Special Education Resource Teacher

Saginaw Public Schools Teacher

Saginaw Public Schools Teachers are responsible for planning, organizing and implementing an appropriate instructional program in a learning environment that guides and encourages students to develop and fulfill their academic potential. The School District of the City of Saginaw, in partnership with parents, students, businesses and the community, are committed to and responsible for ensuring the highest level of academic achievement and career planning for all students, the highest performing organizational structure at all levels, and a safe and effective learning environment for all students.

A Saginaw Public Schools Turnaround teacher skillfully demonstrates the capacity to align curriculum, instruction and assessments while responding to the individual needs of students; the willingness to seek out knowledgeable peers, coaches or administrators for instructional support the desire and ability to work in a multi-cultural, urban setting and develop a rapport with students, staff, parents, and the school community. They prioritize student-learning needs over the customs, routines, and established relationships that can stand in the way of necessary change; commitment to the relentless pursuit of increasing student learning and innovation the competence to collect and analyze data from formative and summative assessments to inform instructional decisions; the skill to implement a tiered system of instruction within the classroom and to leverage the intense student support network; the strong desire and ability to build meaningful, caring relationships with students in order to exert academic influence the ability to help create and thrive in a professional environment that is one of mutual respect, teamwork, and accountability that includes all stakeholders; the willingness to actively engage in the PLC process while participating in ongoing instructional specific conversations collaboratively create and execute clear, logical instructional plans coordinate instruction within and across grade levels try out new ideas to improve student learning.

Knowledge, Skills and Abilities:

• Content and pedagogical knowledge in assigned subject/area
• Knowledge of relevant technology
• Critical thinking and problem solving skills
• Verbal and written communication skills
• Decision making skills
• Organization and planning skills
• Ability to tolerate high levels of stress
• Ability to be flexible and adaptive
• Ability to take initiative
• Ability to record and report daily written records
• Ability to pay attention to detail
• Ability to utilize classroom instruction techniques designed to stimulate the spirit of inquiry, the acquisition of knowledge and understanding, and the thoughtful formulation of worthy goals
• Ability to work effectively and collaboratively with other teachers, administrators, and staff
• Ability to work independently
• Ability to learn new tasks quickly
• Ability to work in a multi-cultural, urban setting and develop a rapport with students, staff, parents and the school community

Duties and Responsibilities:

• Responsible for timely coordination of scheduling of IEP, MET and Manifestation Determination meetings including parent notification/invitations for students assigned to their caseload
• Maintenance of complete/accurate B-worksheets, attendance and discipline/special education records for students assigned to their caseload
• Provide input to Building Principal as to the impact of each student's disability and how it effects discipline
• Maintain and up-to-date binder of students' most recent IEP's and discipline actions/forms to be available for administrative review upon request
• Provide parents with regular updates of student's progress on IEP goals as often as general education report cards are provided
• Planning, preparation and organization of the IEP document including development of appropriate goals and objectives
• Plan, coordinate and chair the IEP process for students on their caseload
• Oversee planning, provide and implement instructional services for all students assigned to their caseload
• Provide direct instruction to students as determined through their IEP's
• Provide support to general education staff to assist with accommodations and supplemental needs of special education students
• Provide supplemental instruction to support the general education curriculum to students on their caseload
• Maintain a current schedule documenting the daily service of students including frequency and duration
• Provide assistance and support to general education staff for the purpose of scheduling coursework for special education students
• Provide input/reports and work with the MET team as needed for accurate evaluation and placement of special education students
• Adopt and implement instructional strategies that align with the District strategic plan
• Maintain and on-going relationship through phone, e-mail and collaboration with general education staff, administration and families to promote student success
• Be aware of current updates to special education legislation and regulations and the impact/application it has to current practices
• Provide updated information to the special education office with regards to the addition of students generated by a change of address
• Disseminate all paperwork and send official copies to the records office within ten (10) days of meeting completion
• Perform other duties as assigned

Education and/or Experience:

• Bachelor's Degree or higher from an accredited institution
• Meet professional teacher education requirements of School, District, and State
• Single subject teaching credential or certification if teaching a specialized subject
• State certification including endorsements required for a specific subject/area
• Relevant teaching experience

Salary: Based on education and experience. Saginaw Public Schools is an Equal Opportunity Employer. It is our policy not to discriminate on the basis of race, color, national origin, gender/sex, age, disability, height, weight, marital status, or lack of English language speaking skills, in its programs.