In accordance with the California Standards of the Teaching Profession, teachers work under the supervision of site or

central office administrators and in collaboration with their school staff, families and community and are responsible for the

fulfillment of the essential duties set forth below:

Prevention and Consultation

Consult with Student Success Teams concerning appropriate learning strategies and possible modifications and

interventions to accommodate differences in learning styles as follows:

• Observe and informally interact with students in the classroom as needed.

• Informally assess learning environment and develop optimal instructional environments with the classroom

teacher as defined by the District.

ESSENTIAL DUTIES AND RESPONSIBILITIES

When you join our team at SFUSD you can expect to be part of an inclusive, innovative and equity-focused organization

that approaches public education as a social justice movement, requiring broad collaboration across an array of

strategic partners. In 2014, SFUSD created an inspiring statement, Vision 2025, which captures our aspirations and

vision for the future of public education in San Francisco. Alongside the District’s strategic plan, Transform Learning.

Transform Lives. SFUSD is reimagining how public education will change over the next decade to meet the dynamic

future of San Francisco. All students and staff in County Schools are full members of SFUSD providing students

simultaneous access to the full resources of SFUSD and small, specialized, intensive programming designed to

address the needs of highest risk youth not successful in other school environments.

Special Education Teacher

Resource Specialist Programs (RSP) & Special Day Classes (SDC)

Job Description

• Provide professional development at assigned schools based on data analysis in the areas of interventions,

strategies, modifications, available District and community resources, and adaptations of the core curriculum.

• Consult with parents/caregivers regarding developmental aspects of learning and recommended follow up

strategies for use at home.

• Attend SST meetings at the request of the SST team.

Assessment

Conduct formal and informal educational assessments in accordance with District, state, and federal requirements as

follows:

• Utilize assessment tools with a variety of techniques that are functional and curriculum based.

• Complete all assessments in mandated timelines at assigned schools.

• Follow the SFUSD report format guidelines and timelines.

• Make specific recommendations to the IEP team based on the findings of each assessment tool, the core

curriculum, and the Districts' Content and Performance Standards.

• Attend IEP meetings for all RSP and/or SDC students as appropriate (initials, annuals, changes of program, and

demission).

Instruction

Deliver instruction according to the core curriculum and the District Content and Performance Standards as follows:

• Provide direct instruction to RSP and/or SDC and at-risk students in a one-to-one or small group setting in the

general education classroom.

• Provide Collaborative instruction (team teaching) with the general education teacher in the general education

classroom.

• Provide consultation to the general education teacher on identified students' IEP goals and objectives and on

adaptations/modifications of the core curriculum for all students.

• Provide supervision and lesson planning for instructional aides working with RSP and/or SDC and at-risk

students.

• Pull out services to reinforce the core curriculum will occur after the above instructional supports have been

unsuccessful.

Accountability

Follow District guidelines, procedures, and job description as follows:

• Develop IEP goals and objectives in accordance with the core curriculum and the District Content and

Performance Standards.

• Attend all IEP meetings, SST meetings, faculty meetings, and professional development activities as requested by

the site administrator.

• Maintain and distribute a weekly schedule and notify sites when absent.

The length of the work year for all teachers is 184 days of service, except department heads and deans/head counselors

have 189 days of service. Principal expectations vary by school site. You may access and read individual school profiles

and academic plans at the following link: www.sfusd.edu/schools.

• Valid Special Education Credential with Autism and English Learner Authorization required.

• Bachelor’s degree, including all courses to meet credential requirements.

• Knowledge of The Individual with Disabilities Education Act (IDEA), Compliant IEP practices, and best practices

for instructional strategies, modifications and accommodations.

• Two years’ successful instructional experience in a special education role.

• Have recent classroom experience with minimum of five (5) years of teaching experience in special education.

• Be able to travel to multiple sites during the day/week.

MINIMUM QUALIFICATIONS

Special Education Teacher

Resource Specialist Programs (RSP) & Special Day Classes (SDC)

Job Description

SFUSD is committed to attracting and retaining the best educators in the nation. Benefits of teaching in San Francisco

include:

● Competitive salaries determined by experience, education level, and credentials

● Comprehensive medical, vision, and dental insurance for teachers and their eligible dependents

● City and state programs for housing assistance:

● Teacher Next Door Program: https://sfmohcd.org/teacher-next-door

● MyHome Assistance Program: https://www.calhfa.ca.gov/homebuyer/programs/myhome.htm

● Additional salary stipend of $5,000 for National Board Certified teachers

● Additional salary stipend for credentialed teachers teaching in High-Potential Schools and a $1,000 stipend

for teachers teaching high-need subject areas

SpEd: Mild/Moderate - Abraham Lincoln HS (0771) Brodkin, I.