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Special Education Teacher, Shakopee Town Square Center, Shakopee MN- SouthWest Metro Intermediate D

Posted on 2020-01-17 9:49:01 AM

Listing expires 2020-03-17 12:00:00 AM

( HTML Version ) ( ADA/Text Version )


Start Your Online Application Now<https://nam02.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.applitrack.com%2Fcseced%2FOnlineApp%2FJobPostings%2FView.asp%3FAppliTrackJobId%3D407&data=02%7C01%7Cscsu-edpost%40stcloudstate.edu%7C50804b37133448dbf3f208d79b64c26a%7C5011c7c60ab446ab9ef4fae74a921a7f%7C0%7C0%7C637148729405646046&sdata=%2FLbs4L0drKV4b%2BD%2FgMqq4pGF6hSXuloqbRon6LFqZ5U%3D&reserved=0> Date of Availability: 08/24/2020 Date Closing: Until filled The SouthWest Metro Intermediate District 288 has a full-time opening for the FY20-21 school year for a Special Education teacher in our TRANSITION program located at the Shakopee Town Square, Shakopee MN. The Special Education teacher will work with students ages 18-21 with significant cognitive, developmental and behavioral challenges. Required licensure: ASD, ABS or DCD licensure is preferred. Experience working with students with significant disabilities preferred. Non-violent Crisis Intervention and Prevention training is required and offered by the District. Salary based on placement on Teacher contract. Full benefit package available. Position Description SPECIAL EDUCATION TEACHER INSTRUCTIONAL Department/Location: Various Job Code: Various FLSA Category: Exempt Band: C Grade: 4 Subgrade: 1 Reports To: Program Supervisor or District Administrator Work Days Per Year: 185 Hours Per Day: 8 Supervisory: None Union Affiliation: Education Minnesota Supervision Received: Works under the general direction of a Program Supervisor or District Administrator POSITION SUMMARY: Educate, plan, teach, facilitate and evaluate students and children identified with special education needs according to local, state and federal regulations and guidelines. Incumbents working in this positon must possess all qualifications and experience needed to successfully operate and manage an in a Special Education program within an alternative school setting including behavioral intervention strategies. Experience working with at- risk students. ESSENTIAL DUTIES & RESPONSIBILITIES: These duties are a representative sample; position assignments may vary. Typical Duties Performed 65% Program and Student Instruction * Select, plan and deliver appropriate instructional activities for special education students that will meet IEP (Individual Education Program and IFSP (Individualized Family Service Plan) goals and objectives, and align with state standards; * Monitor student progress according to IEP/IFSP goals and make instruction changes when appropriate; report student progress to parents on a regular basis; * Coordinate curriculum and teaching procedures with other general and special education staff; * Attend and participate in scheduled activities such as open house, parent teacher conferences, and home visits as assigned; * Supervise students according to established building schedule F. Work with support staff, classroom teachers and administration in dealing with student concerns in and outside of the teacher classroom; * Encourage students to set and maintain standards of classroom behavior; * Guide the learning process toward the achievement of curriculum goals; * Employ a variety of instructional techniques and media consistent with the physical limitations of the location provided and needs and capabilities of the individuals or student groups involved. * Implement, by instruction and action, the district's philosophy of education and instruction goals and objectives; * Maintain accurate and complete records as required by law, district policy and regulation; * Assist administration with implementing all policies and rules governing student life and conduct, and for the classroom, develop reasonable rules of classroom behavior and procedure, and maintain order in the classroom in a fair and just manner; * Attend staff meetings and serve on staff committees as required and other duties as assigned. 15% Due Process * Participate on interdisciplinary child study team and make appropriate recommendations on referrals, assessments, eligibility and diagnosis; * Accurately administer and interpret diagnostic assessment instruments, behavioral observations, and/or reports appropriate for area of training; * Case manage students with disabilities and coordinate the development of IEP/IFSP plans, positive behavior support plans, and assessments for special education eligibility; * Complete and distribute due process paperwork in a timely and accurate manner; 15% Due Process * Participate on interdisciplinary child study team and make appropriate recommendations on referrals, assessments, eligibility and diagnosis; * Accurately administer and interpret diagnostic assessment instruments, behavioral observations, and/or reports appropriate for area of training; * Case manage students with disabilities and coordinate the development of IEP/IFSP plans, positive behavior support plans, and assessments for special education eligibility; * Complete and distribute due process paperwork in a timely and accurate manner; 15-% Communication and Collaboration * Communicate and collaborate with parents, teachers, support staff, administrators and outside professional agencies in a professional manner; * Ensure communication occurs regarding the needs of students with disabilities, including but not limited to: student progress, curriculum and instructional needs, and concerns; * Engage in department, site and district initiatives through: building staff meetings, department meetings, and grade-level meetings; * Assist administration with implementing all policies and rules governing student life and conduct, and for the classroom, develop reasonable rules of classroom behavior and procedure, and maintain order in the classroom in a fair and just manner; * Assess the accomplishments of students on a regular basis and provide progress reports as required; 5% Professional Development * Attend and participate in staff meetings for staff development, administrative details, and curriculum projects; * Train staff and parents in the implementation on intervention strategies identified on IEPs/IFSPs of students identified with disabilities Perform other duties as assigned or requested including attending professional development/meetings, in-services and workshops. 5% Professional Development * Attend and participate in staff meetings for staff development, administrative details, and curriculum projects; * Train staff and parents in the implementation on intervention strategies identified on IEPs/IFSPs of students identified with disabilities Perform other duties as assigned or requested including attending professional development/meetings, in-services and workshops MINIMUM REQUIREMENTS: Requirements are representative of the minimum levels of knowledge, skills and/or abilities. To perform this job successfully, the incumbent will possess the abilities or aptitudes to perform each duty successfully. Reasonable accommodations may be made to enable qualified individuals with disabilities to perform the essential functions. KNOWLEDGE, SKLLS AND ABILITIES: * Applied understanding of due process requirements, psychology of disability human growth and development; * Applied understanding of curriculum development and Applied learning theory; * Classroom management - Create a classroom environment that is conducive to learning and appropriate to the maturity and interests of the students and maintain ongoing supervision of all students; * Problem solving, decision making, stress tolerance; * Ability to adapt to changing work environments, work priorities and organizational needs; * Ability to participate with staff from other agencies in concurrent service delivery; * Ability to participate on and lead instructional teams; * Ability to implement procedures to address each student's mental and physical health needs; * Ability to communicate effectively both orally and written with ability to write clear and concise assessment summary reports and technically adequate IEP&#8217;s and conduct an IEP team meeting; * Ability to complete student assessments and Implement multiple instructional strategies appropriate to each student; * Effectively and proactively supervise class structure and schedule; * Ability to implement multiple instructional and behavioral strategies; * Promote & maintain social responsibility, conflict mediation, & leadership support for staff/students; * Provide consultation to general education teachers on activities such as: demonstration teaching, curriculum modification, materials preparation, and instructional strategies; * Team teach in a general education setting; * Meet due process requirements and assure the provision of procedural safeguards; * Collaborate with parents as partners; and coordinate with other staff who concurrently plan and deliver services to students including services planned and delivered by staff from other agencies; * Stay professionally current; * Participate on general education curriculum and site based decision making teams; * Meet and instruct assigned classes in the locations and at the times designated. EDUCATION, TRAINING AND EXPERIENCE: Minimum Qualifications &#8211; Bachelor&#8217;s degree with coursework in education or related field, and a current teaching license from the Minnesota Department of Education (MDE) in Special Education in Emotional / Behavioral Disorders (EBD), Autism Spectrum Disorders (ASD), and/or Developmental / Cognitive Disabilities (DCD), or equivalent combination of education and experience may be considered. Experience working with at-risk students. LICENSURE: Valid Minnesota Special Education Teaching License required. PHYSICAL REQUIREMENTS (Describes physical conditions of this position): Medium Work: Exerting up 50 pounds of force occasionally, and/or up to 30 pounds of force frequently and/or up to 20 pounds of force constantly. PHYSICAL ACTIVITY: (Physical activities of the job are listed below and are with or without accommodations for disabilities for this position. Frequency of each applicable activity is noted according to the following: R = Regularly; F = Frequently; O = Occasionally, S = Seldom) R - Sitting Resting with the body supported by the buttocks or thighs. R - Standing Assuming an upright position on the feet particularly for sustained periods of time. R - Walking Moving about on foot to accomplish tasks, particularly for long distances. S - Balancing Maintaining body equilibrium to prevent falling when walking, standing or crouching on narrow, slippery or erratically moving surfaces. R - Bending Lowering the body forward from the waist. R - Stooping Bending body downward and forward by bending spine at the waist through the use of the lower extremities and back muscles. R - Kneeling Bending legs at knee to come to a rest on knee or knees. R - Crouching Bending the body downward and forward by bending leg and spine. R - Twisting Moving body from the waist using a turning motion. R - Reaching Extending hand(s) and arm(s) in any direction O - Pushing Using upper extremities to press against something with steady force in order to thrust forward, downward or outward. O - Pulling Using upper extremities to drag, haul or tug objects in a sustained motion. R - Lifting Raising objects from a lower to a higher position or moving objects horizontally from position- to-position through the use of the upper extremities and back muscles. R - Finger Dexterity Picking, pinching, typing or otherwise working primarily with fingers rather than with the whole hand or arm. R - Grasping Applying pressure to an object with the fingers and palm. R - Feeling Perceiving attributes of objects, such as size, shape, temperature or texture by touching with skin, particularly that of fingertips O - Repetitive Motion Substantial and continuous movements of the wrists, hands, and/or fingers. R - Talking Expressing or exchanging ideas by means of the spoken word. Those activities in which detailed or important spoken instructions must be conveyed accurately, loudly or quickly. R - Hearing Acuity The ability of perceive speech and other environmental sounds at normal loudness levels. R - Visual Acuity The power to see at a level which allows reading of numbers and text, operations of equipment inspection of machines, etc. WORKING CONDITIONS: Conditions the worker will be subject to in this position with or without accommodations for disabilities. R - Indoors The worker is subject to inside environmental conditions. CLEARANCE: Must have acceptable Back Ground Screening (Criminal Record Check), Act 151 (Child Abuse History Check) and FBI (Federal Bureau of Investigation) Criminal History Check. TERMS OF EMPLOYMENT: Professional employee work year. Terms and conditions of employment shall be consistent with the SWMetro Intermediate District #288 and the SouthWest Metro Education Minnesota Labor Agreement. EVALUATION: Performance will be evaluated annually in accordance with the provisions of the SWMetro Intermediate District #288 and the SouthWest Metro Education Minnesota Labor Agreement. NOTE: The above job description is intended to represent only the key areas of responsibilities; specific position assignments will vary depending on the business needs of the department. SouthWest Metro Intermediate District 288 uses the applicant tracking<https://nam02.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.frontlineeducation.com%2Fsolutions%2Frecruiting-hiring%2F&data=02%7C01%7Cscsu-edpost%40stcloudstate.edu%7C50804b37133448dbf3f208d79b64c26a%7C5011c7c60ab446ab9ef4fae74a921a7f%7C0%7C0%7C637148729405646046&sdata=zTk6vZQ7IBUxo42E7ekF2a3HLCFOs%2BJBIcS%2BWZgbBHY%3D&reserved=0> system from Frontline Education to manage employment applications online
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Date of Availability: 08/24/2020
Date Closing: Until filled
The SouthWest Metro Intermediate District 288 has a full-time opening for the FY20-21 school year for a Special Education teacher in our TRANSITION program located at the Shakopee Town Square, Shakopee MN.  

The Special Education teacher will work with students ages 18-21 with significant cognitive, developmental and behavioral challenges. 
Required licensure:  ASD, ABS or DCD licensure is preferred.

Experience working with students with significant disabilities preferred.

Non-violent Crisis Intervention and Prevention training is required and offered by the District.

Salary based on placement on Teacher contract.
Full benefit package available.

Position Description
 
SPECIAL EDUCATION TEACHER INSTRUCTIONAL
Department/Location: Various Job Code: Various
FLSA Category: Exempt Band: C          Grade: 4       Subgrade: 1
Reports To:   Program Supervisor or District Administrator Work Days Per Year: 185                     Hours Per Day: 8
Supervisory: None Union Affiliation:   Education Minnesota
Supervision Received: Works under the general direction of a Program Supervisor or District Administrator
POSITION SUMMARY: Educate, plan, teach, facilitate and evaluate students and children identified with special education needs according to local, state and federal regulations and guidelines. Incumbents working in this positon must possess all qualifications and experience needed to successfully operate and manage an in a Special Education program within an alternative school setting including behavioral intervention strategies. Experience working with at- risk students.
ESSENTIAL DUTIES & RESPONSIBILITIES: These duties are a representative sample; position assignments may vary.

Typical Duties Performed

65%            Program and Student Instruction
  • Select, plan and deliver appropriate instructional activities for special education students that will meet IEP (Individual Education Program and IFSP (Individualized Family Service Plan) goals and objectives, and align with state standards;
  • Monitor student progress according to IEP/IFSP goals and make instruction changes when appropriate; report student progress to parents on a regular basis;
  • Coordinate curriculum and teaching procedures with other general and special education staff;
  • Attend and participate in scheduled activities such as open house, parent teacher conferences, and home visits as assigned;
  • Supervise students according to established building schedule F. Work with support staff, classroom teachers and administration in dealing with student concerns in and outside of the teacher classroom;
  • Encourage students to set and maintain standards of classroom behavior;
  • Guide the learning process toward the achievement of curriculum goals;
  • Employ a variety of instructional techniques and media consistent with the physical limitations of the location provided and needs and capabilities of the individuals or student groups involved.
  • Implement, by instruction and action, the district's philosophy of education and instruction goals and objectives;
  • Maintain accurate and complete records as required by law, district policy and regulation;
  • Assist administration with implementing all policies and rules governing student life and conduct, and for the classroom, develop reasonable rules of classroom behavior and procedure, and maintain order in the classroom in a fair and just manner;
  • Attend staff meetings and serve on staff committees as required and other duties as assigned. 15%      Due Process
  • Participate on interdisciplinary child study team and make appropriate recommendations on referrals, assessments, eligibility and diagnosis;
  • Accurately administer and interpret diagnostic assessment instruments, behavioral observations, and/or reports appropriate for area of training;
  • Case manage students with disabilities and coordinate the development of IEP/IFSP plans, positive behavior support plans, and assessments for special education eligibility;
  • Complete and distribute due process paperwork in a timely and accurate manner;

15%               Due Process
  • Participate on interdisciplinary child study team and make appropriate recommendations on referrals, assessments, eligibility and diagnosis;
  • Accurately administer and interpret diagnostic assessment instruments, behavioral observations, and/or reports appropriate for area of training;
  • Case manage students with disabilities and coordinate the development of IEP/IFSP plans, positive behavior support plans, and assessments for special education eligibility;
  • Complete and distribute due process paperwork in a timely and accurate manner;
15-%    Communication and Collaboration
  • Communicate and collaborate with parents, teachers, support staff, administrators and outside professional agencies in a professional manner;
  • Ensure communication occurs regarding the needs of students with disabilities, including but not limited to: student progress, curriculum and instructional needs, and concerns;
  • Engage in department, site and district initiatives through: building staff meetings, department meetings, and grade-level meetings;
  • Assist administration with implementing all policies and rules governing student life and conduct, and for the classroom, develop reasonable rules of classroom behavior and procedure, and maintain order in the classroom in a fair and just manner;
  • Assess the accomplishments of students on a regular basis and provide progress reports as required; 5%      Professional Development
  • Attend and participate in staff meetings for staff development, administrative details, and curriculum projects;
  • Train staff and parents in the implementation on intervention strategies identified on IEPs/IFSPs of students identified with disabilities Perform other duties as assigned or requested including attending professional development/meetings, in-services and workshops.
 5%    Professional Development
  • Attend and participate in staff meetings for staff development, administrative details, and curriculum projects;
  • Train staff and parents in the implementation on intervention strategies identified on IEPs/IFSPs of students identified with disabilities Perform other duties as assigned or requested including attending professional development/meetings, in-services and workshops
MINIMUM REQUIREMENTS: Requirements are representative of the minimum levels of knowledge, skills and/or abilities. To perform this job successfully, the incumbent will possess the abilities or aptitudes to perform each duty successfully. Reasonable accommodations may be made to enable qualified individuals with disabilities to perform the essential functions.

KNOWLEDGE, SKLLS AND ABILITIES:

  • Applied understanding of due process requirements, psychology of disability human growth and development;
  • Applied understanding of curriculum development and Applied learning theory;
  • Classroom management - Create a classroom environment that is conducive to learning and appropriate to the maturity and interests of the students and maintain ongoing supervision of all students;
  • Problem solving, decision making, stress tolerance;
  • Ability to adapt to changing work environments, work priorities and organizational needs;
  • Ability to participate with staff from other agencies in concurrent service delivery;
  • Ability to participate on and lead instructional teams;
  • Ability to implement procedures to address each student's mental and physical health needs;
  • Ability to communicate effectively both orally and written with ability to write clear and concise assessment summary reports and technically adequate IEP’s and conduct an IEP team meeting;
  • Ability to complete student assessments and Implement multiple instructional strategies appropriate to each student;
  • Effectively and proactively supervise class structure and schedule;
  • Ability to implement multiple instructional and behavioral strategies;
  • Promote & maintain social responsibility, conflict mediation, & leadership support for staff/students;
  • Provide consultation to general education teachers on activities such as: demonstration teaching, curriculum modification, materials preparation, and instructional strategies;
  • Team teach in a general education setting;
  • Meet due process requirements and assure the provision of procedural safeguards;
  • Collaborate with parents as partners; and coordinate with other staff who concurrently plan and deliver services to students including services planned and delivered by staff from other agencies;
  • Stay professionally current;
  • Participate on general education curriculum and site based decision making teams;
  • Meet and instruct assigned classes in the locations and at the times designated.

EDUCATION, TRAINING AND EXPERIENCE:

Minimum Qualifications Bachelor’s degree with coursework in education or related field, and a current teaching license from the Minnesota Department of Education (MDE) in Special Education in Emotional / Behavioral Disorders (EBD), Autism Spectrum Disorders (ASD), and/or Developmental / Cognitive Disabilities (DCD), or equivalent combination of education and experience may be considered. Experience working with at-risk students.
LICENSURE:  Valid Minnesota Special Education Teaching License required.
PHYSICAL REQUIREMENTS (Describes physical conditions of this position):
Medium Work: Exerting up 50 pounds of force occasionally, and/or up to 30 pounds of force frequently and/or up to 20 pounds of force constantly.
PHYSICAL ACTIVITY: (Physical activities of the job are listed below and are with or without accommodations for disabilities for this position. Frequency of each applicable activity is noted according to the following:
R = Regularly; F = Frequently; O = Occasionally, S = Seldom)
R - Sitting                         Resting with the body supported by the buttocks or thighs.
R - Standing                    Assuming an upright position on the feet particularly for sustained periods of time. R - Walking           Moving about on foot to accomplish tasks, particularly for long distances.
S - Balancing                   Maintaining body equilibrium to prevent falling when walking, standing or crouching on narrow, slippery or erratically moving surfaces.
R - Bending                     Lowering the body forward from the waist.
R - Stooping                    Bending body downward and forward by bending spine at the waist through the use of the lower extremities and back muscles.
R - Kneeling                    Bending legs at knee to come to a rest on knee or knees.
R - Crouching                  Bending the body downward and forward by bending leg and spine. R - Twisting        Moving body from the waist using a turning motion.
R - Reaching                    Extending hand(s) and arm(s) in any direction
O - Pushing                     Using upper extremities to press against something with steady force in order to thrust forward, downward or outward.
O - Pulling                        Using upper extremities to drag, haul or tug objects in a sustained motion.
R - Lifting                         Raising objects from a lower to a higher position or moving objects horizontally from position- to-position through the use of the upper extremities and back muscles.
R - Finger Dexterity      Picking, pinching, typing or otherwise working primarily with fingers rather than with the whole hand or arm.
R - Grasping                    Applying pressure to an object with the fingers and palm.
R - Feeling                       Perceiving attributes of objects, such as size, shape, temperature or texture by touching with skin, particularly that of fingertips
O - Repetitive Motion Substantial and continuous movements of the wrists, hands, and/or fingers.
R - Talking                        Expressing or exchanging ideas by means of the spoken word. Those activities in which detailed or important spoken instructions must be conveyed accurately, loudly or quickly.
R - Hearing                      Acuity The ability of perceive speech and other environmental sounds at normal loudness levels.
R - Visual Acuity            The power to see at a level which allows reading of numbers and text, operations of equipment inspection of machines, etc.


WORKING CONDITIONS: Conditions the worker will be subject to in this position with or without accommodations for disabilities.                   
R - Indoors                         The worker is subject to inside environmental conditions.
CLEARANCE: Must have acceptable Back Ground Screening (Criminal Record Check), Act 151 (Child Abuse History Check) and FBI (Federal Bureau of Investigation) Criminal History Check.
TERMS OF EMPLOYMENT: Professional employee work year. Terms and conditions of employment shall be consistent with the SWMetro Intermediate District #288 and the SouthWest Metro Education Minnesota Labor Agreement.
EVALUATION: Performance will be evaluated annually in accordance with the provisions of the SWMetro Intermediate District #288 and the SouthWest Metro Education Minnesota Labor Agreement.
NOTE: The above job description is intended to represent only the key areas of responsibilities; specific position assignments will vary depending on the business needs of the department.



SouthWest Metro Intermediate District 288 uses the applicant tracking system from Frontline Education to manage employment applications online