Special Education Teacher

SUMMARY: The ideal candidate will provide excellent instruction and case management skills to students with autism spectrumdisorders and other types of disabilities. This includes providing direct instruction to students, providing consultation to school staff and parents, working collaboratively with school staff in the general and special education environments, and managing all aspects of due process procedures and mandates. This position requires that the teacher be committed to a providing a classroom and school environment that is multicultural/gender and ability fair/developmentally appropriate, is favorable to learning and growth and is based on a commitment that all children can learn. The candidate must be knowledgeable in types of behavioral and academic interventions appropriate for secondary students and must be proficient in aspects of instruction including student and classroom management, assessment, instructional delivery, and intervention. The candidate must be willing and able to work with students with different types of disabilities who are in need of behavioral, mental health, social skill, and academic interventions. The candidate must also be committed to continuous improvement and professional learning. PROGRAM INFORMATION: Westwood Intermediate School serves students with many types of disabilities in grades 4-5. The teacher in this position will work in general and special education programs with students who primarily haveconcerns with social relationships, communication skills, and behaviors that impact themin different ways and to different degrees. Students receive special education services in individual, small group, and large group environments in the school setting and sometimes in the community. Special Education teachers work collaboratively with school staff and parents to implement students’ individual education plans and manage the due process requirements for students on their case loads. The ability to work with students with emotional/behavior issues is essential as well as the ability to assist students with the acquisition of academic, study, and social skills commensurate with pre-college academic content in mathematics, science, language arts, and social studies. ESSENTIAL FUNCTIONS: Essential functions, as defined under the Americans with Disabilities Act, may include any of the following representative duties, knowledge, and skills. This list is ILLUSTRATIVE ONLY, and is not a comprehensive listing of all functions and duties to be performed. Factors such as regular attendance at the job are not routinely listed in job descriptions, but are an essential function. Essential duties and responsibilities may include, but are not limited to, the following: Establishes developmentally appropriate instructional and behavioral expectations for students and for him/herself and communicates those to students and their families. Creates lessons and learning environments that are safe, respectful, and engaging as well as multicultural/gender and ability fair/developmentally appropriate. Selects, adapts and individualizes materials appropriate for diverse student populations and skills. Collaborates and communicates regularly with school staff and students’ families in making educational decisions and uses family and community resources to support learning. Assesses students’ developmental, cognitive and social needs and provides developmentally appropriate instruction to meet those needs. Regularly assesses student learning by using multiple forms of assessment. Facilitates positive interactions between students and teacher, student and peers and student and other adults. Responsible for case management and maintaining appropriate due process files. Work effectively as a member of a high performing team. Models learning and behavior consistent with the expectations for students. Assesses own instructional effectiveness through the District’s Learning Community Framework. Participates in ongoing and regular staff, team and individual professional development and pursues continuous improvement of one’s professional practice. Collaborates with peers to develop, plan and implement best practices based on the needs/abilities of the students. Works in partnership with school administration, teacher colleagues, and other school support staff. Always keeps the students’ needs and rights first and foremost in any educational decision-making. Has a working knowledge of and implements the Minnesota State Standards and the Graduation Rule. Acquires knowledge of the goals of the Spring Lake Park Public School Strategic Plan and site/school goals.

Special Education Teacher, Any Disability Area – Long Term Substitute 2 Positions Available Chanhassen High School For More Information contact: Erin Copeland at [email protected] Position Dates: Approximately September 2016 – Approximately January 2017 FTE: 1.0 FTE Banded/Graded: C-5-2 Responsible To: Building Principal; Special Education Director/Supervisor Qualifications: Valid State of Minnesota License in Special Education; any disability area. Major Job Functions; Specific Tasks/Required Knowledge, Ability and Skills: see website Compensation and Yearly Duration of Employment: Compensation will be determined by District 112 and the Chaska Education Association (CEA). Background check will be conducted. If you are changing positions or the number of hours you work, your benefits may change. Please make sure to check the eligibility as listed in the above agreement. If recommended for employment, applicant will provide proof of legal right to work in the United States if required. Application Procedure: Please apply online at: http://www.district112.org (only online applications will be accepted).