Job Description

PHOENIX

PXU

UNION

Equal Opportunity Employer

ESS Teacher � S.U.C.C.E.S.S.

DEPARTMENT: Exceptional Student Services SALARY SCHEDULE: CertifiedLOCATION: School/Unit as AssignedWORK YEAR: 9 months

The Phoenix Union High School District is proud to serve a diverse population of 24,000 students and 3,400 employees in Arizona's capital city. With a portfolio of comprehensive schools, small specialty schools, support schools, micro schools, magnet programs, and extensive Career & Technical Education (CTE) offerings, PXU's schools of opportunity welcome, love, and inspire all students to go places and do things that matter.

SUMMARY:

The ESS teacher- STUDENTS UNDERSTANDING CONCEPTS CONNECTING EDUCATION AND SOCIAL SKILLS (S.U.C.C.E.S.S.) will work in a specialized setting with a setup dedicated to meeting the needs of exceptional learners. Within SUCCESS, the ESS teacher supports students with significant behavioral deficits due to mental illness or cognitive variabilities compounded by challenging behaviors. Specifically, those who require structured, targeted, and evidence-based interventions to be successful in class and on campus. The teacher draws upon their specialized knowledge base to help support students who have been unsuccessful in the general education setting and focuses efforts to help shape and replace adverse behaviors while increasing social emotional resiliency and academic success.

The teacher ensures a student's individualized special education services are implemented effectively by utilizing district provided resources to provide specially designed instruction to the students that account for a variety of individualized needs. They demonstrate an ability to work effectively with groups of stakeholders, such as administrators, instructional assistants, behavioral intervention specialists, social workers, families, and other professionals to advocate and ensure student success. The teacher monitors academic progress of students on their caseload and is proactive in collaborative problem solving to advocate for student supports and needs, academically, social-emotionally, communicatively and for transition services.

ESSENTIAL FUNCTIONS

1. Designs, plans, and provides specially designed instruction based on the Individualized Education Program (IEP).
2. Collaborates with other professionals on how to implement accommodations and modifications based on IEPs.
3. Coordinates with other certified and classified staff, such as, but not limited to, behavior intervention specialists and social workers, to ensure that related services are provided in accordance with an IEP.
4. Models for and communicates effectively with colleagues to institute behavior supports as outlined in the Behavior Intervention Plan (BIP).
5. Supports Functional Behavior Analysis (FBA) by gathering data and identifying trends in behavior.
6. Designs specialized instruction for students with a demonstrated need for behavior support to have high-quality academic experiences while teaching students how to regulate themselves using a research-based curriculum.
7. Assesses student learning by using a variety of appropriate formal and informal methods.
8. Uses content knowledge and interpersonal skills to collaborate effectively to foster student learning in a specialized setting.
9. Uses district and state assessment data to improve instruction and place students in appropriate instructional and intervention programs for students.
10. Keeps and maintains required records, such as progress reports, parent/student communication logs, and IEP paperwork by deadlines.
11. Reviews caseload to ensure that federal and state requirements are met in accordance with timelines for annual IEP meetings, quarterly progress notes, Extended School Year decisions, and implementation of transition services.
12. Acts in accordance with PXU core values to communicate regularly with parents regarding student progress.
13. Documents and resolves issues related to student behavior problems and attendance.
14. Follows meeting agenda to lead the annual IEP meetings for students on their caseload.
15. Attends ongoing professional development and is willing to apply new evidence-based strategies to their teaching practices.
16. Commits to be an active participant in a professional learning community (PLC) to collaboratively review data, engage in new strategies, and address needs identified by the group.
17. Assumes legal responsibility for the supervision of students on school property or in attendance at school-sponsored events.
18. Supports and directs an instructional assistant to help promote positive behaviors and academic readiness with students.
19. Other duties as assigned.

The above essential functions are intended to represent only the key areas of responsibilities and not a comprehensive listing of all functions and duties performed by incumbents of this class.

REQUIRED QUALIFICATIONS

Education, Training, and Experience Guidelines:

• Possess a bachelor's degree
• Have experience working with students with emotional disabilities and/or other areas of eligibility(ies) with students struggling with prosocial and self-regulatory skills.
• Have an awareness of student needs, i.e. at-risk, ethnic, limited English proficient, exceptional.
• Demonstrates knowledge and experience in the development and implementation of special services activities and related documents that conform to federal, state, and district guidelines.

License and Certification Requirements:

• Possess a Current Arizona Standard Secondary Teaching Certificate.
• Possess a current certification in Special Education.

IDEAL CANDIDATES WILL HAVE THE FOLLOWING SKILLS AND ABILITIES

• Ability to work with other professionals collaboratively to ensure timeframes are met.
• Ability to identify effective accommodations, modifications and behavioral support needs. Then work to collaboratively implement them in the classroom, across the campus and in the community.
• Ability to collaborate with others and advocate the need for best practices to support student learning, including the ability to manage and support instructional aides.
• Skill in establishing and maintaining effective working relations with co-workers, vendors, students, parents, the public and others having business with the school district.
• Skill in operating a personal computer utilizing a variety of software applications.
• Ability to work independently with moderate supervision.
• Knowledge of applicable Federal, state, county, city and district statutes, rules, policies and procedures.

PHYSICAL DEMANDS AND WORKING ENVIRONMENT

Work is performed in a standard office and classroom environment

WHY WORK AT PXU

The Phoenix Union High School District is one of the state's largest employers. Our 3,400 education professionals are committed to providing an excellent learning environment for our students while enjoying an inspiring work environment.

• Highly Competitive Pay
• Comprehensive Employee Benefits
• Participation in Arizona State Retirement System
• Education Loan Forgiveness (If eligible)
• Vacation and Personal Leave Plans (for eligible positions)
• Paid Winter and Spring Breaks

The Board is committed to a policy of nondiscrimination in relation to race, color, religion, sex, age, national origin, disability or sexual orientation, as well as gender identity, gender expression and immigration status. This policy will prevail in all matters concerning staff members, students, the public, educational programs and services, and individuals with whom the Board does business.

DIVISION:SUPERVISION RECEIVED:SUPERVISION GIVEN: Teaching & LearningSite AdministrationNone ActionPrepared by:Reviewed by:Effective DateNewWM, HH, LT, AS, PS, NE, RR

LT, MS, WM, EF

01/09/2025