Special Education Teacher

Special Education Teacher
- Middle SchoolReports To: Building Principal and/or Assistant PrincipalLocation: Parker Middle SchoolDuration: Ten Months; August
- JuneFLSA Status: ExemptFTE: 1.0Union Affiliation: HEASUMMARY:The Special Education Teacher creates and sustains a community of learners through the development of a positive classroom and school culture, by holding rigorous and high expectations for students and by utilizing quality instructional practices matched to student learning needs. The Special Education Teacher continuously improves their practice through professional learning and collaboration with peers. The Special Education Teacher supervises students, develops and delivers lessons, utilizes established curriculum and maintains high levels of communication with parents/guardians regarding student progress and wellbeing.
HOWELL PUBLIC SCHOOLS EXPECT THAT EACH TEACHER COMMITS TO:Continuous ongoing learning and the development of the craft of teaching for self; encourages, supports and mentors ongoing learning in students.
High expectations for students, developing a vision of success for each student and moving that student towards its achievement.
Positive relationships and communication, promoting and modeling a safe and supportive learning culture for all.
Honoring all students, embracing their community and diversity.
Establishing a learning environment that is accountable for effective instruction, assessment and data-driven decision-making.
Using community resources to improve instruction.
Collegiality and professionalism.
ESSENTIAL DUTIES AND

RESPONSIBILITIES:
Participates in professional development, maintains appropriate certification and qualifications and keeps current in changing pedagogy.
Participates in collegial conversations surrounding student achievement on a regular basis, influencing individual, grade, and/or department instruction based on collective examination of student performance.
Teaches district-approved curriculum, as well as local and state standards, using contemporary thinking around best-practices and program-specific objectives.
Participates in district and school initiatives, adheres to building and district school improvement plans.
Plans a program of study that meets the individual needs, interests and abilities of the students.
Creates a positive, engaging classroom environment that is conducive to learning and appropriately responds to the maturity level and interest of the students.
Encourages students to set and maintain high standards of classroom behavior.
Proactively teaches appropriate behavior and expectations.
Guides the learning process toward the achievement of curriculum goals and, in harmony with the goals, establishes and communicates clear objectives for all lessons, units, projects and activities.
Identifies and responds to the learning style of all students. Differentiates instruction to accommodate these styles.
Evaluates the academic and social growth of students, keeps appropriate records and prepares progress reports. Uses academic outcome information to inform curriculum and instructional decisions for all students.
Acts as a public relations agent for the success and image of the district.
Communicates regularly with students, parents, families and administration in advocacy of student growth. Develops communication plans that adjust for varying levels of parent involvement and inclusion.
Integrates cultural consciousness in instruction, classroom culture and classroom artifacts.
Collects and integrates information about community heritage in instruction.
Adheres to district and school rules and procedures.
Conducts behavior to demonstrate collegiality and professionalism.
Maintains regular in-person attendance.
Other duties as assigned.
SUPERVISORY

RESPONSIBILITIES:
None.

QUALIFICATIONS:
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

EXPERIENCE:
Bachelor's degree and Master's degree in relevant educational field required.
Valid Michigan Teaching Certificate with a special education endorsement in Learning Disabilities (SM) K-12.
Three (3) years of special education teaching experience required.
Demonstrate a strong understanding of relevant law (FAPE, LRE, etc.) and current research required.
Design and interpret Positive Behavior Plans required.
Develop and provide training related to effective behavior management techniques required.
Experience in data collection and data analysis required.
Review IEP accommodations and complete fidelity checks to ensure implementation across school settings required.
Understand the behavioral characteristics typically associated with different types of disabilities required.
LANGUAGE

SKILLS:
Ability to effectively present information and respond to qu