Metro

Special Education Teacher Chanhassen Elementary For More Information contact: Erin Copeland at [email protected] Position Start Date: August 2016 FTE: 0.5 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 (prefer EBD). 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).

SUMMARY: The ideal candidate will provide excellent case management skills to students with emotional and behavior disorders as well as students who have other types of disabilities which warrant specialized behavior or academic programming throughout their school day. This includes 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, and sometimes providing direct instruction to students. 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:Spring Lake Park High School serves a diverse student body in grades 9-12. The teacher in this position will spearhead all case management for assigned students, will work as part of a collaborative team that supports student learning in the general education setting and at times provide direct instruction to students with disabilities. He or she will also provide support in general and special education environments as dictated by student need. Students receive special education services in individual, small group, and large group environments in the school setting. 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 caseloads. 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: Provide timely case management services to students including compliance with due process timelines, development of IEPs, timely progress monitoring and reviews, as well as individualized special education evaluations as necessary. Establishes appropriate instructional and behavioral expectations for students and for him/herself and communicates those to students and their families and general education teachers. Support teachers to develop 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 to ensure 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.

SUMMARY: The ideal candidate will provide excellent instruction and case management skills to students with emotional and behavior disorders as well as students who have other types of disabilities which warrant specialized behavior or academic programming through their school day. 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:Spring Lake Park High School serves a diverse student body in grades 9-12. The teacher in this position will work with students in a center-based environment providing both academic and behavioral instruction. He or she will also provide support in general and special education environments as dictated by student need. Students receive special education services in individual, small group, and large group environments in the school setting. 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 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 to ensure 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.