Secondary Highly Qualified Special Education Certified Science Teacher

The Monarch School and Institute is dedicated to providing an innovative, therapeutic education for individuals with neurological differences - such as those associated with autism spectrum disorder, attention deficit (hyperactivity) disorder, learning disabilities, Tourette syndrome, mood disorders, anxiety disorders, traumatic brain injury and seizure disorders. We offer a learner-centered approach that helps students progress in Four Core Goal areas. Reports to the Program Director. Education Texas Certification in Secondary Science and Special Education (high school) Bachelor's degree is required, Master's preferred. Valid science teaching certification to meet State requirements with specific experience in secondary science. Expectations Teach a variety of science courses as needed such as IPC, Biology, Chemistry, Environmental Science, and/or Physics. Prepare lessons that reflect accommodations as needed for special needs of students according to guidelines established in Individual Treatment Plans. Create classroom environment conducive to learning and appropriate for the physical, social and emotional development of students. Model instructional best practices with students to increase instructional effectiveness for the assigned content area. Help students analyze and improve study methods and habits. Conduct ongoing assessment of student achievement through formal and informal assessment. Collaborate with teachers on program improvement and instructional interventions for students who are at-risk of not meeting performance standards. Maintain a professional relationship with colleagues, students, parents and community members. Participate in staff development activities to improve job-related skills. Certified Teacher Responsibilities Implements The Monarch School model of teaching with special emphasis on the development of students’ self-regulation, executive functioning, relational skills and academic competence. Professional Educators will learn and implement the Monarch Integrated Methodology in order to strengthen relationship development with all students. Professional Educators will work with and learn from the Therapy Services department and Therapeutic Support faculty in order to ensure consistent language, actions and experiences for our students to support their therapeutic needs. Collaborates in the development and implementation of student/adult learner treatment plans. Is engaged in continuous student progress monitoring and is proactive in suggesting changes to the treatment plan to support student growth. Learns curriculum models as directed; e.g., social mapping, cognitive coaching, relationship development (DIR), sensory integration, reflective teaching, problem based learning and academic focus areas. Implements instructional strategies and programs as directed by academic leadership. Plans and implements lessons that address individual differences and student learning styles. Supports and coordinates students’ therapeutic agenda in coordination with Leadership Team. Mentors/coaches students with particular emphasis on those areas indicated as most pivotal in the students’ targets, skills, and strategies. Reports student progress in designated formats at specific intervals and in a timely manner. Appropriately supports and supervises students/learners at all times. Actively participates in the development of a mentally healthy school community by taking concerns and grievances to the person who can address them. Supports lunch, carpool, off-campus activities and community. Builds Monarch community by supporting extracurricular and/or social events beyond the school day. Cooperates with Program Director to set and attain yearly goals. Participates in continuing professional education for the improvement of the school as directed by the Program Director. Be knowledgeable about and able to reference the Faculty Handbook and Parent/Student Handbook. Punctually attends and actively participates in staff meetings, faculty meetings, and in-services as requested. Actively works to include and support trainees and new faculty members on the implementation of the Monarch model. Other duties assigned. Skills Excellent organizational, communication and interpersonal skills. Proficient in the effective use of technology including desktop computer, ActivBoard, copy machine. Comfortable working with children and/or adults with neurological differences. Ability to instruct students and manage their behavior. Develop and implement lesson plans that show written evidence of preparation and that reflect accommodations. Working Conditions Working conditions range in a wide variety of challenges and deadlines. The best candidate should be able to perform well under pressure, think logically, remain calm, and be a great problem solver. Although the position is emotionally rewarding, and provides endless opportunities to have positive effects, it can be stressful at times. Monarch strives to hire candidates who value the importance of a highly professional, confidential, and harmonious work environment. Ability to lift 40 pounds. Frequent standing, kneeling, stooping, and bending. Ability to move desks, classroom equipment and adaptive equipment. Flexibility is important as well as a positive and strong work ethic understanding at times other duties may be assigned. #J-18808-Ljbffr The Monarch School and Institute