Emotionally Impaired Resource Room Teacher

Oakland Schools; Auburn Hills (MI); Presencial; USD 55 000 - 75 000; Tempo integral

Resumo da oferta

Avondale High School is seeking an Emotionally Impaired Resource Room Teacher to support students with diverse disabilities and deliver direct instruction within the special education framework.

You will develop IEP goals, implement behavior plans, and collaborate with families and paraeducators. The position emphasizes growth, resilience, and student-centered learning in a supportive district environment.

Qualificações

• Must hold current Michigan teaching certification with the appropriate subject endorsement.
• Must hold Michigan special education endorsement in SM/LD/CI/ASD or EI.
• Experience writing Present Levels of Academic Achievement and Functional Performance statements.
• Experience developing IEP goals and behavior plans.
• Knowledge of modification and accommodations to the general education curriculum.
• Ability to meet physical demands including lifting up to 40 pounds.

Responsabilidades

• Participate in development and promotion of the special education philosophy of service and delivery.
• Regular, reliable, and punctual attendance is an essential function of the job.
• Collect accurate ongoing data on student programming.
• Demonstrate good interpersonal skills to work collaboratively with staff, students, parents and the community.
• Provide direct instruction for special education certified students in academic, communication and social skills.
• Provide direction to program paraeducators.
• Demonstrate the ability to assess students' progress.
• Development and maintenance of special education records.
• Communicate with parents regarding student progress.
• Proficient in facilitating, writing, and implementing IEPs and Behavior Plans.
• Develop IEPs that are in compliance with goals and objectives that provide for educational benefit.
• Remain in compliance with all State and Federal rules and regulations that govern Special Education.
• Demonstrate knowledge in utilizing assistive technology for students.
• Assist students with basic needs including feeding, toileting, etc.
• Coordinate schedules of students within the program and/or job site placements.
• Develop collaborative Transition services for students.
• Work collaboratively with Michigan Rehabilitation Services, CMH, SSA, and ARC.
• Maintain open and meaningful communication regarding all disabled students.
• Maintain confidentiality of school related information.
• Participate in staff development and apply learning.
• Demonstrates understanding of students' needs and interacts appropriately with students, parents, and staff.
• Demonstrates initiative and creativity with individual children and program implementations; follow through with behavioral plans.
• Keeps records and procures necessary materials.

Conhecimentos

IEP development & goals

Crisis Intervention training

Collaboration & communication

Behavior plans

Data collection & progress monitoring

Formação académica

Michigan teaching certification with subject endorsement

Michigan special education endorsement (SM/LD/CI/ASD/EI)

Descrição da oferta de emprego

Emotionally Impaired Resource Room Teacher JobID: 17757

• Position Type: Special Education/ Special Education Teacher

Join the Avondale Team!

At Avondale, we're more than a school district—we're a supportive community dedicated to personal growth, resilience, and discovery. We invest in our staff through strong professional development and a collaborative network, empowering educators to create exceptional, individualized learning experiences where every student matters and every story counts. Learn more about us at www.avondaleschools.org .

POSITION OPENING:

Emotionally Impaired Resource Room Teacher– Inspire and Empower Young Minds!

What you need:

• Current Michigan Certification with appropriate endorsement for specified subject areas.
• Current Michigan Certification with special education SM, LD, CI, ASD, or EI endorsement.
• Knowledge of the techniques of modification and accommodations as they relate to the general education curriculum.
• Proficiency in developing Present Levels of Academic Achievement and Functional Performance statements, IEP goals and objectives, Functional Behavior Assessments, and behavior plans.
• Non-violent Crisis Intervention training
• Must have a working knowledge of special education law
• Experience working with students with a variety of disabilities including ASD, SLD, EI, CI, VI, HI, PI, OHI, SLI, and ADHD.
• The ability to meet physical demands, including but not limited to: run, kneel, sit on the floor and rise from the floor, and the ability to lift 40 pounds.
• Should have a high energy level and the ability to respond quickly to a variety of situations
• Flexibility and willingness to attend training
• A conceptual understanding of human growth and development, learning theories and teaching methodologies, special education service delivery models, state and federal rules related to special education.

Reports to:

Special EducationResourceProgram Teachers are supervised by the building principal in matters concerning day to day operations. They work under the direction of and are responsible to the Administrator of Special Education for program coordination and development.

What we need:

• *Participate in the development and promotion of the special education philosophy of service and delivery.
• *Regular, reliable, and punctual attendance is an essential function of the job.
• *Collect accurate ongoing data on student programming.
• *Demonstrate good interpersonal skills to work collaboratively with staff members/students/parents and the community.
• *Provide direct instruction for special education certified students, in the areas of academic skills, communication skills, social skills, andtransition.
• *Provide direction to program paraeducators.
• *Demonstrate the ability to assess students' progress.
• *Development and maintenance of special education records.
• *Communicate with parents regarding student progress.
• *Proficient in facilitating, writing, and implementing IEPs and Behavior Plans.
• *Develop IEPs that are in compliance with goals and objectives that provide for educational benefit.
• *Remain in compliance with all State and Federal rules and regulations that govern Special Education.
• *Demonstrate knowledge in utilizing assistive technology for students.
• *Assist students with basic needs including feeding, toileting, etc.
• *Ability to coordinate schedules of students within the program and/or job site placements.
• *Ability to develop collaborative Transition services for students.
• *Work collaboratively with Michigan Rehabilitation Services, Community Mental Health, Social Security, and ARC
• *Maintain open and meaningful communication regarding all disabled students
• *Maintain confidentiality of school related information.
• *Participate in and utilize information gained in appropriate staff development.
• *Demonstrates understanding of students' needs, and interacts appropriately with students, parents, and other employees.
• *Demonstrates initiative and creativity with individual children and their program implementations; follows through with prescribed behavioral management programs.
• *Keeps records, prepares materials forclassroomuse, corrects students' work, maintains instructional materials and supplies, and procures necessaryresourcematerials, as required.
• *Supervises students involved in activities other than theclassroom
• *Maintains composure under stressful conditions
• Perform other duties as requested by the Administrator.

* Indicates Essential Job Functions

WORK LOCATION:

Avondale High School

SALARY DETAILS:

Per Master Agreement

TERMS OF EMPLOYMENT:

Per Master Agreement

EVALUATION:

Per Master Agreement

View Avondale Contract Agreements (Current Bargaining Agreements)

WHY WORK FOR AVONDALE?

In addition to collaborating with passionate educators on meaningful initiatives, joining Avondale means you'll also enjoy these outstanding benefits: