Secondary ELA Teacher (0.5 FTE)

Qualifications:

• Valid Michigan Teaching Certificate
• Ability to relate well with students
• Ability to collaborate with building staff and parents
• Strong organizational, communication, and interpersonal skills

Responsibilities:

• Develop and implement lesson plans that fulfill requirements of the district's curriculum and reflect accommodations for difference in student learning styles.
• Establish a system of student evaluation within the guidelines prescribed in state law or adopted by the district; continually evaluate and record various aspects of students' progress and report to parents as needed.
• Provide a variety of planned learning experiences using a variety of media and methods in order to motivate students and best utilize available time for instruction.
• Understand diversity of student needs and provide supplemental programming or instruction.
• Communicate effectively with parents as needed.
• Provide a structured, orderly, safe, and respectful environment for students.
• Perform other reasonably related duties.

Preferred Skills/Attitudes:

• Show passion about the teaching/learning process for every child.
• Build relationships with students and adults in a team environment.
• Provide customer service atmosphere for students and parents.
• Engagement in the process of continual improvement.

MTSS Behavior Coordinator (0.5 FTE)

Summary: Provide comprehensive mental health and behavioral supports for students and their school families; address barriers limiting students from receiving the full benefit of their educational experience. Support the Child-Find Process through the MTSS Behavior process. These initiatives typically involve working with teams to develop skills related to appropriate communication, social, and functional abilities while reducing interfering behaviors.

Specific Duties & Responsibilities:
(These are intended only as illustrations of the various types of work performed. The omission of specific duties does not exclude them from the position if the work is similar, related, or a logical assignment to the position.)

• Work alongside the classroom staff in the district
• Model for staff by working with students to provide intensive behavioral instruction, including natural environment teaching, small group instruction, and skill-based treatment
• Provide professional learning, support, and modeling for staff to make the most of their efforts in making strategies universal across all areas of a student’s school environment
• Participate in data collection systems and supports
• Professionally provide feedback and fidelity checks and respond appropriately
• Effectively communicate and collaborate with teachers, itinerant staff, paraprofessionals, parents, and other stakeholders
• Maintain student confidentiality of sensitive and privileged information and adhere to FERPA rules and guidelines
• Participate in regular meetings and training
• A clear understanding of the FBA and PBSP process. The ability to create, implement, and collect data on Functional Behavioral Supports and Positive Behavioral Support Plans (FBA/PBSP), is preferred, however, applicants will have opportunities for professional learning around these topics.
• Perform related work as required
• General Enthusiasm for the job
• Excellent interpersonal and organizational skills
• Other duties as assigned
• Commitment to lifelong learning as demonstrated by attendance at seminars, in-services, and training as appropriate.

Education & Experience Preferred:

• Certified Teacher with at least 5 years of experience in the classroom working with students who have challenging behaviors or an Educator with significant behavioral experiences in a school setting
• Background in Data Analysis
• A comparable amount of training and experience may be substituted for the minimum qualifications
• Previous school experience working with children with a variety of needs

Physical Requirements:

• Some standing, walking, moving, carrying, bending, kneeling, reaching, and handling are required.
• Ability to use CPI restraints.
• Reasonable accommodations may be made to enable individuals with disabilities to perform essential tasks.