Severe Needs Teacher - Dakota Valley Elementary School

Cherry Creek Schools; Aurora, Northern (CO, KY); Hybrid; USD 64,000 - 90,000; Full time

Job summary

Cherry Creek Schools seeks a Severe Needs Teacher to develop coursework and deliver instruction for students with affective and severe needs at the school level. You will implement individualized programs across Autism Classroom, BD, ECI, ILC, SED, and Transition Programming.

The role involves designing assessments, monitoring progress, and communicating with families. A Colorado teaching license with Special Education endorsement and Crisis Prevention Intervention training are required.

Qualifications

• Bachelor's degree and 3 years of professional teaching experience.
• Colorado teaching license with Special Education endorsement.
• Mandatory Crisis Prevention Intervention training provided by the District.

Responsibilities

• Instruct students in large, small, and one-on-one settings.
• Develop, plan, prepare, and implement course content and lesson plans.
• Administer, edit, and grade assignments and assessments.
• Create and manage a supportive classroom environment and supervise student wellbeing.
• Monitor student growth and progress and maintain relevant documentation.
• Communicate student progress with parents/guardians and staff.
• Collaborate with teachers, staff, and administrators to improve outcomes.
• Participate in meetings, conferences, and professional development.

Skills

Communication skills

Teamwork

Leadership

Adaptability

Education

Bachelor's degree

Colorado teaching license

Colorado Special Education Endorsement

Crisis Prevention Intervention training

Master’s degree

Job description

Job Title: Severe Needs Teacher

FLSA Exemption Status: Exempt

Classification Group: Cherry Creek Education Association

Supervising Position: School Principal or designee

Pay Plan: Certified/Licensed

Pay Range: Certified/Licensed Salary Schedule

Last Updated: 01/26/2024

Pay Information

Benefits Information

JOB SUMMARY

Develop coursework to support effective instruction of students with affective and severe needs at the school level. Effectively deliver instruction that promotes an exemplary educational program and ensures success for all students.Assignments include: Autism Classroom, Behavior Development (BD), Early Childhood Severe Needs, Integrated Learning Center (ILC), Severe Emotional Disability (SED), and Transition Programming.

ESSENTIAL DUTIES AND RESPONSIBILITIES

The subsequent duties outline the fundamental operations of the position and exemplify the nature of the tasks carried out. They do not encompass a comprehensive inventory of the obligations and responsibilities fulfilled in this role. The approximation of frequencies and time allocation percentages are flexible and subject to the requirements of the organization. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

1. Instruct students in large, small, and one-on-one situations.
2. Develop, plan, prepare, and implement course content, format, structure, schedule, individualized programs of instruction for students, classroom materials and curriculum, lesson plans, and learning activities.
3. Administer, edit, proofread, and grade students’ assignments and assessments.
4. Design assessment tasks that allow students to demonstrate understanding in a variety of ways and use the data to give meaningful feedback and modify instruction.
5. Create a classroom environment which maximizes instructional opportunity, supervise the behavior and well-being of students in the classroom and all educational settings, and administer discipline when appropriate.
6. Monitor student growth and progress, adapt support as needed, and maintain documentation pertinent to academic, social, and emotional progress and needs of students.
7. Communicate students’ progress, needs, and eligibility with parents/guardians and other staff as needed.
8. Collaborate with teachers, support personnel, administrators, and colleagues to enhance instruction and improve student outcomes.
9. Participate in department, team, building, and District meetings and discussions; student and/or family conferences; social, cultural, interscholastic, and extracurricular activities; and professional growth opportunities.
10. Perform other duties as assigned or requested.

REPORTING RELATIONSHIPS

This job has no direct supervisory responsibilities.

• N/A

MINIMUM QUALIFICATIONS

The minimum prerequisites of formal education, professional work experience, certifications, licenses, endorsements, designations, trainings, and other criteria that a candidate must fulfill to be considered for a position. It is essential that certifications, licenses, endorsements, designations, and trainings are fulfilled, valid, and not expired.

• Bachelor's degree
• Three (3) years of professional, certified teaching experience
• Colorado Department of Education (CDE) teaching license
• Colorado Special Education Teacher endorsement applicable to position incumbent’s assigned program
• Mandatory biennial Crisis Prevention Intervention training provided by the District
• Use of personal transportation or vehicle not required
• Use of personal cell phone not required
• Criminal background check and fingerprinting required for hire
• Intermediate communication, organization, and human relations skills
• Ability to align curriculum and assessments with state content standards
• Ability to support programs designed to increase student achievement
• Ability to assume leadership in the development and communication of programs and curriculum
• Ability and desire to work as a team member
• Ability to actively participate in a Professional Learning Community
• Ability to understand, appreciate, and make accommodations for student diversity
• Ability to serve as a role model and an innovative and creative learner with an insatiable thirst for knowledge that stays on the cutting edge of instructional practice and pedagogy

PHYSICAL REQUIREMENTS AND WORKING CONDITIONS

The physical demands, mental functions, cognitive capacities, and work environment factors required to perform a position’s essential functions. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• Medium work strength level (lifting or carrying 50 pounds)
• Primarily works indoors
• Typically a loud noise level
• Prolonged standing and walking
• Squatting
• Frequent bending, reaching, and climbing
• Occasional lifting, pulling, and pushing
• Speaking and hearing
• Visual concentration
• Eye/hand coordination
• Manual dexterity to operate a computer keyboard
• Concentrated reading/writing/mathematics
• Special needs classroom environment
• Normal school district environment
• May work outdoors when monitoring student activities
• May be required to perform physical restraint
• May be required to assist students with custodial needs such as feeding, toilet, etc.
• Work location is subject to change to meet the requirements of the organization

DESIRED QUALIFICATIONS

Formal education, professional work experience, certifications, licenses,endorsements, designations, trainings, and other qualifications relevant to the position that are strongly preferred but not mandatory for a candidate to be considered.

• Master’s degree
• Three (3) years of special education teaching experience
• Experience working in the public sector
• Experience advising school clubs/co-curricular activities
• Experience working directly with people from diverse racial, ethnic, and socioeconomic backgrounds
• Racially conscious and culturally competent with the skill, will, capacity, and knowledge to commit to a culture of continuous improvement