Solon City School District

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Substitute - High School Multiple Disabilities Teacher

at Solon City School District

Posted: 9/19/2019
Job Status: Contract/Temporary
Job Reference #: 203
Keywords: teaching

Job Description

Openings as of 10/16/2019
Student Support Services

  • Substitute - High School Multiple Disabilities Teacher JobID: 203
  • Position Type:
    Student Support Services/Spec. Ed. Interven. Special. - Moderate/Intensive

  • Date Posted:

  • Location:
    Solon High School

  • Date Available:

  • Closing Date:

  •   POSITION: Substitute Teacher – Multiple Handicapped - High School

    POSITION TYPE: Certified – Teacher Contract

    QUALIFICATIONS: A valid Ohio teacher’s certificate validated for multiple handicapped/ moderate/intensive.

    A Bachelor’s Degree (or higher) from an accredited college or university.

    Demonstrated successful teaching experience in a classroom for the multiple handicapped.

    Appropriate recommendations from student teaching supervisors or other professionals who have observed the personal characteristics, scholastic attainment and classroom performance of the teacher.

    Such alternatives to the above qualifications as the Board may find appropriate.

    WORK DAYS: 12 Weeks

    RESPONSIBLE TO: Principal

    SUPERVISES: Classroom Aide

    RESPONSIBILITIES: Demonstrate a positive ability to work harmoniously with others and exhibit an ability to discover and develop the potential of all students assigned to his/her care.


    Carry out the philosophy of the Solon School system.

    Provide for individualized learning, respecting individual student’s needs and exceptionalities.

    Provide experiences through a functional curriculum that will lead to independent living skills.

    Teach using all domains of learning (affective, cognitive and psychomotor).
    To become knowledgeable with the materials for my subject areas.

    Use of resource persons for more effective teaching (guidance counselor, school psychologist, Coordinator of Pupil Services, work study coordinator, speech therapist, etc.).


    Establish a workable behavioral management program for the whole class, in the classroom and outside the classroom.

    Establish individual behavioral management programs when necessary.

    Be flexible and willing to change and/or add to existing behavioral management plans when necessary.

    To involve parents in his/her child’s behavioral management program.

    To communicate often to parents on their child’s progress.

    Exercise patience, kindness and understanding of each individual student.

    Develop a sense of responsibility in members of the class.

    Foster the feeling of importance and self-worth in each student.

    Capitalize on successes in each student.


    Establish daily routines in the classroom.

    Use each student’s individual educational plan to establish daily objectives in order to reach the educational long-range goal of the student.

    Flexibility in daily structure to allow for special school activities.

    Flexibility in the pace of each student’s individual progress.

    Encourage students to set own goals.


    Use standardized and informal testing to establish IEP goals.

    Assess each child on a daily basis.

    Pre and post testing.


    Provide an ever-changing positive and aesthetically pleasing atmosphere.

    Encourage pride in one’s classroom and individual area.

    Display students’ work.

    Promote respect for peers, adults and self.

    Insist on appropriate behaviors and good manners.


    Use the budget as efficiently as possible when planning.

    Consult colleagues when considering materials to be purchased.

    Purchase materials that will benefit a wide range of abilities.

    Purchase materials that will enable students to use all modalities of learning.

    Purchase materials that will provide variety and interest to the student.


    Show friendliness and enthusiasm in dealing with other members of the staff.

    Promote student involvement in establishing positive attitudes from other teachers toward the MH students. (Socials, washing boards, etc. for teachers)

    Provide support help to staff members with mainstreamed students.

    Provide the aide, when possible, in mainstreamed classes when necessary.

    Exercise humor when dealing with staff members.


    Allow channels of communication between mainstreamed teachers.

    Communicate (positive and negative) on a daily basis, to parents, on the behavioral progress of their child through written and phone communications.

    Use “awards,” stickers or notes of encouragement to students when appropriate.

    Communicate with CEVEC staff regarding student needs and progress.


    Participate in assemblies with class.

    Bus duty.

    Perform such other tasks and assume such other responsibilities as the principal may assign.