High School SPED Teacher

2 weeks ago

Harper Woods, United States Focused Staffing Full time
Job DescriptionJob Description

Option to start this SY, proceed to summer and continue to next SY (2024-2025)

Position Description: Provide assistance to students with special needs, prepare education materials, adapting education plans to student needs, teaching concepts in an adapted manner, and helping students to improve their life skills.


Minimum Job Qualifications:

  • Bachelor's Degree in Education or related field
  • Michigan Teacher Certification - highly qualified in subject area for level
  • Endorsement: K-12 in LD, EI, CI, or ASD
  • Recommendations from coworkers or instructors knowledgeable about skills providing instruction to students with disabilities
  • Preferred: experience teaching elementary aged students with disabilities
  • Preferred: experience working with School Special Education


Additional Qualifications:

  • Skilled with documenting services provided to students
  • Ability to balance a caseloads and meet deadlines for paperwork requirements


Essential Performance Responsibilities:

  • Excellent verbal and written communication skills;
  • Ability to interpret standardized testing results;
  • Ability to create meaningful IEP goals and objectives;
  • Ability to analyze academic and behavioral data and adjust instruction based on trends and patterns;
  • Ability to create specially designed lessons and activities for students with disabilities;
  • Ability to effectively interact with students with a wide variety of behavioral, emotional and socio-economic needs in addition to academic needs


Our turnaround teacher will skillfully demonstrate:

  • Strong desire and ability to achieve outstanding student achievement results in a short amount of time
  • Ability to build meaningful, caring relationships with students in order to exert academic press and influence
  • Willingness to leverage the student support network to ensure that students’ social, emotional, nutritional and health needs are addressed
  • Ability to motivate students and influence their behaviors
  • Capacity to hold ongoing instructional-specific conversations designed to focus conversations and efforts on improving student learning
  • Collaborative creation and execution of clear, logical instructional plans that produce strong results in student learning with classroom teachers
  • Commitment to coordinate instruction within and across grade levels to support learning of at risk students
  • Aptitude to discuss subject specific content instruction and the drive to try out new ideas to improve student learning
  • Capacity to align curriculum, instruction, and assessments while responding to the individual needs of students
  • Competence to collect and analyze data to inform instructional decisions
  • Design and utilization of formative assessments to modify and adjust instruction on a daily basis in collaboration with classroom and grade level teachers
  • Development of organized routines, communicate clear expectations, and grow a positive school culture
  • Building a professional environment that is one of mutual respect, teamwork, and accountability
  • Ability to seek out knowledgeable peers, coaches or administrators for instructional support in the never ending quest to deliver the vision of high quality subject-specific instruction to increase achievement of highest risk students


A turnaround teacher has the confidence to lead and possesses the following competencies:

  • Prioritize student-learning needs over the customs, routines, and established relationships that can stand in the way of necessary change
  • Achieve results by taking initiative and reflecting and acting on lessons learned
  • Maintain his/her drive for results by demonstrating persistence, directness, and the ability to monitor and plan ahead for increased student growth and efficient instruction for at risk students
  • Commit to the relentless pursuit of increasing student learning for at risk students
  • Skillfully challenging the status quo by thinking analytically and conceptually, as well as problem-solving as it pertains to at risk students

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