- Description
- Work Activities
- Abilities
- Interests
- Knowledge
- Wages
- Skills
- Work Values
- Work Styles
- Related Degrees
- Work Context
- Task Ratings
- Education
Job Description: Teach secondary school subjects to educationally and physically handicapped students. Includes teachers who specialize and work with audibly and visually handicapped students and those who teach basic academic and life processes skills to the mentally impaired.
Special Education Teachers, Secondary School spend a lot of their time Organizing, Planning, and Prioritizing Work. They are naturally good at Oral Expression, Oral Comprehension, Speech Clarity, and Written Expression. Special Education Teachers, Secondary School are typically characterized as being Social and Investigative. They are usually very knowledgable about Education and Training, English Language, and Psychology and are skilled at Learning Strategies and Reading Comprehension.
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Work Activities
Organizing, Planning, and Prioritizing Work
Establishing and Maintaining Interpersonal Relationships
Communicating with Supervisors, Peers, or Subordinates
Updating and Using Relevant Knowledge
Processing Information
Making Decisions and Solving Problems
Coaching and Developing Others
Evaluating Information to Determine Compliance with Standards
Training and Teaching Others
Thinking Creatively
Monitor Processes, Materials, or Surroundings
Identifying Objects, Actions, and Events
Scheduling Work and Activities
Coordinating the Work and Activities of Others
Getting Information
Resolving Conflicts and Negotiating with Others
Documenting/Recording Information
Analyzing Data or Information
Communicating with Persons Outside Organization
Developing Objectives and Strategies
Assisting and Caring for Others
Guiding, Directing, and Motivating Subordinates
Judging the Qualities of Things, Services, or People
Performing Administrative Activities
Interacting With Computers
Provide Consultation and Advice to Others
Performing for or Working Directly with the Public
Interpreting the Meaning of Information for Others
Developing and Building Teams
Estimating the Quantifiable Characteristics of Products, Events, or Information
Handling and Moving Objects
Inspecting Equipment, Structures, or Material
Performing General Physical Activities
Monitoring and Controlling Resources
Selling or Influencing Others
Staffing Organizational Units
Controlling Machines and Processes
Repairing and Maintaining Electronic Equipment
Operating Vehicles, Mechanized Devices, or Equipment
Abilities
Oral Expression
Oral Comprehension
Speech Clarity
Written Expression
Written Comprehension
Speech Recognition
Deductive Reasoning
Problem Sensitivity
Originality
Category Flexibility
Inductive Reasoning
Information Ordering
Far Vision
Near Vision
Fluency of Ideas
Selective Attention
Flexibility of Closure
Time Sharing
Visualization
Mathematical Reasoning
Perceptual Speed
Speed of Closure
Memorization
Auditory Attention
Number Facility
Trunk Strength
Finger Dexterity
Visual Color Discrimination
Hearing Sensitivity
Static Strength
Gross Body Coordination
Stamina
Response Orientation
Reaction Time
Explosive Strength
Depth Perception
Arm-Hand Steadiness
Multilimb Coordination
Gross Body Equilibrium
Interests
Social
Investigative
Artistic
Enterprising
Conventional
Realistic
Knowledge
Education and Training
English Language
Psychology
Customer and Personal Service
Therapy and Counseling
Computers and Electronics
Clerical
Mathematics
Geography
Sociology and Anthropology
History and Archeology
Philosophy and Theology
Administration and Management
Law and Government
Communications and Media
Public Safety and Security
Biology
Personnel and Human Resources
Chemistry
Medicine and Dentistry
Fine Arts
Transportation
Physics
Production and Processing
Design
Foreign Language
Sales and Marketing
Telecommunications
Economics and Accounting
Engineering and Technology
Food Production
Mechanical
Wages
Connecticut
$71,060
California
$70,910
New York
$70,800
Rhode Island
$66,130
Alaska
$66,080
New Jersey
$63,080
Virginia
$62,840
Maryland
$62,250
Delaware
$61,070
Massachusetts
$60,830
Washington
$57,110
Ohio
$56,320
Wyoming
$56,240
Pennsylvania
$55,830
Illinois
$54,510
Vermont
$54,390
Michigan
$54,340
Wisconsin
$54,220
Oregon
$53,810
Minnesota
$53,810
Georgia
$53,620
Colorado
$52,460
New Hampshire
$51,750
Nevada
$51,690
New Mexico
$51,190
Texas
$51,030
Indiana
$50,120
Alabama
$50,110
Kentucky
$49,410
District of Columbia
$49,310
Florida
$48,930
South Carolina
$48,760
Nebraska
$48,420
Louisiana
$48,360
Kansas
$48,170
Missouri
$46,210
Maine
$45,570
Arkansas
$45,530
Arizona
$45,010
Tennessee
$44,660
North Carolina
$44,500
North Dakota
$43,960
Utah
$43,120
Iowa
$43,050
Mississippi
$42,960
Idaho
$42,850
Oklahoma
$42,850
West Virginia
$41,630
Montana
$40,930
South Dakota
$38,160
Puerto Rico
$27,790
Skills
Learning Strategies
Reading Comprehension
Social Perceptiveness
Monitoring
Critical Thinking
Speaking
Writing
Active Learning
Active Listening
Service Orientation
Instructing
Judgment and Decision Making
Coordination
Complex Problem Solving
Time Management
Persuasion
Mathematics
Negotiation
Systems Evaluation
Operations Analysis
Systems Analysis
Management of Personnel Resources
Management of Material Resources
Science
Quality Control Analysis
Operation Monitoring
Technology Design
Management of Financial Resources
Programming
Work Values
Relationships
Achievement
Independence
Working Conditions
Recognition
Support
Work Styles
Self Control
Cooperation
Dependability
Concern for Others
Stress Tolerance
Integrity
Adaptability/Flexibility
Leadership
Persistence
Initiative
Attention to Detail
Social Orientation
Achievement/Effort
Independence
Analytical Thinking
Innovation
Related University Degree Programs
Work Context
Electronic Mail
Contact With Others
Indoors, Environmentally Controlled
Face-to-Face Discussions
Work With Work Group or Team
Freedom to Make Decisions
Physical Proximity
Structured versus Unstructured Work
Telephone
Frequency of Conflict Situations
Sounds, Noise Levels Are Distracting or Uncomfortable
Deal With Unpleasant or Angry People
Time Pressure
Coordinate or Lead Others
Frequency of Decision Making
Impact of Decisions on Co-workers or Company Results
Spend Time Standing
Importance of Being Exact or Accurate
Letters and Memos
Deal With External Customers
Public Speaking
Responsible for Others' Health and Safety
Deal With Physically Aggressive People
Responsibility for Outcomes and Results
Consequence of Error
Importance of Repeating Same Tasks
Duration of Typical Work Week
Level of Competition
Spend Time Sitting
Exposed to Disease or Infections
Spend Time Walking and Running
Spend Time Using Your Hands to Handle, Control, or Feel Objects, Tools, or Controls
Exposed to Contaminants
Spend Time Making Repetitive Motions
Very Hot or Cold Temperatures
Extremely Bright or Inadequate Lighting
Outdoors, Exposed to Weather
Degree of Automation
Spend Time Bending or Twisting the Body
In an Enclosed Vehicle or Equipment
Indoors, Not Environmentally Controlled
Cramped Work Space, Awkward Positions
Exposed to Minor Burns, Cuts, Bites, or Stings
Wear Common Protective or Safety Equipment such as Safety Shoes, Glasses, Gloves, Hearing Protection, Hard Hats, or Life Jackets
Spend Time Kneeling, Crouching, Stooping, or Crawling
Outdoors, Under Cover
Wear Specialized Protective or Safety Equipment such as Breathing Apparatus, Safety Harness, Full Protection Suits, or Radiation Protection
Pace Determined by Speed of Equipment
Spend Time Keeping or Regaining Balance
Work Schedules
Exposed to Whole Body Vibration
Exposed to Hazardous Equipment
Exposed to Hazardous Conditions
In an Open Vehicle or Equipment
Exposed to High Places
Exposed to Radiation
Spend Time Climbing Ladders, Scaffolds, or Poles
-40 hours-
Duration of Typical Work Week
-A lot of freedom-
Freedom to Make Decisions
Structured versus Unstructured Work
-About half the time-
Spend Time Walking and Running
Spend Time Standing
Spend Time Sitting
Spend Time Making Repetitive Motions
Spend Time Using Your Hands to Handle, Control, or Feel Objects, Tools, or Controls
Spend Time Kneeling, Crouching, Stooping, or Crawling
Spend Time Climbing Ladders, Scaffolds, or Poles
Spend Time Bending or Twisting the Body
Spend Time Keeping or Regaining Balance
-Completely automated-
Degree of Automation
-Constant contact with others-
Contact With Others
-Contact with others about half the time-
Contact With Others
-Contact with others most of the time-
Contact With Others
-Continually or almost continually-
Spend Time Standing
Spend Time Making Repetitive Motions
Spend Time Using Your Hands to Handle, Control, or Feel Objects, Tools, or Controls
Spend Time Sitting
Spend Time Bending or Twisting the Body
Spend Time Walking and Running
Spend Time Keeping or Regaining Balance
Spend Time Kneeling, Crouching, Stooping, or Crawling
Spend Time Climbing Ladders, Scaffolds, or Poles
-Every day-
Electronic Mail
Indoors, Environmentally Controlled
Face-to-Face Discussions
Frequency of Decision Making
Sounds, Noise Levels Are Distracting or Uncomfortable
Deal With Unpleasant or Angry People
Frequency of Conflict Situations
Public Speaking
Time Pressure
Telephone
Exposed to Disease or Infections
Letters and Memos
Deal With Physically Aggressive People
Exposed to Contaminants
Extremely Bright or Inadequate Lighting
Outdoors, Exposed to Weather
Cramped Work Space, Awkward Positions
Indoors, Not Environmentally Controlled
Wear Specialized Protective or Safety Equipment such as Breathing Apparatus, Safety Harness, Full Protection Suits, or Radiation Protection
Exposed to Minor Burns, Cuts, Bites, or Stings
Very Hot or Cold Temperatures
In an Enclosed Vehicle or Equipment
In an Open Vehicle or Equipment
Exposed to Whole Body Vibration
Exposed to Hazardous Equipment
Exposed to High Places
Outdoors, Under Cover
Exposed to Radiation
Wear Common Protective or Safety Equipment such as Safety Shoes, Glasses, Gloves, Hearing Protection, Hard Hats, or Life Jackets
Exposed to Hazardous Conditions
-Extremely competitive-
Level of Competition
-Extremely important-
Work With Work Group or Team
Coordinate or Lead Others
Deal With External Customers
Importance of Being Exact or Accurate
Importance of Repeating Same Tasks
Pace Determined by Speed of Equipment
-Extremely serious-
Consequence of Error
-Fairly important-
Importance of Being Exact or Accurate
Importance of Repeating Same Tasks
Coordinate or Lead Others
Deal With External Customers
Work With Work Group or Team
Pace Determined by Speed of Equipment
-Fairly serious-
Consequence of Error
-High responsibility-
Responsible for Others' Health and Safety
Responsibility for Outcomes and Results
-Highly automated-
Degree of Automation
-Highly competitive-
Level of Competition
-I don't work near other people (beyond 100 ft.)-
Physical Proximity
-I work with others but not closely (e.g., private office)-
Physical Proximity
-Important-
Importance of Repeating Same Tasks
Importance of Being Exact or Accurate
Coordinate or Lead Others
Deal With External Customers
Work With Work Group or Team
Pace Determined by Speed of Equipment
-Important results-
Impact of Decisions on Co-workers or Company Results
-Irregular (changes with weather conditions, production demands, or contract duration)-
Work Schedules
-Less than 40 hours-
Duration of Typical Work Week
-Less than half the time-
Spend Time Sitting
Spend Time Walking and Running
Spend Time Bending or Twisting the Body
Spend Time Making Repetitive Motions
Spend Time Using Your Hands to Handle, Control, or Feel Objects, Tools, or Controls
Spend Time Kneeling, Crouching, Stooping, or Crawling
Spend Time Keeping or Regaining Balance
Spend Time Standing
Spend Time Climbing Ladders, Scaffolds, or Poles
-Limited freedom-
Freedom to Make Decisions
Structured versus Unstructured Work
-Limited responsibility-
Responsibility for Outcomes and Results
Responsible for Others' Health and Safety
-Minor results-
Impact of Decisions on Co-workers or Company Results
-Moderate responsibility-
Responsibility for Outcomes and Results
Responsible for Others' Health and Safety
-Moderate results-
Impact of Decisions on Co-workers or Company Results
-Moderately automated-
Degree of Automation
-Moderately close (at arm's length)-
Physical Proximity
-Moderately competitive-
Level of Competition
-More than 40 hours-
Duration of Typical Work Week
-More than half the time-
Spend Time Standing
Spend Time Using Your Hands to Handle, Control, or Feel Objects, Tools, or Controls
Spend Time Sitting
Spend Time Walking and Running
Spend Time Making Repetitive Motions
Spend Time Kneeling, Crouching, Stooping, or Crawling
Spend Time Climbing Ladders, Scaffolds, or Poles
Spend Time Bending or Twisting the Body
Spend Time Keeping or Regaining Balance
-Never-
Exposed to Radiation
Spend Time Climbing Ladders, Scaffolds, or Poles
Exposed to High Places
Exposed to Hazardous Conditions
In an Open Vehicle or Equipment
Wear Specialized Protective or Safety Equipment such as Breathing Apparatus, Safety Harness, Full Protection Suits, or Radiation Protection
Exposed to Hazardous Equipment
Exposed to Whole Body Vibration
Spend Time Keeping or Regaining Balance
Cramped Work Space, Awkward Positions
Outdoors, Under Cover
Wear Common Protective or Safety Equipment such as Safety Shoes, Glasses, Gloves, Hearing Protection, Hard Hats, or Life Jackets
Exposed to Minor Burns, Cuts, Bites, or Stings
Spend Time Kneeling, Crouching, Stooping, or Crawling
In an Enclosed Vehicle or Equipment
Indoors, Not Environmentally Controlled
Outdoors, Exposed to Weather
Extremely Bright or Inadequate Lighting
Very Hot or Cold Temperatures
Exposed to Contaminants
Spend Time Bending or Twisting the Body
Exposed to Disease or Infections
Spend Time Using Your Hands to Handle, Control, or Feel Objects, Tools, or Controls
Spend Time Making Repetitive Motions
Sounds, Noise Levels Are Distracting or Uncomfortable
Frequency of Decision Making
Public Speaking
Deal With Physically Aggressive People
Spend Time Walking and Running
Indoors, Environmentally Controlled
Telephone
Letters and Memos
Spend Time Sitting
Frequency of Conflict Situations
Deal With Unpleasant or Angry People
Time Pressure
Face-to-Face Discussions
Electronic Mail
Spend Time Standing
-No contact with others-
Contact With Others
-No freedom-
Structured versus Unstructured Work
Freedom to Make Decisions
-No responsibility-
Responsible for Others' Health and Safety
Responsibility for Outcomes and Results
-No results-
Impact of Decisions on Co-workers or Company Results
-Not at all automated-
Degree of Automation
-Not at all competitive-
Level of Competition
-Not important at all-
Pace Determined by Speed of Equipment
Importance of Repeating Same Tasks
Deal With External Customers
Coordinate or Lead Others
Work With Work Group or Team
Importance of Being Exact or Accurate
-Not serious at all-
Consequence of Error
-Occasional contact with others-
Contact With Others
-Once a month or more but not every week-
Time Pressure
Letters and Memos
Deal With Unpleasant or Angry People
Frequency of Conflict Situations
Sounds, Noise Levels Are Distracting or Uncomfortable
Deal With Physically Aggressive People
Extremely Bright or Inadequate Lighting
Public Speaking
Frequency of Decision Making
In an Enclosed Vehicle or Equipment
Very Hot or Cold Temperatures
Face-to-Face Discussions
Exposed to Contaminants
Indoors, Not Environmentally Controlled
Exposed to Disease or Infections
Outdoors, Exposed to Weather
Exposed to Minor Burns, Cuts, Bites, or Stings
Telephone
Wear Common Protective or Safety Equipment such as Safety Shoes, Glasses, Gloves, Hearing Protection, Hard Hats, or Life Jackets
Cramped Work Space, Awkward Positions
Indoors, Environmentally Controlled
Exposed to Hazardous Conditions
In an Open Vehicle or Equipment
Exposed to High Places
Electronic Mail
Outdoors, Under Cover
Exposed to Radiation
Wear Specialized Protective or Safety Equipment such as Breathing Apparatus, Safety Harness, Full Protection Suits, or Radiation Protection
Exposed to Whole Body Vibration
Exposed to Hazardous Equipment
-Once a week or more but not every day-
Telephone
Letters and Memos
Time Pressure
Deal With Physically Aggressive People
Frequency of Conflict Situations
Deal With Unpleasant or Angry People
Face-to-Face Discussions
Sounds, Noise Levels Are Distracting or Uncomfortable
Exposed to Contaminants
Very Hot or Cold Temperatures
Frequency of Decision Making
Electronic Mail
In an Enclosed Vehicle or Equipment
Outdoors, Exposed to Weather
Exposed to Disease or Infections
Wear Common Protective or Safety Equipment such as Safety Shoes, Glasses, Gloves, Hearing Protection, Hard Hats, or Life Jackets
Cramped Work Space, Awkward Positions
Indoors, Environmentally Controlled
Public Speaking
Extremely Bright or Inadequate Lighting
Indoors, Not Environmentally Controlled
Exposed to Hazardous Conditions
In an Open Vehicle or Equipment
Wear Specialized Protective or Safety Equipment such as Breathing Apparatus, Safety Harness, Full Protection Suits, or Radiation Protection
Exposed to Whole Body Vibration
Exposed to Hazardous Equipment
Exposed to High Places
Outdoors, Under Cover
Exposed to Radiation
Exposed to Minor Burns, Cuts, Bites, or Stings
-Once a year or more but not every month-
Public Speaking
Deal With Physically Aggressive People
Indoors, Not Environmentally Controlled
Very Hot or Cold Temperatures
Exposed to Disease or Infections
Outdoors, Exposed to Weather
Extremely Bright or Inadequate Lighting
Outdoors, Under Cover
Exposed to Contaminants
Exposed to Minor Burns, Cuts, Bites, or Stings
Wear Common Protective or Safety Equipment such as Safety Shoes, Glasses, Gloves, Hearing Protection, Hard Hats, or Life Jackets
Letters and Memos
Frequency of Decision Making
Deal With Unpleasant or Angry People
Frequency of Conflict Situations
In an Enclosed Vehicle or Equipment
Cramped Work Space, Awkward Positions
Exposed to Whole Body Vibration
Exposed to Hazardous Equipment
Electronic Mail
Telephone
Sounds, Noise Levels Are Distracting or Uncomfortable
Time Pressure
Exposed to High Places
In an Open Vehicle or Equipment
Wear Specialized Protective or Safety Equipment such as Breathing Apparatus, Safety Harness, Full Protection Suits, or Radiation Protection
Face-to-Face Discussions
Indoors, Environmentally Controlled
Exposed to Radiation
Exposed to Hazardous Conditions
-Regular (established routine, set schedule)-
Work Schedules
-Seasonal (only during certain times of the year)-
Work Schedules
-Serious-
Consequence of Error
-Slightly automated-
Degree of Automation
-Slightly close (e.g., shared office)-
Physical Proximity
-Slightly competitive-
Level of Competition
-Some freedom-
Structured versus Unstructured Work
Freedom to Make Decisions
-Very close (near touching)-
Physical Proximity
-Very high responsibility-
Responsible for Others' Health and Safety
Responsibility for Outcomes and Results
-Very important-
Work With Work Group or Team
Importance of Repeating Same Tasks
Coordinate or Lead Others
Deal With External Customers
Importance of Being Exact or Accurate
Pace Determined by Speed of Equipment
-Very important results-
Impact of Decisions on Co-workers or Company Results
-Very little freedom-
Structured versus Unstructured Work
Freedom to Make Decisions
-Very serious-
Consequence of Error
Task Ratings
- Importance Core-
Establish and enforce rules for behavior and policies and procedures to maintain order among students.
Teach socially acceptable behavior, employing techniques such as behavior modification and positive reinforcement.
Modify the general education curriculum for special-needs students, based upon a variety of instructional techniques and technologies.
Develop and implement strategies to meet the needs of students with a variety of handicapping conditions.
Maintain accurate and complete student records, and prepare reports on children and activities, as required by laws, district policies, and administrative regulations.
Meet with other professionals to discuss individual students' needs and progress.
Prepare, administer, and grade tests and assignments to evaluate students' progress.
Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems.
Employ special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory.
Guide and counsel students with adjustment or academic problems, or special academic interests.
Teach personal development skills such as goal setting, independence, and self-advocacy.
Instruct through lectures, discussions, and demonstrations in one or more subjects, such as English, mathematics, or social studies.
Confer with parents, administrators, testing specialists, social workers, and professionals to develop individual educational plans designed to promote students' educational, physical, and social development.
Prepare materials and classrooms for class activities.
Prepare students for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks.
Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.
Establish clear objectives for all lessons, units, and projects and communicate those objectives to students.
Meet with parents and guardians to discuss their children's progress and to determine priorities for their children and their resource needs.
Observe and evaluate students' performance, behavior, social development, and physical health.
Coordinate placement of students with special needs into mainstream classes.
Monitor teachers and teacher assistants to ensure that they adhere to inclusive special education program requirements.
Meet with parents and guardians to provide guidance in using community resources and to teach skills for dealing with students' impairments.
Prepare for assigned classes and show written evidence of preparation upon request of immediate supervisors.
Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, and food preparation.
Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools.
Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula.
Provide additional instruction in vocational areas.
Use computers, audio-visual aids, and other equipment and materials to supplement presentations.
Administer standardized ability and achievement tests and interpret results to determine students' strengths and areas of need.
Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence.
Attend staff meetings and serve on committees, as required.
Collaborate with other teachers and administrators in the development, evaluation, and revision of secondary school programs.
Plan and supervise class projects, field trips, visits by guest speakers, or other experiential activities, and guide students in learning from those activities.
Perform administrative duties such as assisting in school libraries, hall and cafeteria monitoring, and bus loading and unloading.
Select, store, order, issue, and inventory classroom equipment, materials, and supplies.
- Importance Supplemental-
Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage.
Provide assistive devices, supportive technology, and assistance accessing facilities such as restrooms.
Provide interpretation and transcription of regular classroom materials through Braille and sign language.
Visit schools to tutor students with sensory impairments and to consult with teachers regarding students' special needs.
Sponsor extracurricular activities such as clubs, student organizations, and academic contests.
- Relevance of Task Core-
Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence.
Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems.
Meet with other professionals to discuss individual students' needs and progress.
Teach personal development skills such as goal setting, independence, and self-advocacy.
Establish and enforce rules for behavior and policies and procedures to maintain order among students.
Guide and counsel students with adjustment or academic problems, or special academic interests.
Prepare, administer, and grade tests and assignments to evaluate students' progress.
Attend staff meetings and serve on committees, as required.
Confer with parents, administrators, testing specialists, social workers, and professionals to develop individual educational plans designed to promote students' educational, physical, and social development.
Prepare materials and classrooms for class activities.
Prepare students for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks.
Observe and evaluate students' performance, behavior, social development, and physical health.
Teach socially acceptable behavior, employing techniques such as behavior modification and positive reinforcement.
Meet with parents and guardians to discuss their children's progress and to determine priorities for their children and their resource needs.
Use computers, audio-visual aids, and other equipment and materials to supplement presentations.
Maintain accurate and complete student records, and prepare reports on children and activities, as required by laws, district policies, and administrative regulations.
Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula.
Employ special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory.
Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.
Develop and implement strategies to meet the needs of students with a variety of handicapping conditions.
Establish clear objectives for all lessons, units, and projects and communicate those objectives to students.
Modify the general education curriculum for special-needs students, based upon a variety of instructional techniques and technologies.
Meet with parents and guardians to provide guidance in using community resources and to teach skills for dealing with students' impairments.
Select, store, order, issue, and inventory classroom equipment, materials, and supplies.
Collaborate with other teachers and administrators in the development, evaluation, and revision of secondary school programs.
Prepare for assigned classes and show written evidence of preparation upon request of immediate supervisors.
Instruct through lectures, discussions, and demonstrations in one or more subjects, such as English, mathematics, or social studies.
Administer standardized ability and achievement tests and interpret results to determine students' strengths and areas of need.
Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools.
Perform administrative duties such as assisting in school libraries, hall and cafeteria monitoring, and bus loading and unloading.
Plan and supervise class projects, field trips, visits by guest speakers, or other experiential activities, and guide students in learning from those activities.
Coordinate placement of students with special needs into mainstream classes.
Provide additional instruction in vocational areas.
Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, and food preparation.
Monitor teachers and teacher assistants to ensure that they adhere to inclusive special education program requirements.
- Relevance of Task Supplemental-
Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage.
Sponsor extracurricular activities such as clubs, student organizations, and academic contests.
Provide assistive devices, supportive technology, and assistance accessing facilities such as restrooms.
Visit schools to tutor students with sensory impairments and to consult with teachers regarding students' special needs.
Provide interpretation and transcription of regular classroom materials through Braille and sign language.
-Daily Frequency of Task (Categories 1-7) Core-
Prepare materials and classrooms for class activities.
Employ special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory.
Develop and implement strategies to meet the needs of students with a variety of handicapping conditions.
Establish clear objectives for all lessons, units, and projects and communicate those objectives to students.
Instruct through lectures, discussions, and demonstrations in one or more subjects, such as English, mathematics, or social studies.
Prepare students for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks.
Prepare, administer, and grade tests and assignments to evaluate students' progress.
Prepare for assigned classes and show written evidence of preparation upon request of immediate supervisors.
Modify the general education curriculum for special-needs students, based upon a variety of instructional techniques and technologies.
Perform administrative duties such as assisting in school libraries, hall and cafeteria monitoring, and bus loading and unloading.
Teach socially acceptable behavior, employing techniques such as behavior modification and positive reinforcement.
Maintain accurate and complete student records, and prepare reports on children and activities, as required by laws, district policies, and administrative regulations.
Use computers, audio-visual aids, and other equipment and materials to supplement presentations.
Establish and enforce rules for behavior and policies and procedures to maintain order among students.
Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.
Observe and evaluate students' performance, behavior, social development, and physical health.
Monitor teachers and teacher assistants to ensure that they adhere to inclusive special education program requirements.
Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, and food preparation.
Teach personal development skills such as goal setting, independence, and self-advocacy.
Guide and counsel students with adjustment or academic problems, or special academic interests.
Meet with other professionals to discuss individual students' needs and progress.
Provide additional instruction in vocational areas.
Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems.
Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools.
Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula.
Coordinate placement of students with special needs into mainstream classes.
Confer with parents, administrators, testing specialists, social workers, and professionals to develop individual educational plans designed to promote students' educational, physical, and social development.
Collaborate with other teachers and administrators in the development, evaluation, and revision of secondary school programs.
Select, store, order, issue, and inventory classroom equipment, materials, and supplies.
Plan and supervise class projects, field trips, visits by guest speakers, or other experiential activities, and guide students in learning from those activities.
Meet with parents and guardians to discuss their children's progress and to determine priorities for their children and their resource needs.
Meet with parents and guardians to provide guidance in using community resources and to teach skills for dealing with students' impairments.
Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence.
Administer standardized ability and achievement tests and interpret results to determine students' strengths and areas of need.
Attend staff meetings and serve on committees, as required.
-Daily Frequency of Task (Categories 1-7) Supplemental-
Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage.
Provide assistive devices, supportive technology, and assistance accessing facilities such as restrooms.
Sponsor extracurricular activities such as clubs, student organizations, and academic contests.
Provide interpretation and transcription of regular classroom materials through Braille and sign language.
Visit schools to tutor students with sensory impairments and to consult with teachers regarding students' special needs.
-Hourly or more Frequency of Task (Categories 1-7) Core-
Establish and enforce rules for behavior and policies and procedures to maintain order among students.
Teach socially acceptable behavior, employing techniques such as behavior modification and positive reinforcement.
Modify the general education curriculum for special-needs students, based upon a variety of instructional techniques and technologies.
Employ special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory.
Instruct through lectures, discussions, and demonstrations in one or more subjects, such as English, mathematics, or social studies.
Develop and implement strategies to meet the needs of students with a variety of handicapping conditions.
Establish clear objectives for all lessons, units, and projects and communicate those objectives to students.
Guide and counsel students with adjustment or academic problems, or special academic interests.
Monitor teachers and teacher assistants to ensure that they adhere to inclusive special education program requirements.
Prepare students for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks.
Observe and evaluate students' performance, behavior, social development, and physical health.
Teach personal development skills such as goal setting, independence, and self-advocacy.
Prepare, administer, and grade tests and assignments to evaluate students' progress.
Use computers, audio-visual aids, and other equipment and materials to supplement presentations.
Provide additional instruction in vocational areas.
Prepare materials and classrooms for class activities.
Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.
Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools.
Maintain accurate and complete student records, and prepare reports on children and activities, as required by laws, district policies, and administrative regulations.
Meet with other professionals to discuss individual students' needs and progress.
Perform administrative duties such as assisting in school libraries, hall and cafeteria monitoring, and bus loading and unloading.
Prepare for assigned classes and show written evidence of preparation upon request of immediate supervisors.
Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, and food preparation.
Coordinate placement of students with special needs into mainstream classes.
Collaborate with other teachers and administrators in the development, evaluation, and revision of secondary school programs.
Confer with parents, administrators, testing specialists, social workers, and professionals to develop individual educational plans designed to promote students' educational, physical, and social development.
Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula.
Select, store, order, issue, and inventory classroom equipment, materials, and supplies.
Plan and supervise class projects, field trips, visits by guest speakers, or other experiential activities, and guide students in learning from those activities.
Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems.
Meet with parents and guardians to discuss their children's progress and to determine priorities for their children and their resource needs.
Administer standardized ability and achievement tests and interpret results to determine students' strengths and areas of need.
Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence.
Attend staff meetings and serve on committees, as required.
Meet with parents and guardians to provide guidance in using community resources and to teach skills for dealing with students' impairments.
-Hourly or more Frequency of Task (Categories 1-7) Supplemental-
Provide interpretation and transcription of regular classroom materials through Braille and sign language.
Provide assistive devices, supportive technology, and assistance accessing facilities such as restrooms.
Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage.
Sponsor extracurricular activities such as clubs, student organizations, and academic contests.
Visit schools to tutor students with sensory impairments and to consult with teachers regarding students' special needs.
-More than monthly Frequency of Task (Categories 1-7) Core-
Attend staff meetings and serve on committees, as required.
Meet with parents and guardians to discuss their children's progress and to determine priorities for their children and their resource needs.
Meet with parents and guardians to provide guidance in using community resources and to teach skills for dealing with students' impairments.
Confer with parents, administrators, testing specialists, social workers, and professionals to develop individual educational plans designed to promote students' educational, physical, and social development.
Administer standardized ability and achievement tests and interpret results to determine students' strengths and areas of need.
Plan and supervise class projects, field trips, visits by guest speakers, or other experiential activities, and guide students in learning from those activities.
Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems.
Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence.
Collaborate with other teachers and administrators in the development, evaluation, and revision of secondary school programs.
Meet with other professionals to discuss individual students' needs and progress.
Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula.
Coordinate placement of students with special needs into mainstream classes.
Teach personal development skills such as goal setting, independence, and self-advocacy.
Provide additional instruction in vocational areas.
Maintain accurate and complete student records, and prepare reports on children and activities, as required by laws, district policies, and administrative regulations.
Perform administrative duties such as assisting in school libraries, hall and cafeteria monitoring, and bus loading and unloading.
Select, store, order, issue, and inventory classroom equipment, materials, and supplies.
Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, and food preparation.
Guide and counsel students with adjustment or academic problems, or special academic interests.
Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools.
Observe and evaluate students' performance, behavior, social development, and physical health.
Prepare for assigned classes and show written evidence of preparation upon request of immediate supervisors.
Prepare, administer, and grade tests and assignments to evaluate students' progress.
Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.
Monitor teachers and teacher assistants to ensure that they adhere to inclusive special education program requirements.
Use computers, audio-visual aids, and other equipment and materials to supplement presentations.
Prepare students for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks.
Establish clear objectives for all lessons, units, and projects and communicate those objectives to students.
Modify the general education curriculum for special-needs students, based upon a variety of instructional techniques and technologies.
Instruct through lectures, discussions, and demonstrations in one or more subjects, such as English, mathematics, or social studies.
Teach socially acceptable behavior, employing techniques such as behavior modification and positive reinforcement.
Employ special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory.
Establish and enforce rules for behavior and policies and procedures to maintain order among students.
Develop and implement strategies to meet the needs of students with a variety of handicapping conditions.
Prepare materials and classrooms for class activities.
-More than monthly Frequency of Task (Categories 1-7) Supplemental-
Sponsor extracurricular activities such as clubs, student organizations, and academic contests.
Visit schools to tutor students with sensory impairments and to consult with teachers regarding students' special needs.
Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage.
Provide interpretation and transcription of regular classroom materials through Braille and sign language.
Provide assistive devices, supportive technology, and assistance accessing facilities such as restrooms.
-More than weekly Frequency of Task (Categories 1-7) Core-
Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula.
Meet with other professionals to discuss individual students' needs and progress.
Attend staff meetings and serve on committees, as required.
Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems.
Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.
Meet with parents and guardians to discuss their children's progress and to determine priorities for their children and their resource needs.
Guide and counsel students with adjustment or academic problems, or special academic interests.
Provide additional instruction in vocational areas.
Maintain accurate and complete student records, and prepare reports on children and activities, as required by laws, district policies, and administrative regulations.
Collaborate with other teachers and administrators in the development, evaluation, and revision of secondary school programs.
Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools.
Teach personal development skills such as goal setting, independence, and self-advocacy.
Establish clear objectives for all lessons, units, and projects and communicate those objectives to students.
Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, and food preparation.
Prepare for assigned classes and show written evidence of preparation upon request of immediate supervisors.
Use computers, audio-visual aids, and other equipment and materials to supplement presentations.
Observe and evaluate students' performance, behavior, social development, and physical health.
Meet with parents and guardians to provide guidance in using community resources and to teach skills for dealing with students' impairments.
Prepare, administer, and grade tests and assignments to evaluate students' progress.
Perform administrative duties such as assisting in school libraries, hall and cafeteria monitoring, and bus loading and unloading.
Monitor teachers and teacher assistants to ensure that they adhere to inclusive special education program requirements.
Coordinate placement of students with special needs into mainstream classes.
Develop and implement strategies to meet the needs of students with a variety of handicapping conditions.
Confer with parents, administrators, testing specialists, social workers, and professionals to develop individual educational plans designed to promote students' educational, physical, and social development.
Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence.
Modify the general education curriculum for special-needs students, based upon a variety of instructional techniques and technologies.
Plan and supervise class projects, field trips, visits by guest speakers, or other experiential activities, and guide students in learning from those activities.
Administer standardized ability and achievement tests and interpret results to determine students' strengths and areas of need.
Prepare students for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks.
Teach socially acceptable behavior, employing techniques such as behavior modification and positive reinforcement.
Prepare materials and classrooms for class activities.
Employ special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory.
Instruct through lectures, discussions, and demonstrations in one or more subjects, such as English, mathematics, or social studies.
Select, store, order, issue, and inventory classroom equipment, materials, and supplies.
Establish and enforce rules for behavior and policies and procedures to maintain order among students.
-More than weekly Frequency of Task (Categories 1-7) Supplemental-
Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage.
Visit schools to tutor students with sensory impairments and to consult with teachers regarding students' special needs.
Sponsor extracurricular activities such as clubs, student organizations, and academic contests.
Provide assistive devices, supportive technology, and assistance accessing facilities such as restrooms.
Provide interpretation and transcription of regular classroom materials through Braille and sign language.
-More than yearly Frequency of Task (Categories 1-7) Core-
Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence.
Administer standardized ability and achievement tests and interpret results to determine students' strengths and areas of need.
Select, store, order, issue, and inventory classroom equipment, materials, and supplies.
Plan and supervise class projects, field trips, visits by guest speakers, or other experiential activities, and guide students in learning from those activities.
Coordinate placement of students with special needs into mainstream classes.
Meet with parents and guardians to provide guidance in using community resources and to teach skills for dealing with students' impairments.
Collaborate with other teachers and administrators in the development, evaluation, and revision of secondary school programs.
Confer with parents, administrators, testing specialists, social workers, and professionals to develop individual educational plans designed to promote students' educational, physical, and social development.
Meet with parents and guardians to discuss their children's progress and to determine priorities for their children and their resource needs.
Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools.
Perform administrative duties such as assisting in school libraries, hall and cafeteria monitoring, and bus loading and unloading.
Monitor teachers and teacher assistants to ensure that they adhere to inclusive special education program requirements.
Prepare for assigned classes and show written evidence of preparation upon request of immediate supervisors.
Provide additional instruction in vocational areas.
Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula.
Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, and food preparation.
Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems.
Attend staff meetings and serve on committees, as required.
Meet with other professionals to discuss individual students' needs and progress.
Maintain accurate and complete student records, and prepare reports on children and activities, as required by laws, district policies, and administrative regulations.
Instruct through lectures, discussions, and demonstrations in one or more subjects, such as English, mathematics, or social studies.
Prepare students for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks.
Observe and evaluate students' performance, behavior, social development, and physical health.
Employ special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory.
Guide and counsel students with adjustment or academic problems, or special academic interests.
Use computers, audio-visual aids, and other equipment and materials to supplement presentations.
Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.
Develop and implement strategies to meet the needs of students with a variety of handicapping conditions.
Prepare materials and classrooms for class activities.
Teach personal development skills such as goal setting, independence, and self-advocacy.
Modify the general education curriculum for special-needs students, based upon a variety of instructional techniques and technologies.
Teach socially acceptable behavior, employing techniques such as behavior modification and positive reinforcement.
Establish clear objectives for all lessons, units, and projects and communicate those objectives to students.
Prepare, administer, and grade tests and assignments to evaluate students' progress.
Establish and enforce rules for behavior and policies and procedures to maintain order among students.
-More than yearly Frequency of Task (Categories 1-7) Supplemental-
Sponsor extracurricular activities such as clubs, student organizations, and academic contests.
Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage.
Visit schools to tutor students with sensory impairments and to consult with teachers regarding students' special needs.
Provide assistive devices, supportive technology, and assistance accessing facilities such as restrooms.
Provide interpretation and transcription of regular classroom materials through Braille and sign language.
-Several times daily Frequency of Task (Categories 1-7) Core-
Establish and enforce rules for behavior and policies and procedures to maintain order among students.
Teach socially acceptable behavior, employing techniques such as behavior modification and positive reinforcement.
Prepare students for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks.
Modify the general education curriculum for special-needs students, based upon a variety of instructional techniques and technologies.
Prepare, administer, and grade tests and assignments to evaluate students' progress.
Instruct through lectures, discussions, and demonstrations in one or more subjects, such as English, mathematics, or social studies.
Use computers, audio-visual aids, and other equipment and materials to supplement presentations.
Observe and evaluate students' performance, behavior, social development, and physical health.
Monitor teachers and teacher assistants to ensure that they adhere to inclusive special education program requirements.
Guide and counsel students with adjustment or academic problems, or special academic interests.
Employ special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory.
Develop and implement strategies to meet the needs of students with a variety of handicapping conditions.
Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.
Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, and food preparation.
Prepare materials and classrooms for class activities.
Establish clear objectives for all lessons, units, and projects and communicate those objectives to students.
Teach personal development skills such as goal setting, independence, and self-advocacy.
Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula.
Provide additional instruction in vocational areas.
Maintain accurate and complete student records, and prepare reports on children and activities, as required by laws, district policies, and administrative regulations.
Prepare for assigned classes and show written evidence of preparation upon request of immediate supervisors.
Perform administrative duties such as assisting in school libraries, hall and cafeteria monitoring, and bus loading and unloading.
Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems.
Meet with other professionals to discuss individual students' needs and progress.
Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools.
Collaborate with other teachers and administrators in the development, evaluation, and revision of secondary school programs.
Confer with parents, administrators, testing specialists, social workers, and professionals to develop individual educational plans designed to promote students' educational, physical, and social development.
Coordinate placement of students with special needs into mainstream classes.
Attend staff meetings and serve on committees, as required.
Meet with parents and guardians to provide guidance in using community resources and to teach skills for dealing with students' impairments.
Plan and supervise class projects, field trips, visits by guest speakers, or other experiential activities, and guide students in learning from those activities.
Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence.
Administer standardized ability and achievement tests and interpret results to determine students' strengths and areas of need.
Meet with parents and guardians to discuss their children's progress and to determine priorities for their children and their resource needs.
Select, store, order, issue, and inventory classroom equipment, materials, and supplies.
-Several times daily Frequency of Task (Categories 1-7) Supplemental-
Provide assistive devices, supportive technology, and assistance accessing facilities such as restrooms.
Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage.
Provide interpretation and transcription of regular classroom materials through Braille and sign language.
Sponsor extracurricular activities such as clubs, student organizations, and academic contests.
Visit schools to tutor students with sensory impairments and to consult with teachers regarding students' special needs.
-Yearly or less Frequency of Task (Categories 1-7) Core-
Select, store, order, issue, and inventory classroom equipment, materials, and supplies.
Plan and supervise class projects, field trips, visits by guest speakers, or other experiential activities, and guide students in learning from those activities.
Administer standardized ability and achievement tests and interpret results to determine students' strengths and areas of need.
Meet with parents and guardians to provide guidance in using community resources and to teach skills for dealing with students' impairments.
Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools.
Coordinate placement of students with special needs into mainstream classes.
Confer with parents, administrators, testing specialists, social workers, and professionals to develop individual educational plans designed to promote students' educational, physical, and social development.
Meet with parents and guardians to discuss their children's progress and to determine priorities for their children and their resource needs.
Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence.
Provide additional instruction in vocational areas.
Collaborate with other teachers and administrators in the development, evaluation, and revision of secondary school programs.
Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, and food preparation.
Prepare for assigned classes and show written evidence of preparation upon request of immediate supervisors.
Perform administrative duties such as assisting in school libraries, hall and cafeteria monitoring, and bus loading and unloading.
Prepare materials and classrooms for class activities.
Establish and enforce rules for behavior and policies and procedures to maintain order among students.
Modify the general education curriculum for special-needs students, based upon a variety of instructional techniques and technologies.
Use computers, audio-visual aids, and other equipment and materials to supplement presentations.
Develop and implement strategies to meet the needs of students with a variety of handicapping conditions.
Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula.
Monitor teachers and teacher assistants to ensure that they adhere to inclusive special education program requirements.
Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems.
Attend staff meetings and serve on committees, as required.
Observe and evaluate students' performance, behavior, social development, and physical health.
Establish clear objectives for all lessons, units, and projects and communicate those objectives to students.
Guide and counsel students with adjustment or academic problems, or special academic interests.
Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.
Employ special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory.
Instruct through lectures, discussions, and demonstrations in one or more subjects, such as English, mathematics, or social studies.
Maintain accurate and complete student records, and prepare reports on children and activities, as required by laws, district policies, and administrative regulations.
Meet with other professionals to discuss individual students' needs and progress.
Prepare students for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks.
Prepare, administer, and grade tests and assignments to evaluate students' progress.
Teach personal development skills such as goal setting, independence, and self-advocacy.
Teach socially acceptable behavior, employing techniques such as behavior modification and positive reinforcement.
-Yearly or less Frequency of Task (Categories 1-7) Supplemental-
Provide interpretation and transcription of regular classroom materials through Braille and sign language.
Visit schools to tutor students with sensory impairments and to consult with teachers regarding students' special needs.
Provide assistive devices, supportive technology, and assistance accessing facilities such as restrooms.
Sponsor extracurricular activities such as clubs, student organizations, and academic contests.
Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage.
Education Training Experience
-On-Site or In-Plant Training-
None
Up to and including 1 month
Over 1 month, up to and including 3 months
Over 3 months, up to and including 6 months
Over 6 months, up to and including 1 year
Over 1 year, up to and including 2 years
Over 2 years, up to and including 4 years
Over 4 years, up to and including 10 years
-On-the-Job Training-
None or short demonstration
Anything beyond short demonstration, up to and including 1 month
Over 1 month, up to and including 3 months
Over 3 months, up to and including 6 months
Over 6 months, up to and including 1 year
Over 1 year, up to and including 2 years
Over 2 years, up to and including 4 years
-Related Work Experience-
None
Over 1 month, up to and including 3 months
Over 3 months, up to and including 6 months
Over 6 months, up to and including 1 year
Over 1 year, up to and including 2 years
Over 2 years, up to and including 4 years
Over 4 years, up to and including 6 years
Over 8 years, up to and including 10 years
-Required Level of Education-
Bachelor's Degree
Post-Baccalaureate Certificate - awarded for completion of an organized program of study; designed for people who have completed a Baccalaureate degree, but do not meet the requirements of academic degrees carrying the title of Master
Master's Degree
Post-Master's Certificate - awarded for completion of an organized program of study; designed for people who have completed a Master's degree, but do not meet the requirements of academic degrees at the doctoral level