Special Education Teacher - Superior Shores

SUMMARY:

The role of the Special Education Teacher is to design and provide specialized instruction in academic curricula, social competence, and independence for students at the secondary level with emotional/behavioral disabilities and challenges. The Special Education Teacher works collaboratively with the education team, including parents, to develop/implement quality individualized educational programs (IEPs) and behavior intervention plans.

MINIMUM QUALIFICATIONS:

• Valid Michigan Teaching Certificate with K-12 special education endorsement
• Experience and familiarity with development and implementation of IEPs
• Demonstrated ability to develop and implement curriculum (academic and behavioral) for students
• Demonstrated ability to work effectively as a collaborative team member
• Demonstrated ability to individualize instruction to meet unique student needs
• Demonstrated knowledge and skill in commonly used approaches to educating students at risk
• Demonstrated ability to implement behavior intervention strategies
  
  

PREFERRED QUALIFICATIONS:

• K-12 special education endorsement in Emotional Impairments (EI)
• Experience teaching students at the secondary level with significant behavioral health needs
• Experience implementing behavior intervention plans with fidelity
• Experience in utilizing using assessment and progress monitoring data to inform instruction and create individual student learning and behavior plans
• Demonstrated ability to work effectively as a collaborative team member
• Knowledge of and experience with the MTSS framework, positive behavior interventions and supports (PBIS), response to intervention (RTI), social-emotional learning (SEL), restorative practices, trauma-informed practices, and family engagement
• Strong interpersonal skills, oral and written communication skills, classroom management and organizational skills Demonstrated ability to work effectively with parents/guardians, local school districts, teachers, administration, and community partners to provide a continuum of supports for students
• Demonstrated ability to work as a lead teacher with paraprofessional staff to effectively organize and implement differentiated instruction, including both academic and social/emotional/behavioral
  
  

ESSENTIAL DUTIES AND RESPONSIBILITIES:

• Serve as and complete all responsibilities as Teacher of Record at the Day Treatment Program for students with emotional/behavioral disabilities and challenges
• Organize and manage an educational environment that incorporates students, classroom aides, and therapy providers
• Design, revise and maintain lesson plans and instructional activities developed from student IEP goals/objectives and that support the implementation of behavior intervention plans
• Implement student IEPs utilizing teaching methods, materials and adaptations appropriate to meet individual student needs
• Collaborate with team members to develop and modify goals/objectives on student IEPs and behavior intervention plans; ensure that goals/objectives are outcome based, longitudinal and measurable
• Understand, develop and utilize behavioral management concepts/techniques and positive behavior support plans to meet the unique needs of each student
• Provide instruction and reinforcement of communication skills and techniques, both verbal and non-verbal, as deemed appropriate for each student
• Demonstrate team leadership skills for all classroom staff and student service providers
• Collaborate with and identify as part of a team to problem solve and report on student progress
• Provide medication to students as needed and report pertinent medical information as required
• Maintain communication with parents/guardians, itinerants, and community agency personnel to provide the optimal individual program for students
• Use procedures and tools for data gathering, analysis, and reporting, as well as use a variety of data for informing instruction and other decisions
• Self-direct and prioritize among competing goals, exhibit flexibility, and drive results
• Complete Handle With Care training, and participate in annual recertification
• Attend in-service and refresher courses to increase and update teaching skills and to remain current
• Participate in team meetings, parent conferences, and Agency staff meetings
• Must occasionally lift and/or move up to 50 pounds such as books and teaching material or when assisting in student interventions
• Perform other duties as assigned
  
  

OTHER KNOWLEDGE, SKILLS, AND ABILITIES:

• Proficiency in computer/software use including Google Suite, Word, Excel, PowerPoint, Zoom
• Demonstrated experience exercising confidentiality and sound judgment in dealing with local districts, staff, students, and operations
• Ability to successfully manage multiple projects simultaneously, work independently, and maintain proactive communication with stakeholders
• Ability to deal with issues in a fair manner, treat diverse populations and personalities with dignity and respect, and act in a highly ethical manner
• Ability to work in a fast-paced environment yet maintain flexibility in thinking and actions
• Must demonstrate initiative and the ability to work independently
• Ability to lift and/or move 50 pounds
• Professional appearance; professional and positive attitude
  
  

SPECIAL CONDITIONS:

• Must keep the affairs of Marquette-Alger RESA and LEAs confidential at all times
• Must uphold confidentiality of privileged and sensitive student/staff information
• May require occasional travel for professional activities using personal vehicle
  
  

TERMS OF EMPLOYMENT: Full-time, academic-year position starting in August 2025. Must have regular and reliable job attendance, performance, and the physical ability to do the job

REPORTS TO: Program Administrator - Specialized Classrooms

COMPENSATION & BENEFITS: According to Marquette-Alger RESA MEA Collective Bargaining Agreement

APPLICATION DEADLINE: A review of applications will begin on April 4, 2025.

Apply online at https://www.maresa.org/careers/

Marquette-Alger RESA does not discriminate on the basis of race, color, national origin, ethnicity, religion, sex (including gender identity or expression, sexual orientation, pregnancy, childbirth, or a related condition), age, height, weight, familial status, marital status, military service, veteran status, genetic information, disability, or any other legally protected basis, and prohibits unlawful discrimination, including harassment and retaliation, in any education program or activity that it operates, including in admission and employment. Marquette-Alger RESA’s Non-discrimination, Anti-Harassment, and Non-Retaliation Policy, as well as the grievance procedure for reporting concerns or complaints, are available at maresa.org/about-us/notice-of-nondiscrimination.

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