{"schemaVersion":"1.0","exportedAt":"2026-05-15T12:45:18.873Z","occupation":{"soc":"25-2058.00","title":"Special Education Teachers, Secondary School","group":"Educational Instruction & Library","sector":"61","jobZone":4,"jobZoneInferred":false},"framework":{"version":"v.26.05","description":"","contextCovered":"This framework covers the full practice arc of special education teachers in secondary school settings, from initial classroom and IEP support under supervision through autonomous caseload management to program leadership and systemic policy development.","levels":{"emerging":{"label":"Emerging","statements":["Classroom rules and behavioral expectations — establish and post under cooperating teacher guidance in a secondary special education setting.","Student records and daily progress notes — maintain using district-approved templates with direct supervisory review.","IEP meeting preparation — gather required assessment data and compile supporting documents under the direction of a lead special education teacher.","Sensory-motor and language development activities — deliver pre-designed instructional strategies during co-taught secondary classroom sessions.","Lesson objectives — write and display clear learning targets for each instructional period following department-provided formats.","Classroom materials and adaptive equipment — organize and prepare before each scheduled class activity in a resource room environment.","Positive reinforcement techniques — apply scripted behavior modification protocols to support socially acceptable conduct among secondary students with disabilities.","Parent and guardian communication — participate in structured conferences alongside a mentor teacher to address students' academic or behavioral concerns.","Electronic mail and office suite software — use to submit reports, correspond with team members, and document student information in school data systems.","Active listening and observation — practice during IEP team meetings and multidisciplinary staffing sessions to build understanding of collaborative planning processes."]},"developing":{"label":"Developing","statements":["Classroom behavioral policies — enforce consistently and adapt enforcement strategies when initial approaches are insufficient in a secondary special education classroom.","Cumulative student records and required compliance reports — maintain accurately and submit on schedule in accordance with IDEA regulations and district policy.","Individual Educational Plans — contribute substantive goal recommendations and coordinate input from parents, counselors, and testing specialists during annual review meetings.","Differentiated instructional strategies for cognition and memory — select and implement routinely to address varied learning profiles across secondary students with disabilities.","Unit and project objectives — communicate clearly to students using multiple modalities, adjusting language for differing comprehension levels in a resource or inclusion setting.","Adaptive classroom environments — configure independently, sourcing assistive technology and materials to support upcoming lesson requirements.","Social skills instruction — plan and deliver structured lessons using behavior modification and token economy systems to reinforce prosocial behavior among secondary students.","Multidisciplinary team conferences — facilitate student-focused problem-solving discussions with parents, administrators, and social workers to resolve recurring academic or behavioral issues.","Presentation and database software — use to track IEP goal progress, generate data visualizations, and prepare reports for administrative review.","Instructional effectiveness — monitor through ongoing formative assessment and adjust pacing and delivery in response to observed student performance data."]},"proficient":{"label":"Proficient","statements":["School-wide behavioral expectations — align classroom policies with broader campus frameworks and independently resolve complex disciplinary situations involving students with significant disabilities.","Comprehensive IEP documentation and legally compliant progress reports — author and manage across a full caseload in a secondary special education department.","IEP development — lead collaborative planning with parents, general education teachers, psychologists, and agency representatives to design individualized programs addressing educational, physical, and social development.","Specialized instructional techniques for perceptual-motor, language, and cognitive skill development — select, sequence, and evaluate autonomously for diverse secondary learners with low-incidence and high-incidence disabilities.","Standards-aligned and individualized lesson objectives — design across long-range curriculum units, integrating transition goals for students approaching post-secondary pathways.","Classroom and community-based learning environments — prepare and differentiate for a range of instructional formats including self-contained, co-taught, and community-integrated settings.","Behavior Intervention Plans — develop and implement evidence-based strategies, monitoring fidelity and adjusting reinforcement systems in response to functional behavioral assessment outcomes.","Parent-school partnerships — cultivate through proactive, culturally responsive communication and mediate conflicts between families and school teams to achieve durable resolutions.","Complex student data systems — manage and query to generate compliance reports, track longitudinal IEP goal progress, and inform instructional decision-making.","Multidisciplinary problem-solving — apply critical thinking and systems analysis to diagnose root causes of persistent learning or behavioral challenges and design comprehensive intervention plans."]},"advanced":{"label":"Advanced","statements":["Department-wide behavioral frameworks and crisis response protocols — design and institutionalize across a secondary special education program to ensure consistent, safe learning environments.","District compliance systems for student records and mandated reporting — lead development and audit processes to ensure alignment with federal IDEA requirements and state regulations.","Transition and IEP policy — shape school or district-level procedures through collaboration with special education directors, community agencies, and post-secondary institutions.","Evidence-based instructional models — evaluate, select, and champion adoption of emerging special education practices across secondary classrooms, mentoring teachers in implementation fidelity.","Curriculum frameworks for students with disabilities — architect scope-and-sequence documents that align individualized goals with state academic standards and post-secondary transition outcomes.","Inclusive learning environment design — lead school-wide initiatives to restructure physical and instructional spaces in support of diverse learners across general and special education settings.","Positive behavioral support systems — spearhead school-wide or district-level programs integrating tiered interventions, staff training, and data-driven decision-making structures.","Family and community engagement strategy — establish and sustain formal partnership structures with parent organizations, advocacy groups, and social service agencies serving secondary students with disabilities.","Special education technology infrastructure — evaluate and guide procurement of document management, assistive technology, and data platforms to advance program-wide instructional effectiveness.","Special education teacher development — mentor, coach, and formally evaluate early-career and developing teachers, building departmental capacity and fostering a culture of reflective professional practice."]}}},"sources":{"onet":"v30.2 (CC BY 4.0)","crosswalk":"https://skillscrosswalk.com","generator":"LER.me"},"attribution":"© EBSCOed"}