Frontline Applicant Tracking - Fort Worth ISD

Openings as of 4/26/2025

Teacher – Vocational Adjustment Transition – Special Education

JobID: 6953

Position Type:
  Classroom Teaching - Special Education


Date Posted:
  4/24/2025


Location:
  SPECIAL EDUCATION


Closing Date:
  05/08/2025


  Additional Information:  Show/Hide

Teacher – Vocational Adjustment Transition – Special Education

PC#: 5191-1
Reports to: Coordinator IV – Special Education
Days: 187 or 202
Salary: Teacher Salary Schedule
FSLA Status: Exempt

Position Purpose
 
Uses results-oriented processes to develop necessary skills for special education students to affect efficient transfers from high school to post-secondary education, work, and/or services.  Works strategically, independently, and as a team-member while maintaining high degrees of accuracy and compliance.  Delivers rigorous instruction in a campus and/or community-based setting in ways that promote intellectual, social, and physical growth in students being prepared for competitive, integrated employment.
 
 
ESSENTIAL JOB FUNCTIONS
 
 
• Teaches approved curriculum utilizing well-designed lesson plans and rigorous instruction combined with curriculum activities and instructional objectives that are standards-based, measurable, and accelerate the transfer of learning and knowledge.
• Ensures full compliance with State Performance Plan Indicators, including 13 and 14, when applicable.
• Demonstrates comprehensive knowledge to ensure full compliance of federal as well as state rules and regulations regarding the following: employment, child labor, wage and hour requirements, vocational rehabilitation, special education, Vocational Adjustment Class/ Programs, and transition planning; initiates the Individual Transition Plan (ITP) process at the age determined by the Texas Education Agency (TEA) for students.
• Ensures timely completion, explanation and dissemination of reports, fliers, brochures, guides, and all other relevant materials to students, parents, and staff as appropriate and in keeping with distribution guidelines.
• Demonstrates the capability to work in a community-based setting apart from the District while maintaining, supporting, and advancing the mission, purposes and expectations of the local education agency.
• Develops and facilitates correct usage of a coordinated set of activities based on the student's assessments, needs, strengths, preferences, and interests; links the activities to the student's current and post­secondary goals.
• Provides opportunities for the student to develop self-determination and self-advocacy skills.
• Trains students in appropriate work-related attitudes, habits, and behavior, dress, communication, and travel skills necessary to obtain and maintain employment.
• Provides on-the-job support determined by the needs of the employed student and employers.
• Ensures daily attendance and accurate Public Education Information Management Systems (PEIMS) reports for students in off-campus assignments.
• Determines and communicates post-secondary needs, goals, and objectives to students, parent, community, governmental, and other responsible agents.
• Makes referrals to outside sources as needed and appropriate for the student.
• Consults with classroom teacher regarding instruction to low incidence populations using concrete, hands on materials to develop job seeking, work productivity, and job maintenance skills for students.
• Demonstrates parental involvement in the development, implementation, and mastery of current and post­school academic/vocational goals and expected outcomes.
• Participates in the development and presentation of staff development as deemed to be appropriate by Special Education supervisor.
• Provides information on all Fort Worth ISD Transition Services to schools, parents, and agencies.
 
Personal Work Relationships
 
• All Fort Worth ISD employees must maintain a commitment to the District’s mission, vision, and strategic goals.
• Exhibits high professionalism, standards of conduct, and work ethic.
• Demonstrates high quality customer service; builds rapport/relationship with the consumer.
• Demonstrates cultural competence in interactions with others; is respectful of co-workers; communicates and performs as a team player; promotes teamwork; responds and acts appropriately in confrontational situations.
 
Other Duties as Assigned
 
• Performs all job-related duties as assigned and in accordance with Board rules, policies, and regulations.  All employees are expected to comply with lawful directives in rare situations driven by need where a team effort is required.
 
Knowledge, Skills & Abilities
 
• Knowledge of federal and state guidelines and District policies and procedures regarding special population students’ services and programs.
• Knowledge of current teaching methods and educational pedagogy, as well as differentiation of instruction necessary to create effective and productive student-centered learning environments.
• Skill in working with initiatives that require collaboration with District and outside agencies and organizations.
• Skill in talking to others to convey information effectively.
• Ability to remain current and updated on transition, innovations, and professional standards.
• Ability to exercise discretion regarding matters of a sensitive or confidential nature.
• Ability to demonstrate sound judgment, plan, and make independent decisions within the scope of job requirements and expectations.
• Ability to use software to create spreadsheets, databases, and do word processing.
• Ability to organize and coordinate work.
• Ability to communicate effectively, both oral and written forms.
• Ability to engage in self-evaluation with regard to performance and professional growth.
• Ability to establish and maintain cooperative working relationships with others contacted in the course of work.
 
Travel Requirements
 
• Travels to school district buildings and professional meetings as required.
 
Physical & Mental Demands, Work Hazards
 
• Tools/Equipment Used:  Standard office equipment, including computer and peripherals; standard instructional equipment.
• Posture:  Prolonged sitting and standing; occasional stooping, squatting, kneeling, bending, pushing/pulling, and twisting.
• Motion:  Frequent repetitive hand motions, including keyboarding and use of mouse; occasional reaching.
• Lifting:  Occasional light lifting and carrying (less than 15 pounds).
• Environment:  Works in classroom or office setting as well as outside when required to meet demands of the student; may require occasional irregular and/or prolonged hours.
• Attendance:  Regular and punctual attendance at the worksite is required for this position.
• Mental Demands:  Maintains emotional control under stress; works with frequent interruptions.
 
Minimum Required Qualifications
 
• Education:  Bachelor’s degree from accredited college or university in Education or a-related field.
• Certification/License:  Valid Texas Special Education Teaching Certification
• Experience: 
  • 5 years’ in vocational instructional settings in secondary public schools and community preferred;
  • Completion of 60 clock-hours of professional development in the area of vocational education (completed within 3 years of assignment, in accordance with the State Board of Education rule for Education Certification).
• Language:  Bilingual (English/Spanish) preferred in some settings.
 
 
This document is intended to describe the general nature and level of work being performed by people assigned to this job and is not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.





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Openings as of 4/26/2025

Teacher - Behavior and Intervention

JobID: 6952

Position Type:
  Classroom Teaching - Special Education/Interventionist - Behavorial


Date Posted:
  4/24/2025


Location:
  SPECIAL EDUCATION


Closing Date:
  05/08/2024


  Additional Information:  Show/Hide
Teacher - Behavior and Intervention 

Reports to: Director - Special Education

PC#: 22242-2
Salary: Teacher Salary Schedule
Duty Days: 214
FLSA Exempt

Position Purpose
 
Works with Student Support Services staff and campus administrators to enhance and improve student academic achievement by delivering programs/services that address issues of students’ emotional, social, and behavioral health needs in the academic setting.  Evaluates critical needs of behavior classrooms districtwide (including SEAS, TAP, LINC, and ECSE).  Provides direct behavioral intervention support and staff development for administrators, teachers, and teacher assistants.  May be responsible for managing or leading the Autism In-Home Training or another Program such as SEAS. Serves as a primary instructor for Nonviolent Crisis Intervention (Crisis Prevention Institute Training).
 
 
ESSENTIAL JOB FUNCTIONS
 
Instructional & Program Support
 
• Provides a variety of behavioral strategies for administrators, teachers, and students to support student needs, including Applied Behavior Analysis (ABA) type strategies.
• Provides individualized support to students who are experiencing severe emotional, social behavioral, or mental health issues.
• Develops and provides follow up to Individualized Education Program (IEP) or Behavioral Improvement Plan (BIP), and offers expertise in the development and implementation of Behavior Improvement Plans (BIP) for students.
• Provides information, training, education, and consultation services with parents, teachers, administrators, and other relevant stakeholders to enhance work with students.
• Maintains records of all student, parent, school staff, and community contacts in a timely manner; ensures confidentiality of such records.
 
School/Community Relations
 
• Coaches administrators and teachers throughout the District related to behavioral issues.
• Demonstrates short-term and long-interventions in working with students, families, and staff.
• Makes home visits as needed to gather information relating to students.
• Provides outside referral resources as needed such as the District’s Family Resource Center (FRC), and acts as a liaison for the District with parents and/or community agencies providing ongoing case management.
• Participates, when needed, in campus multidisciplinary team meetings to develop solutions for struggling students including Response to Intervention (RTI), Admission, Review and Dismissal (ARD), Student Attendance Review Team (SART) meetings, Student Support Team (SST), Attendance Committee, Discipline Committee, and so forth.
 
Crisis Support
 
• Provides intervention services to students, parents, and school staff in situations that are deemed crisis or critical by campus administrators.
• Provides systemic as well as individualized intervention strategies to reduce referrals for students with disabilities due to behavior issues.
• Coordinates with Special Education administration to effectively address critical needs that emerge on campuses.
 
Program Management
 
• Provides leadership in the organization, development, and delivery of programs and services to the student and parent/guardian.
• Compiles, maintains, and files all reports, records, and other required documents; uses and accesses Special Education Electronic Data Management System.
• Provides routine campus-wide and district-wide training concerning behavioral support strategies as requested.
 
Safety
 
• Performs preventive maintenance on tools and equipment and ensures equipment is in safe operating condition.
• Follows established safety procedures and techniques to perform job duties including lifting and climbing; operates tools and equipment according to established safety procedures.
• Corrects unsafe conditions in work area and promptly reports any conditions that are not immediately correctable to supervisor.
 
Personal Work Relationships
 
• All Fort Worth ISD employees must maintain a commitment to the District’s mission, vision, and strategic goals.
• Exhibits high professionalism, standards of conduct and work ethic.
• Demonstrates high quality customer service; builds rapport/relationship with the consumer.
• Demonstrates cultural competence in interactions with others; is respectful of co-workers; communicates and performs as a team player; promotes teamwork; responds and acts appropriately in confrontational situations.
 
Other Duties as Assigned
 
• Performs all job-related duties as assigned and in accordance with Board rules, policies and regulations.  All employees are expected to comply with lawful directives in rare situations driven by need where a team effort is required.
 
Knowledge, Skills & Abilities
 
• Knowledge of federal and state guidelines and District policies and procedures regarding special population student services and programs.
• Knowledge of Special Education principles, theories, testing, and proven methods of maximizing the educational experience of students with special needs; as well as differentiation of instruction necessary to create effective and productive student-centered learning environments.
• Knowledge of student needs, family dynamics, and the value of family life.
• Knowledge of prevention/intervention strategies, including behavior management interventions.
• Skill in professional learning, technical assistance, and consultation.
• Skill in coordinating, planning, organizing, and facilitating staff development.
• Skill in written and oral communication skills including ability to interact with and influence campus staff as well as parents.
• Skill at the intermediate level, working with Microsoft Office 365, especially Outlook, PowerPoint, Excel, and Word.
• Ability to effectively conference with teachers, parents, and students.
• Ability to instruct students and manage their behavior including developing BIP for students.
• Ability to present information in one-on-one, small group, and large group situations to students, parents, and District staff.
• Ability to provide information and assist office personnel, parents, and students related to District programs and activities.
• Ability to exercise judgment and creativity in making decisions.
• Ability to consider academic, social, and emotional needs of students in making decisions about academic settings and accommodations for individual students.
• Ability to empathize with students and their families, and to work effectively with students experiencing difficulty.
• Ability to exercise discretion regarding matters of a sensitive or confidential nature.
• Ability to use software to access databases, email, create spreadsheets, and do word processing.
• Ability to organize and coordinate work.
• Ability to engage in self-evaluation with regard to performance and professional growth.
• Ability to establish and maintain cooperative working relationships with teachers, students, parents, and others contacted in the course of work.
 
Travel Requirements
 
• Travels to school district buildings and professional meetings as required.
 
Physical & Mental Demands, Work Hazards
 
• Tools/Equipment Used:  Standard office equipment, including computer and peripherals; standard instructional equipment such as Promethean Board.
• Posture:  Prolonged sitting; frequent standing; occasional stooping, squatting, kneeling, bending, pushing/pulling, and twisting.
• Motion:  Frequent repetitive hand motions, including keyboarding and use of mouse; occasional reaching; frequent walking.
• Lifting:  Regular light lifting and carrying (less than 40 pounds); may lift and move textbooks and classroom equipment; may also be required to pick up and/or restrain students as needed; may be required to lift and transfer students to and from wheelchair or assist with positioning of students with disabilities.
• Exerting:  Occasional 20-50 pounds of force; frequent 10-25 pounds of force to move objects in preparation for meetings.
• Environment:  Works in a school facility and classroom; may work outside; regular exposure to noise; requires frequent irregular and/or prolonged hours, including attendance at school and community meetings before and after school hours; regular districtwide travel to student homes; this position may involve rare exposure to blood or body fluids.
• Attendance:  Regular and punctual attendance at the worksite is required for this position; requires frequent irregular and/or prolonged hours.
• Mental Demands:  Maintains emotional control under stress; works with frequent interruptions; requires frequent irregular and/or prolonged hours.
• Hazards: May be subject to adverse and hazardous working conditions, including violent and armed confrontations; ability to control sudden violent or extreme physical acts of others and exhibit rapid mental and muscular coordination simultaneously.
 
Minimum Required Qualifications
 
• Education: 
  • Bachelor’s degree from accredited college or university in Education, Mental Health, Human Services, or a related field required;
  • Master’s degree from accredited college or university in Education, Mental Health, Human Services, or a related field preferred.
• Certification/License: 
  • Valid Texas Special Education Certification or Valid Texas Teaching Certification with a Special Education endorsement required;
  • Board Certified Behavior Analyst (BCBA) Certification preferred;
  • ESL Certification preferred in some settings.
• Experience:  3 years’ teaching in Special Education required; experience to include:
  • Required Experience:
    • Extensive background and training in behavior, including autism;
    • Working in self-contained classroom.
  • Preferred Experience:
    • Experience in behavior awareness/intervention with students and families;
    • Experience providing staff development;
    • Working with diverse student population, especially in a large multicultural urban district.
• Language:  Bilingual (English/Spanish) or ESL Certification preferred in some settings.
 
This document is intended to describe the general nature and level of work being performed by people assigned to this job and is not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.




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