Teacher Consultant/Resource Room, Upper Elementary

TEACHER CONSULTANT / RESOURCE ROOM

at Heritage School

JOB DESCRIPTION

The teacher consultant will work with students who have a variety of learning and behavioral challenges and is responsible for the instructional program and implementation of activities for those students in a 4th and 5th-grade setting at Heritage School.

Saline Area Schools strives to hire individuals who are intrinsically motivated; have a deep desire to grow professionally; believe children deserve to learn in an environment that is the least restrictive and who is reflective of the highest level of cultural competence. SAS strives to employ individuals who possess a strong work-ethic; are committed to providing children with boundless opportunities; and who understand that equity, inclusion and social justice are essential to the success of a school community in the 21st Century.

QUALIFICATIONS
Required Education/Certification

• Bachelor's Degree in a relevant field
• A valid Michigan teaching certificate with an endorsement in special education in one or more of the following areas: Learning Disabilities (SM K-12), Cognitive Impairment (SA), Autistic Impairment (SV), or Emotional Impairment (SE). 
• State approval as a teacher consultant, or be able to qualify.

Preferred Education/Certification

• Master's Degree in Special Education, or related field

Required Experience

• Demonstrated successful student teaching experience required
• Possess three years of satisfactory teaching experience, including at least two years of teaching students with disabilities in a special education classroom
• Must be able to use " Non-Violent Crisis Intervention" techniques and other behavior strategies, which are used frequently in this learning environment, including developing behavioral intervention plans.

Preferred Experience

• Experience with co-teaching preferred.
• Competitive preference for candidates with previous diversity, equity, and inclusion training.

RESPONSIBILITIES & DUTIES

• Provides and coordinates the instructional program for students in the assigned area of responsibility and evaluates results on a continuous basis.
• Assesses students’ achievement and develops instructional strategies to meet individual educational needs of students in the assigned area of responsibility.
• Plans curriculum and prepares lessons and other instructional materials to meet the individual needs of diverse students, considering such factors as physical, emotional, and educational levels of development.
• Utilizes culturally-responsive approaches to behavioral interventions. 
• Convenes and chairs Individualized Education Program (IEP) meetings.  Develops and implements student IEP goals and instruction based on individual student needs.
• Participates in the implementation of health plans in accordance with administrative operating procedures.
• Develops, coordinates, and implements behavior intervention plans in accordance with District policy, administrative operating procedures, and state/federal rules and regulations.  Convenes a team to evaluate and develop a functional behavioral assessment.
• Works cooperatively and communicates with District and constituent district staff, students, and parents/guardians.
• Maintains accurate attendance records and other required records in a manner consistent with state and federal law as required by the District.
• Participates in District-level staff meetings, in-service activities, staff development/special programs, school improvement teams, and planning committees as appropriate to the assignment.
• Regularly document student progress using assessment tools, monitoring through observations/evaluation, and/or collecting data. Uses student progress data to improve instruction.
• Develops a program that includes a variety of learning activities, career readiness and job readiness activities, small group and individualized community access activities; collaborates with community agency representatives, WISD Teacher Consultants, and other related service providers regarding activities for assigned students.
• Supervises and implements instruction for students in class and in the community; directs the activities of teacher assistants in all areas of instruction, as well as other activities.
• Confers with parents, paraeducators, general education teachers, related service providers, and administration to develop an individual educational plan for students.
• Establishes and maintains open communications with parents, staff, administration, and outside agencies.
• Performs billing functions for Medicaid reimbursement, where applicable.
• Adheres to District health and safety rules, policies, and procedures.
• Confers with other staff members to plan programs designed to promote educational, physical independent and social development for students.
• Monitors student needs and implements programs.
• Exhibits emotional stability, exercises good judgment, and makes decisions in accordance with board policies and administrative guidelines, with minimum supervision.
• Performs such other tasks as may from time to time be assigned by the supervisor.

ESSENTIAL DUTIES

• Use computer network systems and software applications as needed.
• Organize and coordinate work.
• Develop and implement projects.
• Effective and respectful verbal and written communication skills.
• Communicate effectively with students and parents.
• Organize multiple tasks and conflicting time constraints.
• Engage in self-evaluation with regard to leadership, performance, and professional growth.
• Establish and maintain cooperative working relationships with others contacted in the course of work.
• Demonstrate exemplary attendance and punctuality.

PHYSICAL AND MENTAL DEMANDS, WORK HAZARDS

Work in standard office and school building environments requiring mobility, visual and auditory acuity, communication skills, interpersonal skills, organizational skills, problem-solving skills, adaptability, technology proficiency, physical stamina, and environmental awareness.

SUPERVISORY RESPONSIBILITIES

Directs paraeducators to implement students’ individualized education plans on a day-to-day basis.

TRAVEL

May require occasional travel between schools within the district to support students and/or attend meetings.

WORK SCHEDULE

Follow the assigned building schedule 

FLSA STATUS

Exempt

TERMS OF EMPLOYMENT

Per the SEA Contract

SALARY

Per the SEA Contract

APPLICATION METHOD
EXTERNAL CANDIDATES: All interested and qualified external applicants must complete an application and upload all necessary documents on the TalentEd Website (please visit our HR web page at: https://saline.tedk12.com/hire/index.aspx# to access the SAS Job Openings). All letters of interest, resumes, and applications must be received no later than the deadline listed or until the position has been filled.

INTERNAL CANDIDATES: All interested and qualified internal applicants must submit a letter of interest and a current resume via email to Cameron Cochran, cochranc@salineschools.org. All letters of interest, resumes, and applications must be received no later than the deadline listed or until filled.

NONDISCRIMINATION AND EQUAL EMPLOYMENT OPPORTUNITY
The Board of Education does not discriminate on the basis of race, color, national origin, sex (including sexual orientation and gender 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.

If you have any accessibility concerns regarding the completion of this application, please contact Alli Littlejohn, HR Coordinator, littleja@salineschools.org to set up an appointment for additional support.