Math Special Education Teacher (Center-Based)

Shelby American, Inc.; Saint Paul (MN); On-site; USD 42,000 - 74,000; Full time

Job summary

Join a dynamic educational community dedicated to providing an exceptional learning experience for at-risk students in grades K-5. This role as a Math Special Education Teacher involves creating an inclusive and flexible classroom environment that caters to diverse learning needs. You will be responsible for developing and implementing individualized education plans (IEPs), collaborating with colleagues, and advocating for students with disabilities. This is a fantastic opportunity to make a significant impact on students' lives while working in a supportive and engaging environment. If you are passionate about education and have the skills to inspire young minds, we encourage you to apply!

Qualifications

• 3+ years of teaching experience with diverse disabilities.
• Current MN teaching license in Special Education required.

Responsibilities

• Instruct K-5 special education students with tailored IEPs.
• Collaborate with general education teachers for curriculum.

Skills

Classroom Management

Special Education Instruction

Interpersonal Skills

Instructional Technology

Adaptability

Communication Skills

Problem Solving

Education

MA in Special Education

Minnesota Teaching Licensure

Tools

Schoology

PowerSchool

Job description

Description

Job Category: School Year – Salaried Teachers and Other Licensed Salaried Employees

Classification: FTE 1.0

Job Location: Onsite

Salary: $42,600 - $73,320, plus a sign-on stipend of $2,000 prorated based on start date. Additional lanes may be applied based on the position.

Reports To: Director of Teaching & Learning

Hmong College Prep Academy’s mission is to provide the best integrated, challenging, and well-rounded educational experience to students in grades K-12. If you want to make a difference as part of a dynamic educational community, we invite you to apply to join our team at Hmong College Prep Academy where graduates will be rich in experiences, culture, knowledge and pride, and will be ready for the challenges of college and beyond.

Position Summary

HCPA is a Title I Charter School that serves students through a school-wide plan for instruction that is focused on the needs of at-risk students. The Math Special Education (Center-Based) Teacher is responsible for instructing elementary school special education students from grades K-5. Create a flexible classroom environment favorable to learning and personal growth. Instruct students in grade level content, making subjects accessible based on a student’s reading and math skill level per their IEP plan. Motivate students to develop skills, attitudes and knowledge needed to provide a solid foundation for further education.

Responsibilities

• Adhere to due process guidelines using district recommended methods and instruments to evaluate and identify the special education needs of students, participate in team decisions regarding eligibility, and facilitate evaluation plans and reports.
• Serve as a case manager for students by developing and maintaining IEPs; facilitating IEP meetings; providing parents and/or guardians with Rights and Procedural Safeguards information and notification of team meetings in a timely manner; and developing and sharing progress reports with parents.
• Working knowledge of and compliance with state and federal rules and regulations.
• Maintain and promote confidentiality per data privacy, MN Government Data Practices Act, FERPA, and HIPPA legislation.
• Develop and provide specialized instruction to meet the academic, functional, and behavioral needs of students in an elementary school Federal Setting 3 classroom and within the general education setting.
• Collaborate with general education teachers to plan and implement curriculum, state and district wide assessments.
• Provide job performance feedback to, direct the work of, and support the paraprofessionals in the implementation of the students’ IEP goals.
• Organization and distribution of special education media and materials for resources in general education classrooms.
• Maintain data as required to monitor and evaluate student progress and communicate regularly with parents of students regarding progress of their child.
• Advocate for the needs of the students with disabilities.
• Develop and implement proactive and positive behavioral interventions based on FBA results.
• Possess knowledge and ability to utilize techniques to maintain a safe environment (i.e. MANDT, CPI, building emergency plan, etc.).
• Participate in relevant staff development opportunities, be knowledgeable about current promising practices in the field, and stay current with state rules and regulations governing special education.
• Collaborate with related service providers.
• Possess knowledge of technology strategies/equipment available to students and, when needed, provide strategy information to general education teachers.
• Collaborate with outside agencies providing services for students and families, especially when interagency collaboration is required or requested by the family.
• Communicate effectively and positively with staff, students, parents, and administration.
• Attend ongoing professional development opportunities related to special education.
• Provide instruction in the core curriculum areas for which employed; make appropriate use of instructional resources and technologies.
• Support the Minnesota Graduation and Common Core Standards; implement the goals and objectives of the District and the school and/or program to which assigned.
• Evaluate student performance in accordance with systems used by school and/or District; promote student achievement; maintain required student records; make related reports to the principal as prescribed or authorized by the superintendent.
• Perform classroom management duties; enforce rules governing the conduct of students; take appropriate disciplinary action with students when necessary.
• Provide differentiated instructional methods and content to ensure student mastery of content.
• Use data such as screening, diagnostic information, progress monitoring, and daily work samples to adjust instruction and practice as well as target feedback.
• Promote a learning environment that is welcoming, respectful, friendly and academically challenging.
• Maintain accurate records including but not limited to attendance, grades, assessments and lesson plans via Schoology and/or PowerSchool.
• Ensure all online class resources are current.
• Connect with families via phone calls, emails, conferences and school events.
• Foster a social environment with students to develop trust, respect, friendships and self-discovery.
• Participate in professional development meetings/clusters providing student work when requested.
• Implement new learning in the classroom following professional development.
• Develop and work on new learning based on self-assessment, input from teacher leaders and director of teaching and learning.
• Utilize student achievement data to address strengths and weaknesses of students and guide instructional decisions.
• Continuously seek opportunities to grow and learn as a professional.
• Supervise student activities, which may include:

- Bus duty – assist with walking students to the busses at the end of the day

- Breakfast and/or lunch duty – assist with monitoring based on a rotational schedule

• Other related duties as assigned.

Accountabilities

• Adhere to MN Teachers Code of Conduct.
• Support school goals and objectives consistent with the vision, mission, and values of HCPA.
• Participate in creating a culture of excellence, teamwork and collaboration amongst the staff, teachers, students, and families; a culture that is positive, open to the views of others, and uses social skills to resolve conflicts.
• Establish and maintain effective and cooperative relationships with students, parents, teachers, and other school staff.
• Respond appropriately and promptly to parent, student, and staff member needs.
• Maintain strict confidentiality regarding students and the educational setting.

Engagement Activities

Volunteer activities

3 HCPA volunteer activities are required. These events take place outside of the traditional school day. Teachers may select the activities that fit best with their interests and student grade level. These activities may include open houses, school dances, prom, concerts, etc.

Required activities:

• Grade Level Parent Meetings.
• Fall and Spring Parent/Teacher Conferences.
• HCPA Graduation.

Misc. Committees

There are many additional opportunities for members of the HCPA teaching staff to engage with the community and personally expand their skills. Participation in these committees is highly encouraged.

The ideal candidate will have… A MA in a special education related field, Minnesota Teaching Licensure, and knowledge and understanding of the rigor, depth, and complexity of the Minnesota state content standards/Common Core standards across grade levels. They also bring strong interpersonal skills, the ability to work effectively with students, parents, district staff and community members from diverse backgrounds, as well as excellent organizational and time management skills; ability to multi-task, and knowledge of the programs, functions, and procedures of a school setting.

Requirements

Required Qualifications

• Current MN teaching license in one or more of the following:

• Special Education: Emotional Behavioral Disorders Grades K-12
• Special Education: Learning Disabilities Grades K-12
• Special Education: Autism Spectrum Disorders Grades K-12
• Special Education: Developmental Cognitive Disorder Grades K-12

3+ years of teaching experience working with a variety of disabilities and the ability to provide specialized instruction to meet the individual needs of these students.

Knowledge and experience with due process procedures.

Strong skills in classroom presentation and management.

Knowledge of instructional technologies.

Knowledge of research and trends in teaching and student learning.

Ability to utilize computer and multimedia technology as appropriate.

Knowledge of the core curriculum areas the teacher is responsible for instructing, with a strong preference for candidates trained in LETRS (Language Essentials for Teachers of Reading and Spelling) or those who have experience with structured literacy and systematic, explicit instruction based in the science of reading in the areas of phonological awareness, phonics, vocabulary, reading comprehension, writing, language comprehension.

Knowledge of teaching and learning strategies to meet a wide range of student needs and abilities.

Knowledge of multicultural, gender and disability fair curriculum concepts.

Ability to adapt instructional routines, activities, and scaffolding to diverse student populations.

Ability to implement classroom activities that foster problem solving and critical thinking.

Ability to plan and implement lessons based on district and school goals and objectives.

Ability to evaluate student performance and to present evaluations in a manner that fosters higher student achievement.

Ability to continuously strive and set goals for personal professional growth and development.

Strong interpersonal skills - the ability to work effectively with students, parents, district staff and community members from diverse backgrounds.

Ability to communicate effectively, both verbally and in writing.

Excellent organizational and time management skills; ability to multi-task.

Knowledge of the programs, functions, and procedures of a school setting.

Ability to remain calm in emergency and stressful situations.

Ability to exercise initiative and sound and effective judgment within established guidelines.

Preferred Qualifications

• Experience working with children of diverse ethnic backgrounds in an urban school setting.

Other Information

Transcript - Unofficial transcripts are accepted at the time of hire. You must submit official transcripts within 30 days of your start date. Formal credential evaluation is required for post-secondary education completed outside of the United States.

Work Environment/Conditions

• Duties are normally performed in a school/classroom environment; school building is a multi-level building that has an elevator and is accessible.
• Position requires extensive interaction with children of all ages.
• Possible exposure to loud and noisy locations (e.g. loud classrooms or cafeterias; children speaking or laughing loudly).
• Operate standard equipment (computer, fax machine, telephone, copier machines, etc.).
• Fast-paced environment.
• Requires frequent keyboarding which calls for repetitive motion and rapid eye movements, frequent use of the telephone.
• Position requires the ability to sit for extended periods of time, ability to push, reach, or bend.
• Work may require weekend and/or evening work and some travel may be required.

Teachers, Paraprofessionals and Teaching Assistants

Duties may occasionally be performed:

• on field trips away from school.
• in outdoor environments, such as athletic fields or playgrounds.
• in varying weather conditions, such as hot or cold weather.

Equal Employment Opportunity

Hmong College Prep Academy District is an equal opportunity employer and supports an inclusive workplace environment.

Note: Nothing in this job description restricts management’s right to assign or reassign duties and responsibilities to this job at any time. This document does not create an employment contract, implied or otherwise. It does not alter the "at will" employment relationship between the school and the employee.