Notice of Vacancy

POSITION:

6–12 Resource Room Teacher (Anticipated Position)

LOCATION:

Kenowa Hills Public Schools

START DATE/CALENDAR:

2026–27 School Year / Per KHEA Master Agreement

SALARY/BENEFITS:

As outlined in the KHEA Master Agreement

SUMMARY

Kenowa Hills Public Schools is seeking a collaborative, flexible, and student-centered special education teacher to support students in grades 6–12 through resource room, co-teaching, and inclusive educational settings. The ideal candidate will support students with a variety of academic, behavioral, executive functioning, social-emotional, and regulatory needs while helping students build independence, self-advocacy, and academic success.

Successful candidates will demonstrate strong relationship-building skills, effective collaboration practices, and the ability to create safe, structured, and engaging learning environments that support inclusion and student growth across multiple educational settings, all while collaborating successfully with peers.

QUALIFICATIONS

• Valid Michigan Teaching Certificate with special education endorsement as approved by the Michigan Department of Education (SA, SC, SE, SM, or SV) required

• Experience working with middle school and/or high school students preferred

• Experience with or willingness to implement:

  • Multi-Tiered Systems of Support (MTSS)

  • Small group and differentiated instruction

  • Executive functioning and organizational supports

  • Co-teaching and inclusive instructional practices

• Experience with Capturing Kids’ Hearts (CKH) or relationship-centered classroom practices preferred

• Knowledge of special education laws, IDEA requirements, IEP development, accommodations, modifications, and progress monitoring

• Demonstrated ability to collaborate effectively with teachers, administrators, support staff, families, and community agencies

• Ability to support students across multiple academic content areas and educational settings

• Strong classroom management, de-escalation, and behavior support skills

• Ability to adapt instruction, interventions, accommodations, and supports based on individual student needs

• Willingness to participate in district-provided training opportunities, including CPI, CPR/First Aid, and district instructional initiatives

• Required knowledge of skills and abilities related to diversity, equity, inclusion, and cultural competence

• Knowledge of one’s own competence in the area of diversity and equity, how this influences behavior, and a desire to learn about others’ identities and experiences

ESSENTIAL FUNCTIONS AND RESPONSIBILITIES

• Provide specialized instruction and intervention services to students with disabilities in resource room, co-teaching, and inclusive educational settings

• Develop, implement, monitor, and revise Individualized Education Programs (IEPs) in compliance with district, state, and federal guidelines

• Write measurable annual goals, objectives, accommodations, modifications, and transition supports as appropriate

• Serve as case manager for assigned students and maintain accurate documentation, progress monitoring, and compliance records

• Participate in IEP meetings, Child Study Team meetings, Professional Learning Communities (PLCs), and multidisciplinary team meetings

• Collaborate regularly with general education teachers to support inclusive practices, accommodations, interventions, and student success across settings

• Utilize differentiated instructional strategies, executive functioning supports, and intervention practices to meet varying student needs

• Support students with varying academic, behavioral, social-emotional, sensory, communication, and regulatory needs, including students who may demonstrate disruptive, dysregulated, unsafe, or escalated behaviors

• Implement classroom management, de-escalation, and student support strategies aligned with district practices and training

• Respond calmly, safely, and appropriately to student behavioral escalation or crisis situations

• Maintain a safe, structured, supportive, and engaging learning environment

• Communicate effectively with students, families, administrators, support staff, and outside agencies regarding student progress and needs

• Implement accommodations, intervention plans, behavior plans, IEPs, and 504 Plans with consistency and fidelity

• Support student independence, self-advocacy, organizational skills, and transition readiness

• Attend professional learning opportunities, staff meetings, conferences, and district trainings aligned with district initiatives and best practices

• Perform additional duties as assigned

ESSENTIAL FUNCTIONS AND PHYSICAL DEMANDS

The physical demands and work environment described here are representative of those required to successfully perform the essential functions of this position. This is not to be construed as an exhaustive statement of duties, responsibilities, or requirements. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

This position requires the ability to:

• Stand, walk, and move throughout classrooms and school environments for extended periods of time

• Sit, bend, kneel, crouch, squat, and work at student level during instruction, intervention, and support activities

• Lift, carry, move, and organize instructional materials, classroom supplies, adaptive equipment, and student support materials (up to 50 pounds)

• Use hands and arms to operate instructional technology, classroom resources, and educational materials

• Communicate effectively with students, staff, families, and outside service providers

The work environment may include:

• Frequent movement between classrooms, intervention spaces, meetings, and educational settings

• Moderate to occasionally high noise levels

• Supporting students with varying academic, behavioral, social-emotional, sensory, communication, and developmental needs

• Exposure to unpredictable student behaviors or crisis situations

This role also requires:

• The ability to maintain a calm, structured, safe, and supportive educational environment

• The ability to implement instructional strategies, interventions, accommodations, and behavior supports with consistency and fidelity

• The ability to respond appropriately and safely to student behavioral escalation or crisis situations

• Collaboration with teachers, administrators, support staff, families, and community agencies in a fast-paced educational environment

WORK LOCATION REQUIREMENT

This position is an in-person role requiring regular, on-site attendance. The essential functions of this position cannot be performed remotely.

APPLICATION DEADLINE

Until Filled

NOTE TO APPLICANTS

Pursuant to PA 131, the selected candidate must receive clearance from the Michigan State Police Department prior to employment through Livescan fingerprinting. The candidate is responsible for the fingerprinting background check fee.

NOTICE OF NON-DISCRIMINATION

Kenowa Hills Public Schools does not discriminate on the basis of race, color, religion, national origin or ancestry, sex (including sexual orientation and gender identity), age, disability, height, weight, marital status, genetic information, military status, or any other legally protected status in its programs, services, activities, or employment opportunities.

Inquiries regarding nondiscrimination policies should be directed to:

Director of Human Resources
Kenowa Hills Public Schools
2325 Four Mile Road NW
Grand Rapids, MI 49544
Phone: 616-784-2511

Applicants who require accommodation to participate in the application or interview process are encouraged to contact Human Resources.