Position: Special Education Teacher-Emotional Impairments

Location: Kettle Lake Elementary

Reports To: Building Principal/Special Programs Director

Certification: SE-Emotional Impairments

Summary of Position:

Special Education teachers are responsible for creating a positive learning climate with a focus on student growth and achievement. They employ a variety of instructional techniques and teaching strategies to meet the different learning styles and interests of students.

Essential Functions:

IMPLEMENT/PLAN INSTRUCTION

(The following list is illustrative only and is not a comprehensive list of all functions and duties performed by employees in this position. Regular attendance is an essential function of this job.)

• Apply knowledge and understanding of behavioral principles and strategies to successfully engage students with Emotional Impairments in meaningful learning experiences
• Plan and implement district curriculum
• Modify curriculum and accommodate student needs, as necessary, to ensure student success in general and special education settings
• Use formative and summative district assessments
• Develop and provide individualized instruction based on students’ IEP goals and transition-related needs
• Model effective strategies to other staff to help individual students maintain satisfactory classwork, social interaction, and behavior; monitor implementation to ensure fidelity
• Help facilitate a building Peer to Peer program; manage classroom peer supports
• Implement Explicit Instructional Strategies
• Work as a team with related service providers to ensure strong pedagogical practices
• Complete Functional Behavioral Assessments and Implement Positive Behavioral Support Plans
• Adapt instruction to meet the needs of all students
• Sequence content at an appropriate pace
• Use an appropriate level of questioning to promote understanding
• Relate lesson content to prior learning and individual student goals
• Appropriately recognize and reinforce individual student effort
• Represent knowledge/information non-linguistically through a variety of methods
• Organize students in cooperative or ability groups when appropriate
• Require students to analyze and apply knowledge
• Display enjoyment, humor, and enthusiasm for teaching and expect students to enjoy learning
• Provide general education classroom push-in supports for complex students on the Autism Spectrum

EVALUATE INSTRUCTION

• Monitor students’ academic, social, behavioral, and transition progress in order to ensure the implementation of instructional best practices
• Determine specific learning problems, skill deficiencies, or social adjustment difficulties of students and initiate remediation programs in these areas
• Evaluate student progress based on observation, formative assessments, and summative assessments
• Determine goals, objectives, and starting points for instruction
• Complete special education paperwork in accordance with district, ISD, state, and federal guidelines

CLASSROOM MANAGEMENT

• Demonstrate effective case management including coordination with parents, teaching staff and service providers
• Establish strong classroom routines, procedures, and structure
• Develop strong working relationships with paraeducators that ensure consistency among staff and student interactions
• Implement strong engagement strategies
• Develop and implement strategies to address both expected and unexpected behaviors
• Develop and implement Positive Behavior Interventions and Supports
• Demonstrate effective organizational skills; have all materials, equipment, etc. ready for immediate use
• Carry out smooth and effective transitions (e.g., from one activity to another, as students enter and leave the room)
• Maximize time on purposeful instructional tasks
• Establish a positive learning environment

DEMONSTRATE PROFESSIONALISM

• Participate in ongoing professional growth
• Participate in building and district-wide Special Education department teams
• Participate in professional and/or community organizations or events
• Complete routing assigned tasks and comply with District requirements
• Follow District and building policies and procedures
• Support of District goals
• Communicate effectively and professionally with colleagues, parents, and students
• Conduct parent-teacher conferences in accordance with District policy
• Report student progress to parents and students in a timely manner
• Regular and reliable attendance

Employment Qualifications:

• EDUCATION: This position requires a Bachelor’s degree from an accredited teacher education program.
• EXPERIENCE: Two (2) years of experience in Special Education is preferred, but not required
• SUPERVISORY RESPONSIBILITIES: Responsible for supervising and guiding the work of assigned Paraprofessionals
• CERTIFICATES, LICENSES, OR REGISTRATIONS: State of Michigan Teaching Certification, Special Education Endorsement: SE - Emotional Impairment

Additional Requirements

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.

Required:

• Excellent oral and written communication skills
• Knowledgeable teaching techniques that meet the diverse needs of students
• Training in assessment and interpretation of the IEP process
• Demonstrated skills using computers and technology throughout the learning process
• Conflict management and resolution skills

Physical Demands

While performing the duties of this job, the employee is frequently required to stand, talk and hear and sometimes walk and sit. While performing the duties of this job, the employee may occasionally push or lift up to 50 pounds, such as boxes of books and AV/VCR carts. The employee is directly responsible for the safety, well-being, or work output of other people. Specific vision abilities required by this job include close vision such as to read handwritten or typed material, and the ability to adjust focus. This position requires the individual to meet multiple demands from several people and interact with the public and other staff.

Work Environment

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment is usually moderate.

Non-Discrimination

Caledonia Community Schools does not discriminate on the basis of race, color, national origin, sex, (including sexual orientation and transgender identity), disability, age, religion, height, weight, marital or family status, military status, ancestry, genetic information, or any other legally protected category, (collectively, "Protected Classes"), in its programs and activities, including employment opportunities