Early Childhood Special Education Teacher

Early Childhood Special Education Teacher JobID: 17346 Position Type: Student Support Services/ Special Education Teacher Early Intervention - Special Education Teacher REPORTS TO: Building Principal and Special Education Supervisor

SALARY: $44,450.00 - $54,050.00

EDUCATION and/or EXPERIENCE: Valid Michigan teaching certificate with appropriate certification. Special Education endorsement. Two years teaching experience, at least one year in special education. Master's degree required for Teacher Consultant position. SUMMARY: To consult and work with general education staff on needed adaptations and positive intervention strategies and to plan instruction and provide support necessary for students to benefit from their educational experiences.

ESSENTIAL DUTIES AND RESPONSIBILITIES:

Work closely with, and consult with, general education teachers to assist in developing appropriate programming for students with special needs. Provide assistance and instruction in the general education classroom to help students be successful in their educational programs. Assist in developing instructional behavior plans including positive intervention strategies and instruction in appropriate social and classroom behaviors. Evaluate and make periodic reports on the achievement and personal adjustment of students on his/her caseload. Choose, adapt or develop instructional materials appropriate to the ability of the students. Case manage and monitor student materials appropriate to the ability of the student. Maintain special education records and provide Special Education Director with all required documents. Lead and participate in child study teams, behavior support teams, IEPCs, 504 meetings, building committees and staff meetings. Assist students in developing positive student study skills and work habits. Provide instructional support necessary for students to progress in their educational program. Other duties may be assigned. QUALIFICATION REQUIREMENTS: 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. LANGUAGE SKILLS: Ability to read, analyze and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports and business correspondence and procedure manuals. Ability to effectively present information and respond to questions from staff and the general public. MATHEMATICAL SKILLS: Ability to work with mathematical concepts such as probability and statistical inference and fundamentals of plane and solid geometry and trigonometry. Ability to apply concepts such as fractions, percentages, ratios and proportions to practical situations. REASONING ABILITY: Ability to define problems and collect data, establish facts and draw valid conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables. OTHER SKILLS and ABILITIES: Ability to apply knowledge of current research and theory to instructional program; ability to plan and implement lessons based on division and school objectives and the needs and abilities of students to whom assigned. Ability to establish and maintain effective working relationships with students, staff and the school community. PHYSICAL DEMANDS: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is regularly required to stand and talk or hear and sometimes to walk and sit. Occasionally the employee will bend or twist at the neck more than the average person. WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment is usually moderate to loud. The employee is frequently required to interact with the public and other staff. The employee is directly responsible for the safety, well being and work out-put of students. The Board of Education does not discriminate on the basis of race, color, national origin, immigration status, sex (including sexual orientation or transgender identity), disability, age, religion, height, weight, martial or family status, military status, ancestry, genetic information, or any legally protected category not otherwise listed, (collectively, "Protected Classes"), in its programs and activities, including employment opportunities. #J-18808-Ljbffr Ann Arbor Public Schools