assistance | | |

| |Perform activities of a routine nature | | |

| |Remember work procedures and locations | | |

| | | | |

|E |Ability to maintain work pace and accuracy | |C |

| |Perform activities within a given schedule; prioritize work load effectively | | |

| |Perform tasks with consistency, accuracy meeting precise standards | | |

| | | | |

|E |Ability to synthesize, analyze complex data, | |Oc |

| |Perform complex tasks requiring highly technical skills | | |

| |Perform high level cognitive, interpretive or judgment skills | | |

| | | | |

|E |Ability to perform work activities requiring negotiating, explaining or persuading skills | |F |

| |Ability to influence people (selling type skills) | | |

| |Convince or direct others | | |

| |Interact appropriately with public and vendors | | |

| | | | |

|E |Ability to manifest interpersonal skills sufficient for getting along with others | |C |

| |Ability to work closely with others on a team | | |

| |Respond appropriately to direction, evaluation, or criticism | | |

| | | | |

|E |Ability to work alone effectively under stress or in situations dangerous to self or others | |F |

| |Apply basic problem solving techniques | | |

| |Make independent decisions or judgments | | |

| | | | |

| | | | |

|E |Ability to plan, direct, control, evaluate and supervise others | |C |

| |Set realistic goals | | |

| |Prioritize work load of others effectively | | |

| | | | |

Section III

Job analysis was prepared or reviewed by:

|Print Name / Signature |Position |Date |

| | | |

| | | |

| | | |

|Judy K. Lemm, RN, BS. COHN-S |Consultant |05/02/2006 |

| | | |

| | | |

Section IV: When used for specific employee

WORKER’ S NAME: ____________________________________________

CLAIM NUMBER: ____________________________________________

Employee Print Name/Signature____________________________________________ Date__________

Supervisor Print Name/Signature___________________________________________ Date__________

Comments/Addendum:

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