South Central

Position Summary: 
The Special Education Teacher must have the ability to develop appropriate evaluation plans, knowledge of trauma informed practices, comprehensive behavior support programs, special education due process and the ability to effectively consult with classroom teachers, parents and administration. Must have knowledge of pre-referral interventions in academics and emotional/behavioral regulation, student strengths and needs and the development of an evaluation plan to determine student eligibility for special education. Must be able to work collaboratively in promoting positive and healthy interpersonal relationships and complete due process paperwork in the allowable timelines.

Position Summary:
The Teacher is a stand-alone classification.  Performs difficult professional work providing a broad range of teaching and direct instructional services or specific learning programs within District curriculum guidelines, assisting students to develop skills, attitudes and knowledge needed as a foundation for future learning in accordance with each student’s ability, using a variety of teaching and learning methods at various levels to a targeted audience, and related work as apparent or assigned.  Work is performed under the limited supervision of the Building Principal.  Continuous oversight is exercised over paraprofessionals.

Position Summary:
The Teacher performs professional work providing a broad range of teaching and direct instructional services or specific learning programs within District curriculum guidelines, assisting students to develop skills, attitudes and knowledge needed as a foundation for future learning in accordance with each student’s ability, using a variety of teaching and learning methods at various levels to a targeted audience, and related work as apparent or assigned.  Work is performed under the limited supervision of the Building Principal.

Qualifications:
A MN Special Education Teaching License is required.
Commitment to an equitable education experience for all.
Demonstrated understanding of cultural competence.
Consistent and reliable attendance is required.

Position Summary:
To plan, implement and monitor the Due Process for each student that will enable him/her to achieve IEP/IFSP goals and objectives as written by the multi-disciplinary team working with the student.  The program must be in an environment favorable to learning and personal growth.

• Provide professional, regular home visits and consultation to families of D/HH children between the ages of 0-5, based on family’s and child’s respective needs.
• Participate and collaborate in planning & implementing the Individualized Family Service Plan (IFSP) and assist with identified evaluations for child and family.
• Assist families in understanding nature and degree of child’s hearing loss and the impact on language, cognition, speech, literacy, and academic achievement.
• Provides families with techniques specific to child’s hearing loss.
• Collaborate with other involved agencies/therapists and attend appropriate meetings as directed.
• Have a working knowledge of bilingual education of D/HH children.
• Case Manager of D/HH students in school settings.
• Support district and staff in the areas of all curriculum, emphasizing problem solving and reasoning skill development.
• Instruct students in citizenship and basic subject matter specified in state law and/or district policy.
• Develop lesson plans and instructional materials to provide individualized and/or small group instruction, when appropriate or necessary.
• Evaluate students’ academic and social growth, keep appropriate records and prepare progress reports.
• Collaborate and communicate regularly with families in making educational decisions and use family and community resources to support learning and note student progress.
• Maintain professional competence through in-service education activities provided by District and Statewide Programs and self-selected professional growth activities.
• Acquire knowledge of the goals of the Statewide Programs and site/school goals.  Work to support and achieve those goals.
• Establish developmentally appropriate instructional and behavioral expectations for students and for self and communicate those to students, their academic/IEP team, and their families.
• Facilitate positive interactions between students and teacher, student and peers and student and other adults.
• Have a working knowledge of and implement the Minnesota State Standards and the District Graduation Requirements.
• Travel required – dependable transportation is a must.  (Mileage reimbursement at current federal rate.)