SPED Inclusion Teacher

Please contact the district or school with any questions regarding this position. Job Title: Special Education Inclusion Teacher Exemption Status/Test: Exempt/Professional Reports to: Campus Principal Dept./School: Bay City Junior High School As an Inclusion Teacher, you must collaborate with a regular education teacher or multiple teachers to plan and present lesson plans, create assessments and make sure the needs of all students in the classroom are being met. While your focus may be on planning with your special education students in mind, the goal of an inclusion classroom is to keep special education students from feeling singled out. The inclusion teacher focus is on scaffolding activities and differentiating instruction to meet the needs of all students, not just the special education students. Qualifications: Education/Certification: Bachelor’s degree from accredited university State Certification as a Special Education Teacher Special Knowledge/Skills: Knowledge of core academic subject assigned Knowledge of curriculum and instruction Ability to instruct students and manage their behavior Strong organizational, communication, and interpersonal skills Experience: Student teaching, approved internship, or related work experience Major Responsibilities and Duties: Essential Duties and Responsibilities Provide direct support to students in a classroom by delivering instruction and ensuring learning through a variety of co‑teaching models and strategies. Develop Individualized Student Programs (IEP) for students; maintain compliance with all Federal Regulations and State Policies regarding the education of students with disabilities. Ensure appropriate accommodations to the curriculum, lessons and learning environment. Instruction may be provided within the regular classroom setting, resource setting, and/or small classroom setting. Design engaging classroom activities and differentiated lessons so that all students may access the curriculum and benefit from the educational experience. Formally and informally assess the student learning (rather than relying solely on standardized curriculum) to create a comprehensive learning program. Set high expectations that are suitable for the students. Assessments may be differentiated based on each individual student plan. This may require developing alternative assessments. Work collaboratively with Lead Co‑Teacher, teaching and grade‑level teams and other staff, especially instructional support team, to plan, share student work and ensure that instruction is aligned with identified curriculum and standards. Build a partnership with families, encouraging their active participation in students’ learning. Perform other duties as assigned by the Principal and Director of Special Services. Preferred Skills Knowledge of Special Education principles, theories, testing, methods, etc. as well as proven methods of maximizing the educational experience of students with special needs. Knowledge of differentiated instruction based upon student learning styles. Knowledge of data information systems, data analysis and the formulation of action plans. Knowledge of applicable federal and state laws regarding education and students. Ability to use computer network system and software applications as needed. Ability to organize and coordinate work. Ability to communicate effectively with students and parents. Ability to engage in self‑evaluation with regard to performance and professional growth. Ability to establish and maintain cooperative working relationships with others contacted in the course of work. Adhere to a high level of professional and ethical standards. Supervisory Responsibilities: Direct the work of assigned instructional aide(s). Mental Demands/Physical Demands/Environmental Factors: Tools/Equipment Used : Personal computer and peripherals; standard instructional equipment; [P.E. teachers: automated external defibrillator (AED)] Posture : Prolonged standing; frequent kneeling/squatting, bending/stooping, pushing/pulling, and twisting Motion : Frequent walking Lifting : Regular light lifting and carrying (less than 15 pounds); may lift and move textbooks and classroom equipment Environment : Work inside, may work outside; regular exposure to noise Mental Demands : Maintain emotional control under stress; work prolonged or irregular hours This document describes the general purpose and responsibilities assigned to this job and is not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required. #J-18808-Ljbffr