Special Education Life Skills Teacher

As a Special Education Life Skills Teacher, you will deliver measurable results in the delivery of academic and social/emotional needs for the Life Skills program students. Effective communication skills are required to supervise Education Technicians, integrate related service providers, coordinate with the general education staff, and work with families. Reports to: Special Services Director and Building Principal Qualifications: Love of the job as proven professional with enthusiasm, passion, and demonstrated track record of successfully working with school age children. Maine DOE Certification Endorsement- 282: Teacher of Children with Disabilities required. Must possess Maine Department of Education’s Criminal History Records Check (CHRC). Experience working with students with moderate to severe disabilities preferred. Responsibilities: The SPECIAL EDUCATION LIFE SKILLS TEACHER will be expected to: Provide direct instruction via preparing and planning for instructional delivery using a variety of instructional techniques Coordinate and supervise education technicians Analyze assessment and performance data to design appropriate instruction Maintain special education paperwork as required by Maine Special Education regulations Have in depth knowledge of state and federal special education laws and regulations Develop and maintain a positive atmosphere conducive to learning appropriate to the maturity level and interests of the students Attend special education staff meetings and serves on special education committees; keeps current on special education rules and regulations. Communicate effectively with parents, students, teachers and other related service providers Maintain accurate student records for the purpose of completing thorough annual reviews and three- year evaluations. Report student progress in writing to parents on a quarterly basis or more frequently as needed. Provide consultation and support to parents and families as appropriate Keep current in the field of special education concerning best practice, research, and laws/regulations Collaborate with outside agency personnel regarding student and/or family need as appropriate Monitor and analyze data for the effectiveness of the individual plan, meet goals and recommend program changes as necessary Assume such other duties and responsibilities as may be assigned by the Director of Special Services. Competencies: Resourceful- you optimize available resources and tools (internally and externally) to enhance your impact; you network proactively, and with confidence to broaden the scope of people who can serve as a resource to your students and staff Goals-based- you set ambitious but attainable goals for students and ensure your education technicians do the same; your goals are meaningful, and attaining them will positively impact students’ progress; you monitor and report progress-to-goals with routinized discipline; you aim higher than what you think the students can achieve Analytical thinking-it excites you to identify multiple and creative ways to analyze, interpret, and showcase data sets; you let the data lead you versus acting on preconceived assumptions; you possess innate curiosity about the story behind the numbers; you develop instructional lessons based upon this data Outcomes-focus-you know how to balance respect for process with urgency of outcomes; you don’t allow processes to be disconnected from urgency of outcomes; you hold yourself accountable to measurable outcomes that make a difference in students’ lives Motivator- you inspire students, staff and family towards greater outcomes; your voice encourages others to aim higher and push harder Team player- you support your students and education technicians and have their backs; you approach your work with a team mentality to ensure collective success for your students. Effective communicator- you communicate interests effectively and professionally, internally and externally; your communications achieve desired outcome Relationship-oriented- you recognize the deep importance of student, staff and family relationships play in student progress; you build rapport and trust with students, staff and families Reasonable Accommodations: RSU 21 will provide accommodations to an individual with a disability, as defined by the Americans with Disabilities Act (ADA) or applicable law, who has made the district aware of their disability, unless doing so would cause an undue hardship to the district. Terms of Employment: Regular school year for professional teachers. Salary to be established by the Board. Evaluation: Performance of this job will be evaluated at least annually in accordance with the District’s policy on Evaluation of Professional Personnel.