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Minnesota Association of School Administrators

High School Special Education Teacher

High School Special Education Teacher

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Beginning with the 2023-2024 school year (or sooner if possible). This is a 1.0 full-time position working with students in 7th-12th grade. Experience with PBIS & MTSS will be given preference. Special Education licensure through MDE required. Any special education licensure is encouraged to apply. Strong consideration will be given to those with SLD, EBD or ABS licensure. Experience preferred, but not required.

Duties and Responsibilities:

  • Create a program and learning environment that provides specialized instruction for students with unique needs, such that the students benefit from the general education curriculum to the greatest extent possible.
  • Provide instruction to assigned students implementing IEP’s (Individual Educational Plans) and prepare academic materials for students following approved curriculum.
  • Write IEP’s and Due Process Reports in accordance with MDE regulations.
  • Complete student evaluation for special education.
  • Identify the needs of assigned students with disabilities through formal and informal assessments.
  • Communicate with students, parents and staff on a regular basis on student progress.
  • Work with administration to schedule paraprofessional support as needed in students’ IEP’s.
  • Attend department, school, and parent meetings.
  • Other job-related duties as assigned.

This position is open until filled and applications will be processed as they are received.

LTS – High School Special Education – Teaching Only

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Rush City High School has an immediate opening for a 1.0 full-time, long-term, substitute teacher to serve until the end of the school year. The substitute teacher will be responsible for delivering lesson plans to special education students. Required qualifications include a MN teacher license, MN substitute license, or a Bachelor’s Degree and ability to secure a MN substitute license. Rush City School District employees enjoy great work conditions, a positive and supportive environment, regionally competitive compensation and an excellent benefits package. We promise to create global citizens who are lifelong learners. This position is open until filled and applications will be processed as they are received.

Special Education Teacher

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Job posting #2517
Full Time 1.0 Special Education Teacher is beginning the 2023-24 school year at the STEP Building to work with 18 – 21 year old students, beginning August 22, 2023.

 

 

 

Coordinator of Early Intervening Services

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Under the general direction of the Executive/Special Education Director or designee, the Coordinator of Early Intervening Services will be responsible for planning, organizing, and developing districtwide multi-tiered systems of support (MTSS), including the development of the following domains: Family & Student Engagement, Social Emotional Learning & Relationships, Mental & Physical Health, Attendance & Intervention Monitoring, Positive Behavioral Supports & Restorative Justice, Academic Supports, and Basic Needs. This position will provide direction, guidance, and leadership to staff as it relates to equity and cultural responsiveness.

In coordination with the Special Education Administrative team, the Coordinator of Early Intervening Services will support site special education teams on matters related to the intersectionality of general education and special education work. They will also offer expertise to staff regarding federal and state mandates, Section 504, Child Study Teams, Crisis Intervention Plans, and matters related to supporting all students to work towards mastery of state standards and curriculum.

ESSENTIAL FUNCTIONS

●       Plans, organizes, and develops districtwide multi-tiered systems of support. Including working collaboratively across departments to create a districtwide strategic plan for MTSS in Tiers I, II, and III under all domains.

●       Facilitates professional development with intervention providers, teachers, staff, and administrators.

●       Expands access to research-based tiered interventions.

●       Coaches and supports MTSS teams in their design and implementation of systemic data-based shifts directly related to student needs.

●       Identifies and implements an effective management system for MTSS.

●       Identifies ongoing system and policy barriers to MTSS and makes recommendations for systems and policy alignment.

●       Keeps up to date on laws and regulations regarding Section 504 and supports intervention teams with training, process, and alignment with legal guidelines for practice.

●       Consults and collaborates with teachers, parents, and administrators to find effective solutions to learning and behavior needs and expands educational interventions to mitigate special education overidentification and disproportionality.

●       Offers expertise to staff regarding state mandates, Section 504, Child Study Teams, Crisis Intervention Plans, and matters related to achieving the objectives of the state standards and school curriculum.

●       Builds and strengthens working relationships between teachers, parents, partners, and service providers in the community.

●       Incorporates research-based involvement in the implementation of federal and state educational guidelines (e.g., No Child Left Behind, Response to Intervention).

●       Assists with general education legal mediation, mediated settlement agreements, and notification of agreement details to Administrators and the Board.

●       Coordinates and monitors CEIS-related grant and partnership requirements.

●       Assists with the transition of students into appropriate educational placements through consultation and attendance at intervention planning meetings.

●       Participates in pre-expulsion procedures for general education and Section 504 students to discuss best alternative education options and placements.

●       Collaborates and consults with district Coordinators and Specialists to implement MTSS, as needed.

●       In coordination and collaboration with the Special Education Administrative team, provides information on matters related to professional development needs.

Special Education Resource Teacher Clover Ridge Elementary (long term substitute)

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Special Education Resource Teacher (Long term substitute)
Clover Ridge Elementary
For More Information contact: Kellie Krick-Oborn at [email protected]

Position Start Date: April 4, 2023 – May 29, 2023 (Approximate)
FTE:  1.0 FTE
Responsible To:  Building Principals; Special Education Director/Supervisor
Qualifications: Valid State of Minnesota License in Special Education K-12 in any disability area.
Major Job Functions; Specific Tasks/Required Knowledge, Ability and Skills:  This is a fulltime position in Special Education  see attachment

Compensation and Yearly Duration of Employment:  Compensation will be determined by District 112 and the Chaska Education Association (CEA).

Application review process ongoing until filled

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.
Qualification for Insurance: 40 hours per week for one semester or 100 continuous days (whichever is less) will qualify a teacher for insurance benefits

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).

Grade 7 English Long Term Substitute Teacher

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Teacher Level: Grade 7 English Long Term Substitute Teacher

Building Location: Discovery Middle School

Total FTE: 1.0

Time Frame:  April 2023- June 2023 (Through end of the school year)

Essential Functions:

Deliver classroom instruction; implement lesson plans on instructional units; develop and determine methods, approaches and instructional units; maintain a classroom environment that is conducive to learning.

Assess and evaluate student performance against lesson plans; determine the need for re-instruction or need for new approach; reinforce information previously taught in the classroom; determine grades for reporting purposes; monitor student performance and behaviors and determine how to approach bad behaviors.

Develop and plan instructional activities; develop and implement lesson plans personalized for individual student needs; assist in the development and implementation of Individual Education Plans (IEPs); implement student assessments and evaluate results; determine assessment process for instructional units; research topics and materials designed to improve instructional presentations.

Prepare for substitute teachers; communicate with parents and participate in parent/student conferences; participate and prepare for peer evaluation process.

Supervise students during the school day according to the established building schedule; provide indirect supervision during regular school days.

Collaborate with staff in evaluating individual student issues and approaches to instructional units; evaluate new teaching technologies and/or procedures.

Participate in meetings (building staff meetings, departmental meetings, grade level meetings, staff development, open house/orientation) as necessary or required; attend professional development activities.