Elementary Special Education Teacher

Position Title: Elementary Special Education Teacher

Department: Student Services

Reports To: Building Principal & Director of Student Services

SUMMARY:

To help early-stage students learn the skills that will contribute to their development as mature, able, and responsible individuals.

PREFERRED QUALIFICATIONS:

Bilingual Spanish/English - Ability in reading, writing, speaking and listening.

ESSENTIAL DUTIES AND RESPONSIBILITIES. Other duties may be assigned.

• Teaches district approved curriculum and provides Specially Designed Instruction to students based on their IEP goals and objectives
• Meets and instructs assigned classes in the locations and at the times designated
• Plans a program of study that meets the individual needs, interests, and abilities of the students
• Creates a classroom environment that is conducive to learning and appropriate to the maturity and interest of the students
• Encourages students to set and maintain standards of classroom behavior
• Guides the learning process toward the achievement of IEP goals, curriculum goals, and establishes clear objectives for all lessons, units, projects etc. to communicate these objectives to students
• Evaluates pupils' academic and social growth, keeps appropriate records and prepares progress reports, report cards and conducts annual IEPs
• Knowledge of and accuracy in completing IEPs and documentation related to progress toward goals and objectives
• Is available to students and parents for education-related purposes outside the instructional day
• Extensive experience with positive behavior support
• Evidence of a positive attitude and human relationship skills
• Likes children regardless of age, ability or background
• An appreciation for diversity and individuals with disabilities
• Evidence of high standards, of ethics, honesty, and integrity in personal and professional matters
• Excellent team and interpersonal skills
• Ability to adhere to all local, State and Federal mandates/guidelines as they relate to special education
• Posses high levels of adaptability

REQUIRED KNOWLEDGE, SKILLS AND ABILITIES RELATED TO CULTURAL COMPETENCE AND EQUITY:

• Knowledge/awareness of own cultural identity and how this influences behavior, and desire to learn about the cultural identity of others.
• Ability to establish and nurture an environment that promotes cultural competence and equitable treatment of staff, students, and partners of the District.
• Has demonstrated experience as a leader for equity and/or has evidence of success in closing opportunity gaps for students of color.
• Ability to nurture a school environment that celebrates, respects, and values diversity, where teaching and learning are made relevant and meaningful to students

SUPERVISORY RESPONSIBILITIES:

Supervises students and instructional paraprofessionals assigned to the classroom

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.

EDUCATION and/or EXPERIENCE:

Bachelor's degree from an accredited four-year college or university.

CERTIFICATES, LICENSES, REGISTRATIONS:

Valid Michigan Teaching Certificate

Required Endorsement (in at least one): Learning Disabled, Emotionally Impaired, Cognitive

Impaired or Autism Spectrum Disorder

LANGUAGE SKILLS:

Ability to read, analyze, and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals. Ability to effectively present information and respond to questions from groups of managers, clients, customers, and the general public. Bilingual in Spanish is preferred.

MATHEMATICAL SKILLS:

Ability to work with mathematical concepts such as probability and statistical inference, and fundamentals of plan and solid geometry and trigonometry. Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations.

REASONING ABILITY:

Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form..

OTHER SKILLS and ABILITIES:

Ability to apply knowledge of current research and theory to instructional programs; ability to plan and implement lessons based on division and school objectives and the needs and abilities of students to whom assigned. Ability to establish and maintain effective relationships with students, peers and parents; skill in oral and written communication.

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 stand and talk or hear and sometimes walk and sit. Occasionally the employee will bend or twist at the neck more than the average person While performing the duties of this job, the employee may occasionally push or lift up to 50 lbs such as boxes of books and AV/VCR carts. The employee is directly responsible for 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. The position requires the individual to meet multiple demands from several people and interact with the public and other staff.

WORK ENVIRONMENT:

The work environment characteristics described here 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 moderate to loud.

Godfrey-Lee Public Schools is an equal opportunity educational institution. It is our expressed policy that no person shall be unlawfully excluded from participation, be denied benefits of, or otherwise subjected to discrimination in employment on the basis of race, color, religion, marital status, national origin, sex, age or handicap/disability in its activities or programs as required by Title VI, Title IX and Section 504. Any person believing that the Godfrey-Lee Public Schools or any part of the school organization has inadequately applied the principles and/or regulations of (1) Title IX of the Education Amendment Act of 1972, (2) Section 504 of the Rehabilitation Act of 1973, (3) the Age Discrimination Act of 1975, and (4) Title II of the Americans with Disability Act of 1990 may bring forward a complaint, which shall be referred to as a grievance, to Marcus Bradstreet, the local Coordinator at the following address: 1414 Burton St. SW Wyoming, MI 49509.