Job Title: Special Education Teacher (RISE Autism Program) - Challenger Elementary
Reports To: Building Principal
Location: Challenger Elementary School
Duration: Ten Months; August - June
FLSA Status: Exempt
FTE: 1.0
Union Affiliation: HEA
SUMMARY:
The Special Education Teacher creates and sustains a community of learners through the development of a positive classroom and school culture, by holding rigorous and high expectations for students and by utilizing quality instructional practices matched to student learning needs. The Special Education Teacher continuously improves their practice through professional learning and collaboration with peers. The Special Education Teacher supervises students, develops and delivers lessons, utilizes established curriculum and maintains high levels of communication with parents/guardians regarding student progress and wellbeing.
HOWELL PUBLIC SCHOOLS EXPECT THAT EACH TEACHER COMMITS TO:
-
Continuous ongoing learning and the development of the craft of teaching for self; encourages, supports and mentors ongoing learning in students.
-
High expectations for students, developing a vision of success for each student and moving that student towards its achievement.
-
Positive relationships and communication, promoting and modeling a safe and supportive learning culture for all.
-
Honoring all students, embracing their community and diversity.
-
Establishing a learning environment that is accountable for effective instruction, assessment and data-driven decision-making.
-
Using community resources to improve instruction.
-
Collegiality and professionalism.
ESSENTIAL DUTIES AND RESPONSIBILITIES:
-
Participates in professional development, maintains appropriate certification and qualifications and keeps current in changing pedagogy.
-
Participates in collegial conversations surrounding student achievement on a regular basis, influencing individual, grade, and/or department instruction based on collective examination of student performance.
-
Teaches district-approved curriculum, as well as local and state standards, using contemporary thinking around best-practices and program-specific objectives.
-
Participates in district and school initiatives, adheres to building and district school improvement plans.
-
Plans a program of study that meets the individual needs, interests and abilities of the students.
-
Creates a positive, engaging classroom environment that is conducive to learning and appropriately responds to the maturity level and interest of the students.
-
Encourages students to set and maintain high standards of classroom behavior.
-
Proactively teaches appropriate behavior and expectations.
-
Guides the learning process toward the achievement of curriculum goals and, in harmony with the goals, establishes and communicates clear objectives for all lessons, units, projects and activities.
-
Identifies and responds to the learning style of all students. Differentiates instruction to accommodate these styles.
-
Evaluates the academic and social growth of students, keeps appropriate records and prepares progress reports. Uses academic outcome information to inform curriculum and instructional decisions for all students.
-
Acts as a public relations agent for the success and image of the district.
-
Communicates regularly with students, parents, families and administration in advocacy of student growth. Develops communication plans that adjust for varying levels of parent involvement and inclusion.
-
Integrates cultural consciousness in instruction, classroom culture and classroom artifacts.
-
Collects and integrates information about community heritage in instruction.
-
Adheres to district and school rules and procedures.
-
Conducts behavior to demonstrate collegiality and professionalism.
-
In-person attendance is required.
-
Other duties as assigned.
QUALIFICATION 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 the essential functions.
SUPERVISORY RESPONSIBILITIES:
EDUCATION AND EXPERIENCE:
-
Bachelor’s degree and Master’s degree in relevant educational field required.
-
Valid Michigan Teaching Certificate with a special education endorsement in autism (SV) is required.
-
Three (3) years of special education teaching experience required.
-
Demonstrate a strong understanding of relevant law (FAPE, LRE, etc.) and current research required.
- Design and interpret Positive Behavior Plans required.
-
Develop and provide training related to effective behavior management techniques required.
-
Experience in data collection and data analysis required.
-
Review IEP accommodations and complete fidelity checks to ensure implementation across school settings required.
- Understand the behavioral characteristics typically associated with different types of disabilities required.
LANGUAGE SKILLS:
-
Ability to effectively present information and respond to questions from administrators, students, staff, Superintendent, and the general public consistent with the duties of this position.
-
Ability to read and interpret documents such as grants, journal articles, governmental forms and handbooks and is able to follow instructions.
-
Superior ability to express self clearly; both orally and in writing.
-
Excellent grammar, spelling, and punctuation skills.
MATHEMATICAL SKILLS:
-
Ability to add, subtract, multiply, and divide in all units of measure consistent with the duties of this position.
-
Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations consistent with the duties of this position.
REASONING ABILITY:
-
Ability to solve complex problems and deal with variables in situations where only limited standardization exists.
-
Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form consistent with the duties of this position.
-
Exhibit high level of professionalism with the ability to handle confidential information, use good judgment, plan and handle complex projects, and maintain a flexible attitude.
-
Ability to work well under pressure.
-
Ability to see tasks through to successful conclusion.
INTERPERSONAL SKILLS:
-
Possess excellent interpersonal skills and ability to handle emotionally charged situations.
-
Ability to build rapport with others and to serve diverse population.
-
Ability to work with individuals and groups of students to support academics and behavior management.
-
Ability to establish and maintain effective working relationships with students, parents, staff members, and the school community.
-
Ability to take the initiative, work well with others as a collaborative team member, and exhibit good communication skills.
-
Excellent interpersonal skills with ability to effectively communicate, speak clearly, and communicate thoughts succinctly.
-
React well under pressure, handle and balance multiple demands at one time, work with frequent interruptions and perform duties and tasks at expected levels of professionalism with minimal supervision
-
Strong understanding of using data to maximize student learning, prioritize needs, and assess programs.
-
Knowledge of Michigan Department of Education (MDE) rules and regulations pertaining to the discipline of general education and special education students, including appropriate timelines required for action.
-
Ability to perform duties with awareness of all District requirements and Board policies.
-
Professional demeanor in appearance and behavior.
-
Ability to react well under pressure, handle and balance multiple demands at one time, work with frequent interruptions and perform duties and tasks at expected levels of professionalism with minimal supervision.
-
Ability to learn new skills, flexibility and willingness to perform a variety of tasks.
-
Proficient in problem solving skills.
-
Accurate and detail oriented.
-
Ability to work well with others including administrative and support staff team, and follow written and oral directions.
-
Ability to work without direct supervision.
TECHNICAL SKILLS:
-
Ability to use both personal computer (PC) and Macintosh platform devices and applications in a networked environment.
- Strong knowledge of productivity applications such as Microsoft Office (word processing, spreadsheets, database and presentation software), Google platform applications (Classroom, Docs, Sheets) and others are required.
-
Ability to create documents that are well organized and display information that is logical and graphically appealing.
-
Ability to multitask and meet deadlines.
-
Ability to organize, prioritize, and work independently, as well as cooperatively with diverse groups.
-
Attention to detail and ability to edit documents to ensure error free communication.
-
Excellent organizational skills.
PHYSICAL DEMANDS
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.
While performing the duties of this job, the employee is frequently required to stoop, reach, stand, walk, lift, pull, push, grasp, talk, hear, see, and use repetitive motions. While performing the duties of this job, the employee may frequently lift and/or move at least twenty-five (25) pounds of materials. The employee will be required to drive frequently in order to travel between elementary schools within the District. Specific vision abilities required by this job include close vision such as to read handwritten or typed material, and the ability to adjust focus. The position requires the individual to meet multiple demands from several people and interact with the public/staff/students.
ENVIRONMENTAL ADAPTABILITY
The work environment characteristics described herein are representative of those an employee encounters while performing 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 quiet to loud depending upon the activity in the particular part of the day. This position will require frequent travel among elementary school buildings in the District. Occasionally, the employee may be required to be outdoors for a short period of time, and therefore subject to varying weather conditions, for purposes of accomplishing the essential functions of this job.
TERMS
Salary and other employment conditions are in accordance with the collective bargaining agreement between the Howell Board of Education and Howell Education Association/HEA/MEA agreement.
FUNCTIONS OF POSITION DESCRIPTION
This position description has been prepared to define the general duties of the position, provide examples of work, and to detail the required knowledge, skills, and ability as well as the acceptable experience and training for the position. The description is not intended to limit or modify the right of any supervisor to assign, direct, and control the duties of employees under supervision. Howell Public Schools retain and reserve any and all rights to change, modify, amend, add to, or delete from any portion of this description in its sole judgment at any time.
This position description is not a contract for employment.
The Howell Public Schools District is a drug-free workplace and District policy requires drug testing for all potential employees. The employee shall remain free of any alcohol or non-prescribed controlled substances in the workplace throughout his/her employment in the District.
The Howell Public Schools is an equal opportunity employer, in compliance with the Americans with Disabilities Act. The District will provide reasonable accommodations to qualified individuals with disabilities and encourages both prospective and current employees to discuss potential accommodations with the employer.
It is the policy and commitment of the Howell Public Schools District not to discriminate on the basis of race, color, religion, national origin, sex, disability, age, height, weight, familial status, marital status, genetic information, sexual orientation or any legally protected characteristic, in its educational programs, activities, admissions, or employment policies in accordance with Title IX of the 1972 Educational Amendments, Executive Order 11246 as amended, Section 504 of the Rehabilitation Act of 1973 and all other pertinent State and Federal regulations.
