UTE PASS ELEMENTARY SPECIAL EDUCATION TEACHER-INR

Manitou Springs School District; Cascade (CO); On-site; USD 52,000 - 72,000; Full time

Job summary

Manitou Springs School District 14 seeks a UTE PASS Elementary School Special Education Teacher- INR to deliver inclusive instruction and support for students with disabilities. The role focuses on collaboration with general education staff and families, data-driven planning, and adherence to MTSS and IEP requirements.

The position requires a CDE Special Education Generalist license or eligibility, a Bachelor's in education, and fingerprint clearance; a Master's in Special Education is

Qualifications

• Requires fingerprint/background clearance.
• Must hold or be eligible for a CDE Special Education Generalist license.
• Bachelor's in education discipline; Master's in Special Education preferred.

Responsibilities

• Provide individualized instruction to students with disabilities across services continuum.
• Develop and monitor IEP/504/MTSS goals with data-driven interventions.
• Collaborate with general education staff, families and service providers to implement accommodations and interventions.
• Manage a caseload not exceeding district guidelines; coordinate with related service providers.
• Communicate with parents regularly and maintain accurate documentation.

Skills

Special Education principles

Data-driven instruction

Collaboration with general education

CPI training willingness

IEP/504/MTSS knowledge

Communication with families

Classroom management

Education

Bachelor's degree in education

Master's degree in Special Education preferred

CDE license eligibility (Special Education Generalist)

Job description

VACANCY ANNOUNCEMENT

MANITOU SPRINGS SCHOOL DISTRICT 14

MANITOU SPRINGS COLORADO

VACANCY ANNOUNCEMENT

POSITION

UTE PASS ELEMENTARY SCHOOL SPECIAL EDUCATION TEACHER- INR

LOCATION

MANITOU SPRINGS SCHOOL DISTRICT

405 EL MONTE PLACE

MANITOU SPRINGS, CO 80829

Requirements

• Must complete a fingerprint/background check
• Holds or is eligible to hold a CDE license (Special Education Generalist)
• Bachelors from an accredited college or university in education discipline applicable to teaching assignments.
• Masters Degree in Special Education preferred.
• Training or willingness to be trained in nonviolent crisis intervention (CPI) techniques required

REPORTS TO

PRINCIPAL

JOB DESCRIPTION

The following statements of essential functions and responsibilities are intended to describe the general nature and level of work being performed by individuals assigned to this position. These statements are not intended to be an exhaustive list of all duties and responsibilities required of all personnel within this position. Actual duties and responsibilities may vary depending on building assignment and other factors determined with supervisor and/or building principal. The Special Education Teacher provides individualized instruction and support to students with disabilities across a flexible continuum of services, ranging from consultation and collaboration to targeted and intensive support. The teacher facilitates the development of academic, social-emotional, behavioral, self-regulation, and daily living skills through individualized instruction and research-based interventions. Working collaboratively with general education staff, families, and other stakeholders, the teacher supports inclusive practices and ensures appropriate accommodations, modifications, and interventions are implemented to promote student access, growth, and independence. Student progress is monitored through identified goals documented in applicable educational plans (IEP, 504, or MTSS). The caseload (i.e.number of students on IEPs) of this position will not exceed 23 per MSSD14's internal guidelines.

Essential Functions

• Demonstrate relentless drive to improve the minds and lives of students
• Reinforce the school's core values, guiding philosophy, rules and school spirit.

Classroom Climate and Culture

• Exhibit a deep understanding of the varying needs of the students in the program, many of whom may exhibit a wide variety of behaviors and/or diagnoses, including a serious emotional disability or social maladjustment.
• Create a structured and predictable classroom environment that focuses on the individual needs of students.
• Develop and implement behavior intervention plans and positive behavior supports to support the social, emotional and behavioral needs of the student within the classroom environment.
• Creatively respond to challenges with enthusiasm and a problem-solving focus.
• Understand how particular disabilities can manifest through a variety of behaviors, paired with understanding appropriate responses with strong rationale.

Collaboration and Communication

• Build the capacity of a highly professional team of support specialists (paraprofessionals) to ensure student behavioral, social, and academic lessons and curriculum are consistently implemented with the use of continuous data collection to drive the effectiveness of interventions.
• Coordinate with related service providers to ensure students receive their appropriate services in their IEP. (Social Worker, Speech Language, Occupational/Physical Therapy, Specialized Transportation)
• Engage parents in their student's learning through proactive communication structures, creation and refining of vision documents, and working with potential families when placement is being considered.
• Delegate effectively while also serving as the lead teacher for the students in the program.
• Exhibit excellent communication skills to provide direct, frequent feedback to principal, general education teachers and paraprofessionals on effective instructional practices to implement accommodations and modifications for student goals.
• Consult weekly (at a minimum) with general education teachers, either in person or via electronic correspondence.

Skills, Knowledge, Abilities

• Knowledge of Special Education principles, theories, testing, methods, etc. as well as proven methods of maximizing the educational experience of students with special needs.
• Knowledge of differentiated instruction based upon student learning styles.
• Knowledge of data information systems, data analysis and the formulation of action plans.
• Knowledge of applicable federal and state laws regarding education and students.
• Ability to use computer network systems and software applications as needed.
• Ability to organize and coordinate work.
• Ability to communicate effectively with students and parents.
• Ability to engage in self-evaluation with regard to performance and professional growth.
• Ability to establish and maintain cooperative working relationships with others contacted in the course of work.
• Performs other related tasks as assigned by the Principal and other central office administrators as designated by the Superintendent.

Working Conditions

• Work primarily takes place in a school setting, with occasional off-site meetings, trainings, or events.
• May require some evening or weekend hours to accommodate school events, meetings, or activities.

TERMS OF EMPLOYMENT

182 day calendar

SALARY

See salary schedule (on website)

FLSA STATUS

Exempt-Certified

SITUATION

K-6th grade

In compliance with Titles VI & VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, the Age Discrimination in Employment Act of 1967, the Americans with Disabilities Act, the Genetic Information Nondiscrimination Act of 2008, and Colorado law, Manitou Springs School District 14 does not unlawfully discriminate against otherwise qualified students, employees, applicants for employment, or members of the public on the basis of disability, race, creed, color, sex, sexual orientation, gender identity, gender expression, marital status, national origin, religion, ancestry, or need for special education services. Discrimination against employees and applicants for employment based on age, genetic information, and conditions related to pregnancy or childbirth is also prohibited in accordance with state and/or federal law.

Complaint procedures have been established for students, parents, employees, and members of the public. The following persons have been identified as the compliance officer for handling reports and complaints of unlawful discrimination/harassment.

ADA and Section 504 Compliance Officer for Employees & Title IX Coordinator

Human Resources

405 El Monte Place

Manitou Springs, Colorado 80829

Telephone: [phone]

[e-mail]