2025-26 Special Education APE Teacher

ROLE AND PURPOSE:

• The primary responsibility of the adapted physical education teacher is to provide instructional adapted physical education services which will enable the student to benefit from classroom instruction as determined by the Admission, Review and Dismissal (ARD) Committee meetings. The role of the adapted physical education itinerant teacher is to write and/or utilize adapted physical education information to design individualized physical education programs, develop appropriate adapted physical education individual education program goals and objectives, monitor progress and provide instruction that will assist students in maintaining a healthy lifestyle in the community as they transition from school to post-secondary environments. As a Special Olympics Coach the role is to provide sports training in a variety of Olympic-type sports for students with disabilities.

QUALIFICATIONS: 

Education/Certification:

• Bachelor’s Degree from accredited institution with one of the following Texas certificates:
• (a)
• All-Level Health and Physical Education
• All-Level Physical Education
• Elementary Physical Education (Grades 1-8) (Grades 1-8 only)
• Grades 6-8 Physical Education (Grades -8 only)
• Physical Education Early Childhood – Grade 12
• Secondary Physical Education (Grades 6-12) (Grades 6-12 only)
• Special Education as specified in §231.611 of this title (relating to Special Education Teacher)
• (b)
• Other licensed professionals may be eligible to provide adapted physical education services to students with disabilities under the scope of practice of the specific license held.

Experience: 

• Three years’ successful teaching experience preferred
• Special Education teaching experience preferred
• Coaching experience (general education or Special Olympics) preferred

MAJOR RESPONSIBILITIES AND DUTIES: 

INSTRUCTIONAL MANAGEMENT

• Review adapted physical education programs or practices to ensure compliance with government or other regulations.
• Write reports to summarize student performance, social growth, or physical development.
• Write or modify individualized education plans (IEPs) for students with disabilities.
• Evaluate the motor needs of individual students to determine their need for adapted physical education services.
• Instruct students, using adapted physical education techniques, to improve physical fitness, gross motor skills, perceptual motor skills, or sports and game achievement.

SCHOOL/ORGANIZATION CLIMATE

• Establish and maintain standards of behavior to create safe, orderly, and effective environments for learning.

SCHOOL/ORGANIZATIONAL IMPROVEMENT

• Travel to various campus locations, Special Olympics events, district and area sites of organized games, competitions, training sessions, etc.
• Complete district and Special Olympics paperwork throughout the school year specifically required for each event

ADMINISTRATION AND FISCAL/FACILITIES MANAGEMENT

• Maintain inventory of instructional equipment, materials, or aids.
• Occasional: Lifting, carrying – heavy, 45 pounds and over.
• Frequent: Sitting, standing, walking, balancing, climbing, reaching, pushing, pulling, repetitive hand motions, hearing, speaking clearly, visual acuity, distinguishing colors, and driving

STUDENT MANAGEMENT

• Provide individual or small groups of students with adapted physical education instruction that meets desired physical needs or goals.
• Prepare lesson plans in accordance with individualized education plans (IEPs) and the functional abilities or needs of students.
• Assess students’ physical progress or needs, by conducting ongoing assessments of student achievement through formal and informal testing.
• Assume responsibility for extracurricular activities as assigned and sponsor outside activities.
• Assist with scheduling transportation to district, area and state activities and games.
• Adapt instructional techniques to the age and skill levels of students.

SCHOOL/COMMUNITY RELATIONS

• Communicate behavioral observations and student progress reports to students, parents, teachers, or administrators.
• Advise education professionals of students’ physical abilities or disabilities and the accommodations required to enhance their school performance.
• Collaborate with students, parents, and other members of staff to develop IEP through the ARD Committee process for each student assigned.
• Participate in ARD Committee meetings on a regular basis.
• Consult with physical therapists and occupational therapists to correlate services and implement appropriate activities in physical education.

PROFESSIONAL GROWTH AND DEVELOPMENT

• Attend in-service training, workshops, or meetings to keep abreast of current practices or trends in adapted physical education.
• Demonstrate the following core values: integrity, high expectations, commitment, respect, dedication to teamwork and passion for a student-centered environment.
• Meet regularly with Adapted Physical Education team members for department coordination, professional learning and coordination of Special Olympic activities.
• Daily attendance and punctuality are essential functions of the job.

SUPERVISORY RESPONSIBILITIES

• N/A

MISCELLANEOUS

• Performs other duties as may be assigned by the Curriculum Coordinator

Note: In order to minimize current campus disruption, current Teachers and Teacher Assistants may only apply to job postings if the position is a promotion. A promotion is defined by an increase in salary grade or incremental stipend. This does not apply if the transfer window is open.

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