CONCORD COMMUNITY SCHOOLS

Job Description

JOB TITLE: Life Skills Teacher of Record

TYPE OF POSITION: Certified

REPORTS TO: Director of Exceptional Learners, Building Principal(s)                                                                                                                                            

POSITION PURPOSE:  Provides specialized instruction, case management, and program leadership for students with significant cognitive disabilities participating in a Life Skills program aligned to the Indiana Alternate Assessment and Alternate Diploma pathway. This role supports the development of functional academics, communication, social-emotional skills, adaptive behavior, and independence across school, community, and vocational environments. The Teacher of Record is responsible for designing and implementing individualized programming that promotes meaningful access to curriculum and prepares students for postsecondary independence, employment, and community participation.

ESSENTIAL FUNCTIONS:  To perform this job successfully, an individual must be able to perform each essential function satisfactorily.

• Develop and implement individualized instruction aligned to students’ Individualized Education Programs (IEPs), focusing on functional academics, communication, social-emotional learning, adaptive behavior, and independence.

• Provide instruction aligned to alternate academic standards and Indiana Alternate Assessment requirements for students pursuing an Alternate Diploma pathway.

• Design and deliver instruction across environments including classroom, school-based settings, and community-based instruction when appropriate.

• Provide leadership and direction to paraprofessionals supporting Life Skills students, including scheduling, instructional planning, and implementation of supports.

• Monitor student progress using multiple data sources and adjust instruction based on progress toward IEP goals and alternate assessment expectations.

• Implement and oversee behavior intervention plans, positive behavior interventions, and regulation strategies to support student success and independence.

• Provide instruction in daily living skills including personal care, hygiene, organization, communication, and functional independence.

• Support development of communication skills including use of AAC devices, visual supports, assistive technology, and structured communication systems.

• Collaborate with related service providers to ensure coordinated delivery of services and integration of therapeutic goals into daily instruction.

• Facilitate development of social skills, peer interaction, and participation in inclusive school opportunities when appropriate.

• Plan and support vocational awareness, pre-employment skills, and transition readiness across grade levels.

• Ensure compliance with all special education requirements including IEP development, progress monitoring, documentation, and procedural timelines.

• Communicate with general education staff to support inclusion opportunities and meaningful participation in school activities.

• Maintain structured and supportive learning environments that promote safety, independence, and student engagement.

• Participate in professional development, staff meetings, and required compliance training.

• Other duties as assigned.

QUALIFICATIONS:

• Valid Indiana teaching license in Special Education and moderate to severe disabilities or ability to obtain appropriate licensure.

• Ability to move about school buildings and occasionally lifting and transferring 50 to 100 pounds or more.

• Experience working with students with significant cognitive disabilities preferred.

• Ability to manage adverse behavior from diverse situations showing effectiveness, positive outcomes for students and staff, and attention to student dignity and devotion to the learning environment.

• Knowledge of alternate academic standards and Indiana Alternate Assessment preferred.

• Experience with functional curriculum, life skills instruction, and adaptive programming preferred.

• Strong understanding of behavior intervention and positive support.

• Ability to lead paraprofessionals and collaborate with multidisciplinary teams that support students with moderate to severe disabilities.

• Strong communication, organization, and problem solving skills.

• Willingness to participate in required training including Article 7 compliance, CPI/crisis intervention, and other district initiatives.

PHYSICAL DEMANDS:  The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• Sufficient vision, hearing, and speech to conduct assessments and communicate effectively.

• Ability to move about school buildings and occasionally lifting and transferring 50 to 100 pounds or more.

• Frequent use of hands for typing, writing, and test administration.

• Work is primarily in a school setting with moderate noise; some travel between schools may be required.

• Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

WORK ENVIRONMENT:  The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• The noise level in the work environment is usually moderate.

• There are no environmental hazards indicated for this position.

TERMS:  Length of year and salary to be determined by the School Board.

EVALUATION:  Evaluation of performance on this job will be in accordance with the provisions in the policy handbook.

Concord Community Schools is an Equal Opportunity Employer, and it makes reasonable accommodations in accordance with federal and state laws.