Resource Program Teacher Middle School (6-8)

Ann Arbor Public Schools; Ann Arbor (MI); On-site; USD 52,000 - 72,000; Full time

Job description

Resource Program Teacher Middle School (6-8) JobID: 17800

• Position Type: Middle School Teaching/ Resource Room Teacher

POSITION TITLE: Resource Program Teacher (Middle School)

FTE: 1.0

SALARY: AAEA Teacher Salary Schedule

LOCATION: Slauson Middle School

REPORTING RELATIONSHIP: Building Principal

QUALIFICATIONS 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.

This is a full time position, requiring regular reliable and predictable attendance on site to successfully perform the essential functions of this job.

The following is a list of qualifications for the position, any one of which may be waived by the Board in exercising its prerogative to determine qualifications.

EDUCATION AND EXPERIENCE

• Possess a valid Michigan teaching certificate with an endorsement in special education in one or more areas (EI, LD, and CI.).
• Possess Bachelor's Degree in special education
• Prefer three years satisfactory teaching experience, including at least two years of teaching students with disabilities
• Training and instructional experience with state recommended reading and specialized programs desired
• Experience consulting with general education teachers regarding program adaptations and modifications for students
• Knowledge of/experience with special education due process procedures, writing of individual education plans and data collection
• Experience working with students with learning disabilities and behavioral challenges.
• Experience working in a culturally diverse environment.

ESSENTIAL DUTIES AND RESPONSIBILITIES

IMPLEMENT/PLAN INSTRUCTION

• Plan and implement district curriculum with differentiation to meet student needs
• Modify curriculum and accommodate student needs, as necessary, to ensure student success in general and special education settings, both in person and virtually
• Use formative and summative district assessments
• Develop and provide specialized instruction based on students' IEP goals and transition-related needs
• Model effective strategies to other staff to help individual students maintain satisfactory classwork, social interaction, and behavior; monitor implementation to ensure fidelity
• Provide technology training and support to students and families related to the learning management system/ instructional platform
• Work as a team with related service providers to ensure strong pedagogical practices
• Communicate clear learning targets, goals, and proficiency measures to students and parents
• Sequence content at an appropriate pace; assist students in developing effective virtual learning skills and strategies
• Appropriately recognize and reinforce individual student effort
• Display enjoyment, humor, and enthusiasm for teaching and expect students to enjoy learning
• Writing and implementation of a FBA/BIP
• Teach core content in a departmentalized class for students with IEPs. (or will this go away by next year?)
• Support students with IEPs in general education classes using a push in model of intervention.
• Provide specialized instruction to meet student's IEP goals.
• Other duties as assigned

EVALUATE INSTRUCTION

• Monitor students' academic, social, behavioral, and transition progress in order to ensure the implementation of instructional best practices
• Determine specific learning problems, skill deficiencies, or social adjustment difficulties of students and initiate remediation programs in these areas.
• Evaluates student progress based on observation, formative assessments, and summative assessments
• Determine goals, objectives, and starting points for instruction
• Understand and implement learning interventions to support student learning

  CLASSROOM MANAGEMENT

  • Establish a positive learning environment including classroom routines, procedures, and structure through the use of Responsive Classroom practices and Zones of Regulation
  • Develop and implement positive strategies to address both expected and unexpected behaviors
  • Demonstrate effective organization skills; have all materials, equipment, etc., ready for immediate use
  • Maximize time on purposeful instructional and consultation tasks

  DEMONSTRATE PROFESSIONALISM

  • Demonstrate effective case management including coordination with parents, teaching staff and service providers
  • Complete special education documentation in accordance with district, ISD, state, and federal guidelines
  • Communicate effectively and professionally with colleagues, parents, and students
  • Conduct parent-teacher conferences in accordance with District policy
  • Report student progress to parents and students in a timely manner
  • Participate in ongoing professional growth activities
  • Participate in building and district-wide Special Education department teams
  • Participate in professional and/or community organizations or events
  • Complete routine assigned tasks and comply with District requirements
  • Follow District and building policies and procedures
  • Support District strategic and improvement goals

  SUPERVISORY RESPONSIBILITIES

  Responsible for supervising and guiding the work of assigned paraprofessionals.

  OTHER KNOWLEDGE, SKILLS, AND ABILITIES

  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.

  Required:

  Excellent oral and written communication skills.

  Knowledgeable of teaching techniques that meet the diverse needs of students.

  Training in assessment and interpretation of information.

  Knowledge in the implementation of the IEP process.

  Demonstrated skills using computers and technology throughout the learning process.

  Conflict management and resolution skills.

  LANGUAGE SKILLS

  Read, analyze, and interpret professional journals, technical procedures, or governmental regulations

  Communicate effectively and present information both in oral and in written form

  REASONING ABILITY

  Define problems, collect data, establish facts, and draw valid conclusions.

  Interpret an extensive variety of statistical information and data related to student achievement.

  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 frequently required to stand and talk or hear and sometimes walk and sit. Occasionally the employee will bend or twist at the neck more than the average person While performing the duties of this job, the employee may occasionally push or lift up to 50 lbs. The employee is directly responsible for safety, well-being, or work output of other people. Specific vision abilities required by this job include close vision such as to read handwritten or typed material, and the ability to adjust focus. The position requires the individual to meet multiple demands from several people and interact with the public and other staff.

  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 quiet. The employee is directly responsible for the safety, well-being and work output of students.