Metro

December 6, 2017 Athlos Leadership Academy is a Pre-Kindergarten through Eighth grade nationally recognized public charter school located in Brooklyn Park, MN. We are currently interviewing for the following school teaching position for the 2017-2018 school year. We offer competitive pay and benefits. Please visit our website at http://www.athlosbrooklynpark.org/ for more information about our school. *Special Education Teacher -All licensures, but the following licenses are preferred: *Emotional Behavioral Disorders (EBD) licensure *Academic and Behavioral Strategist (ABS) licensure Interested individuals should submit a cover letter and resume to Staci Eddy by Monday, December 18 2017. You may mail or fax them if you prefer to: Athlos Leadership Academy, Attention: Staci Eddy 10100 Noble Parkway North Brooklyn Park, MN 55443 763-315-0601, fax

Major Responsibilities Special Education Team: Work with founding Special Education Teacher and Special Education Paraprofessionals to design and execute an excellent and rigorous special education program for a growing student body. Special Education Case Management: Assume responsibility for case compliance and student academic progress, write IEPs and consult with regular education teachers, keep IEPs updated as to the achievement of goals and objectives, issue quarterly progress reports on IEP goals for students and families, schedule and coordinate annual IEP meetings, maintain special education files, ensure all evaluation recommendations are followed up and completed, work with clinicians to ensure related services are being delivered, provide input on clinicians’ performance evaluations as appropriate and necessary, analyze student referrals to the Child Study committee, consult with Special Education Director as necessary to ensure compliance Special Education Services: Design and implement engaging instruction based on IEP goals and objectives, monitor and support implementation of goals and objectives in general education classrooms, provide and/or support modifications and accommodations as needed in general education classrooms, maintain a portfolio of student work samples and classroom observations, encourage parent partnerships and maintain positive communication with families regarding student progress, works with all school leadership and staff to ensure all students receive appropriate accommodations and modifications during formal and informal assessments Student Achievement: Hold all students to high academic standards, set and pursue rigorous academic goals, ensure academic achievement of all students puts them on the path to college Instructional Excellence and Planning: Demonstrate strong content knowledge, utilize on-going formative and summative assessments to assess student mastery of content and uncover gaps in student knowledge, engage students in rigorous inquiry-based lessons and higher order thinking skills, push academic rigor with scaffolded critical thinking questions, collaborate with team members to design grade-level scope and sequence and unit plans, collaboratively develop and write quality rigorous interim assessments, meet a range of needs by ensuring students receive differentiated and individualized instruction and support daily Individualized Learning: Develop a deep understanding of the school’s online adaptive curricula and evaluate and experiment with new programs, create a classroom culture focused on maximizing individualized learning time, align online curricula with face-to-face instruction to push critical thinking skills and rigor in the classroom, review and use student data generated by adaptive curricula to drive classroom instruction and individualized support for all students Classroom and School Culture: Create a positive and achievement-oriented learning environment, set and reinforce clear expectations and routines aligned to school’s culture, maintain a joyful classroom environment, embrace school-wide culture systems, design classroom to reinforce school values and culture Data Analysis: Use data from interim assessments and other formal and informal sources to adjust and direct instruction, collaborate with team members to assess effectiveness of instruction and units, participate in all-staff data days, bring complete and relevant data to meetings, create intervention plans for students behind grade level based on data Student/Family Relationships: Create a joyful and supportive academic environment for students and their families, build rapport with students outside of class, maintain regular communication with families around student academic and character development Professionalism and Growth: Foster and maintain a positive, constructive, and supportive working relationship with administration, teachers, and staff. Seek feedback to improve performance in instruction, planning, culture, and leadership; reflect on and pursue development in areas of personal and growth, work with the Director and Lead teacher to evaluate and improve skills, eagerly participate in structured and informal professional development opportunities, collaborate with colleagues to ensure a safe, joyful and rigorous school environment. Attend and participate in all staff meetings and professional development, including occasional evenings and weekends and extended summer orientation. Extended school hours and extended school year: Student hours are 8:30 a.m. to 4:30 p.m; Teacher hours are 7:30 a.m. to 5 p.m., depending on ‘full time’ or ‘part time’ status. Teachers typically report the second week of August and work through the end of June. Flexibility of schedule available to accommodate licensure program coursework and field experience to obtain Special Education licensure