Katie Miller Special Education Teacher

Job Description

Job Description

Katie Miller Special Education Teacher

Help Others, Make a Difference, Save a Life.

Do you want to make a difference in people's lives every day?
Or help people navigate the tough spots in their life?
And do it all while working where your hard work is appreciated?

You have a lot of choices in where you work…make the decision to work where you are valued!

Join the McNabb Center Team as the Katie Miller Special Education Teacher today!

The Katie Miller Special Education Teacher

Summary of position :

• The position will be responsible for the individual educational needs of the clients at Katie Miller & Gateway Academy including the special needs of students identified with Special Education certification and students with 504 plans.
• The Teacher will develop lesson plans, delegate tasks to the assistants, report progress to the Program Coordinator.
• This position will participate in treatment planning for the residents and utilize the behavioral system employed.
• This position will meet or exceed the expectations of DCS/Dept. of Education requirements to maintain school certification.
• The position will act as the Educational Liaison which requires the completion of education reports as well as communication with the liaison persons in the schools of the community as directed by the Interdepartmental Agreement between the Department of Children's Services and the Department of Education.

TYPICAL WORKING CONDITIONS/ENVIRONMENT

• The Special Education Teacher position will be in a residential facility.

JOB DUTIES/RESPONSIBILITIES

This job description is not intended to be all-inclusive; and employee will also perform other reasonably related job responsibilities as assigned by immediate supervisor and other management as required. This organization reserves the right to revise or change job duties as the need arises. Moreover, management reserves the right to change job descriptions, job duties, or working schedules based on their duty to accommodate individuals with disabilities. This job description does not constitute a written or implied contract of employment.

1. Provide Educational needs of clients.

a. Develop curriculum

• Provide 6.5 hrs of approved DOE curriculum each school day, including daily assignments for each student to gain grades and credits towards graduation.
• Grading and recording grades/providing students, therapist, parents, caseworkers progress reports and grade reports as stipulated by the Dept. of Education: 1 every 4-5 wks, every 9 wks, semester/18 wks.
• Completing transcripts documenting credits towards graduation within 2 weeks of course completion.
• Provide study guides towards GED.
• Transport clients to GED practice test and GED tests if necessary.
• Provide Special Education services for identified clients and complete an initial IEP within the first 30 days and review/evaluate the IEP every 45 days thereafter. (Special Education Certification)

b. Classroom management

• Provide structure in the classroom that is conducive to learning.
• Monitor clients need for individual modifications and provide those modifications as evidenced by completion of initial testing within 7 days of admission, adherence to IEPs and 504 plans and written evaluation of progress every 4-5 weeks.

2. Meet DCS/DOE regulations for maintaining school certification and funding.

a. Meet all DCS/DOE expectations.

• Assist in completing all school approval forms on a timely basis, meeting the deadlines of mid-October for the compliance, school calendar and teacher report form and June 1 for the summer agenda.
• Attend meetings and communicate with DCS/DOE personnel for consultation and monitoring.
• Supervise and coordinate Wellness and Living skills as part of each school day.
• Maintain all school records according to documentation standards and retain for 7 years (3 on site) as evidenced by annual audits.

3. Meet Title I/TACC regulations to maintain annual funding.

a. Oversee/manage/assist the utilization of Title I funding.

• Complete the CPSR Student Data Sheet for every client at intake and then update at discharge.
• Assist with communicating if any inventory has been damaged with the Services Coordinator and/or Program Coordinator in order to ensure that inventory is kept current.

b. Complete and maintain all required documentation according to Title I standards.

• Assist in completing Title I reports according to prescribed deadlines.
• Participate in appropriate use of all Title I funds and make recommendations for future use of such funds.

4. Organize and orchestrate school activities to mesh with treatment services.

a. Provide reports of academic and behavioral progress.

• Provide academic and behavioral reports to treatment team/caseworkers/parents/guardians as evidenced by the completion of the weekly feedback form.
• Provide feedback to supervisor on a weekly basis as evidenced by clear communication of educational needs/issues and problem solving.

b. Design class to support treatment services.

• Create rules in the classroom are consistent with program rules as evidenced by utilization of Re-Ed and documentation on each client's daily note.
• Assist with supervision while transitioning from one aspect of the program to another.

5. Supervise teacher/ teaching staff.

a. Provide appropriate guidance to staff.

• Provide training during all-staff meetings, upon request
• Assist program counselors in the classroom enforce program rules.

6. Become a liaison between school systems to assist with community integration.

• In writing, notify school that the client has withdrawn from their school, within 3 days of admission.
• Request school records within 3 days (72 hours) of receipt of the ROI.
• Send grades, transcripts, educational passport and records with client and/or case manager upon discharge from the program, so the client can be re-enrolled in school more efficiently.
• If aware of the school the client is transitioning to and if necessary, fax appropriate documentation to the school, which includes any school records.

7. Professionalism

a. Professional communication.

• Provide professional written communication to all parties involved in client's treatment as evidenced by the parent's letter, parent's rights, education survey and DOE's advocacy and regulations.
• Provide calm, clear and professional verbal communication with clients, staff, visitors, caseworkers, parents and all others.
• Document communication during meetings and phone conversations via phone contact note or IEP form.

8. Staff/Professional Development.

a. Attend all required trainings.

• Maintain licensure by attending five days of in-service training per year.
• Attend/Complete all agency trainings and meetings required.
• Research and attend one other training annually that will increase knowledge and improve ability to do job.

COMPENSATION:

• Starting at 53,164. Degree, license, certifications and experience will be taken into consideration for salary offer.

Schedule:

• The Special Education position will be an in-person daily attendance position.

Travel :

• Must be able to transport clients in a personal vehicle or Center vehicle.

Equipment/Technology :

• Basic computer skills are required for email, timekeeping, and documentation in the electronic medical record.
• Must possess knowledge in Microsoft word and Excel.

QUALIFICATIONS - Katie Miller Special Education Teacher

Education/License:

• Possess a teaching certificate in the state of Tennessee.
• Must have a current special education certificate.
• Experience in a clinical setting.
• Bachelor's or Master's

Experience / Knowledge :

• Working with children/youth/families.
• Prefer residential experience or exposure via internship.
• Understanding the educational expectations of DCS/DOE and Title I/TACF.

Physical:

• Required to be certified in and adequately implement verbal and physical de-escalation techniques that include a wide range of bodily movements including but not limited to grasping, holding another person, going down on knees, running, and walking.
• Must be capable of driving clients to and from appointments, outing and other transportation needs.
• Must be able to lead students, staff effectively and utilize resources properly.
• Must be able to make sound judgment and utilize appropriate boundaries.
• Must be able to contribute to the therapeutic environment and provide feedback regarding the client's progress.

Location:

• Knoxville, Tennessee

Apply today to work where we care about you as an employee and where your hard work makes a difference!

Helen Ross McNabb Center is an Equal Opportunity Employer. The Center provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state or local laws. This policy applies to all terms and conditions of employment.

Helen Ross McNabb Center conducts background checks, driver's license record, degree verification, and drug screens at hire. Employment is contingent upon clean drug screen, background check, and driving record. Additionally, certain programs are subject to TB Screening and/or testing. Bilingual applicants are encouraged to apply.

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