Address
Form of workPosition Type:
Special Education/Secondary Teacher
Date Posted:
11/15/2023
Location:
Central High SchoolSUMMARY: Is an integral part of the education planning and program development for Special Education students. Supports the instructional and behavioral programs with regular and Special Education teachers. Acts as a liaison between the Special Education program and the Special Education Director.
ESSENTIAL DUTIES AND RESPONSIBILITIES: Other duties may be assigned.
SUPERVISORY RESPONSIBILITIES: Supervises students.
QUALIFICATIONS REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
EDUCATION AND/OR EXPERIENCE: Master's degree in education or a field of study related to Special Education. Three (3) years satisfactory teaching experience, two (2) of which shall be in a Special Education classroom.
CERTIFICATES, LICENSES, REGISTRATIONS: Valid Michigan Teaching certificate with one or more Special Education endorsements i.e. autistic impaired, mentally impaired, emotionally impaired, learning disabled, hearing impaired, visually impaired, and physically and otherwise health impaired. Teacher consultant approval from Department of Education.
LANGUAGE SKILLS: Ability to read, analyze and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence and procedure manuals. Ability to effectively present information and respond to questions from groups of managers, clients, customers, and the general public.
MATHEMATICAL SKILLS: Ability to work with mathematical concepts such as probability and statistical inference, and fundamentals of plane and solid geometry and trigonometry. Ability to apply concepts such as fractions, percentages, ratios and proportions to practical situations.
REASONING ABILITY: Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.
OTHER SKILLS AND ABILITIES: Ability to apply knowledge of current research and theory to instructional program; ability to plan and implement lessons based on division and school objectives and the needs and abilities of students to whom assigned. Ability to establish and maintain effective working relationships with students, peers, parents and community; ability to speak clear and concisely in written and oral communication.
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.
While performing the duties of this job, the employee will occasionally sit and walk and sometimes stand. Specific vision abilities required by this job include close vision such as typed material. Hearing abilities used while performing this job are hearing conversation in a quiet or noisy environment. The employee will frequently interact with the public and other staff.
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. Work is normally performed indoors. The employee is directly responsible for the safety, well-being and work output of students.
The information contained in this job description is in compliance with the Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individuals currently holding this position and additional duties may be assigned.
Special Education/Secondary Teacher
Date Posted:
11/15/2023
Location:
Central High SchoolSUMMARY: Is an integral part of the education planning and program development for Special Education students. Supports the instructional and behavioral programs with regular and Special Education teachers. Acts as a liaison between the Special Education program and the Special Education Director.
ESSENTIAL DUTIES AND RESPONSIBILITIES: Other duties may be assigned.
- Builds trust and confidence with students and staff.
- Provide instructional services to students who are enrolled in Special Education programs.
- Instructional services are supportive of the student and the general education teacher and Special Education teacher.
- Provide instructional services to a student whose disability is such that the student may be educated effectively within a general education classroom if this service is provided to the student.
- Provide consultation to education personnel on behalf of students with disabilities.
- Work as a member of a multi disciplinary evaluation team to assist in the evaluation of the educational needs of students suspected of having a disability.
- Evaluates data relative to children evidencing learning and/or adjustment difficulties to determine eligibility for placement in Special Education program or services.
- Works with Special Education staff in developing and improving Special Education curriculum.
- Makes available a wide range of teaching materials and equipment, including reading materials at many levels, instructional games, resource materials, and the like.
- Counsels students in identifying and dealing with their academic and social problems.
- Provides opportunities for students to explore life and career goals.
- Helps parent and staff to understand the specific problems of students with disabilities and the goals and operation of the program, apprising them of problems and progress.
- Keeps abreast of new developments in the field by reading journals and publications, attending professional society meetings, seminars, and the like, and discussing problems of mutual interest with others in the field.
- Works with parents and helps to organize community/school meetings that support students with disabilities.
- Responsible for making sure all Special Education students are properly placed in their LRE and that appropriate modifications and accommodations are being provided.
- Responsible for organizing and leading Special Education PLC's at the building.
- Works with community organizations and agencies to coordinate organized support for Special Education students.
- Works in coordination with Administration regarding the transition of each Special Education student coming in and exiting Special Education programs at the building.
- Works in coordination with administration to ensure that all Special Education students receive the correct assessments (MEAP, MEAP-Access, MI-Access) according to the student's IEP.
- Ensures that correct Discipline Procedures are followed for each Special Education student at the building.
- Duties as assigned.
SUPERVISORY RESPONSIBILITIES: Supervises students.
QUALIFICATIONS REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
EDUCATION AND/OR EXPERIENCE: Master's degree in education or a field of study related to Special Education. Three (3) years satisfactory teaching experience, two (2) of which shall be in a Special Education classroom.
CERTIFICATES, LICENSES, REGISTRATIONS: Valid Michigan Teaching certificate with one or more Special Education endorsements i.e. autistic impaired, mentally impaired, emotionally impaired, learning disabled, hearing impaired, visually impaired, and physically and otherwise health impaired. Teacher consultant approval from Department of Education.
LANGUAGE SKILLS: Ability to read, analyze and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence and procedure manuals. Ability to effectively present information and respond to questions from groups of managers, clients, customers, and the general public.
MATHEMATICAL SKILLS: Ability to work with mathematical concepts such as probability and statistical inference, and fundamentals of plane and solid geometry and trigonometry. Ability to apply concepts such as fractions, percentages, ratios and proportions to practical situations.
REASONING ABILITY: Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.
OTHER SKILLS AND ABILITIES: Ability to apply knowledge of current research and theory to instructional program; ability to plan and implement lessons based on division and school objectives and the needs and abilities of students to whom assigned. Ability to establish and maintain effective working relationships with students, peers, parents and community; ability to speak clear and concisely in written and oral communication.
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.
While performing the duties of this job, the employee will occasionally sit and walk and sometimes stand. Specific vision abilities required by this job include close vision such as typed material. Hearing abilities used while performing this job are hearing conversation in a quiet or noisy environment. The employee will frequently interact with the public and other staff.
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. Work is normally performed indoors. The employee is directly responsible for the safety, well-being and work output of students.
The information contained in this job description is in compliance with the Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individuals currently holding this position and additional duties may be assigned.
