Experience:
No experience
Employment Type:
Full time
Posted:
6/29/2017
Job Category:
Education
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Teacher, Special Education - SERT - Hall International (2017-2018)
Minneapolis Public Schools | Minneapolis, Minnesota
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Job Description

Below is specific information for you to consider about this position.

Job Title: Teacher, Special Education - SERT - Hall International (2017-2018) and Requisition ID number: 50374

Close Date: No established closing date; open until filled

Organizational Unit: Hall International (10000032)

Site: Hall (0287)

FTE: 1.0; 39 weeks; this is based on full-time equivalency with 1.0 being full time

Union: Teachers(04)

Functional Area: Teaching

Resume and Cover Letter are mandatory to apply for any position.

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Two 1.0 FTE SERT Positions

FUNCTION: The Special Education Resource Teacher provides support to students with disabilities in a general education program who need special education service. SERTs provide an array of services through the resource program to enable students with disabilities to meet their Individual Education Plan (IEP) goals in the least restrictive environment. SERTs provide quality instruction to meet IEP goals, follow the Minneapolis Public Schools due process guidelines and procedures, and are active members of their school community.

QUALIFICATIONS:

  • State of Minnesota K-12 teaching license in EBD, ABS, or LD.
  • Knowledge of state and federal laws and guidelines for special education services.
  • Effective oral and written communication skills.
  • Prior successful experience in urban, multicultural education desirable.
  • Demonstrates continued professional development through course work, research, peer collaboration and/or job-embedded staff development.
  • Working knowledge of the subject matter, classroom management techniques, current researched best practices and strategies, as well as students’ learning styles and needs, both academic and affective.
  • Passion for working with 6th – 8th grade students.
  • Experience teaching in an interdisciplinary school; excited to work across disciplines with colleagues preferred.
  • View ongoing systemic and program change as a normal part of professional growth.
  • As a professional, interested in learning more.
  • Share your expertise, enthusiasm and passion for learning.
  • Knowledge of what is best practice in educating the adolescent learner – climate, content and pedagogy. Articulate this understanding to students, parents, co-workers and be a constant advocate for an adolescent appropriate learning environment.

ESSENTIAL FUNCTIONS AND RESPONSIBILITIES:

  • Obtain and demonstrate knowledge of general education curriculum, including the Grade Level Expectations and State Standards.
  • Collaborate with colleagues to deliver MN State Academic standards via integrated/interdisciplinary approach in the context of real world problem solving.
  • Work collaboratively with all support staff to ensure progress of all students.
  • Work with the ELL support team to deliver scaffold instruction to accelerate learning and meet the needs of individual students.
  • Participate in IEP meetings, Student Support Teams, and Problem Solving Team meetings.
  • Model a safe and healthy learning environment.
  • Expect colleagues to ask hard questions and give effective support.
  • Communicate with students and parents on an on-going and timely basis regarding student progress and achievement on academic and non-academic goals.
  • Model professionalism: On-time, participate fully during the school day, practice direct communication, demonstrate passion for learning, solution oriented problem-solver, entrepreneurial spirit.
  • Implement Special Education due process guidelines including evaluation of students suspected of or identified as having disabilities, determination of special education eligibility, development of IEPs, and case management.
  • Report student progress toward IEP goals to parents and educational personnel
  • Monitor progress of students with disabilities using specified program procedures, and make instructional changes when indicated.
  • Develop, implement, and monitor behavior management programs for students with disabilities who exhibit behavior problems.
  • Develop, implement, and monitor specialized, research-based instructional programs in basic skill areas to meet students’ unique needs.
  • Develop and implement, in collaboration with the transition IEP team, transition evaluations and IEPs prior to transition age.
  • Assess students’ developmental, cognitive and social needs and provide developmentally appropriate instruction to meet those needs.
  • Collaborate with peers to develop, plan and implement best practices based on the needs/abilities of the students.

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Final candidates may be invited to interview with a committee. Final appointment to this position will be contingent upon passing a criminal background check.

COMMITMENT TO DIVERSITY:

Diversity is one of Minneapolis Public Schools core values and is essential to our goal of putting children first and making them college-ready. Diversity of our workforce provides us with a competitive advantage and allows us to better understand, communicate with and educate our diverse student body. Minneapolis Public Schools will not deny anyone the opportunity for training or employment because of race, color, creed, religion, national origin, gender or gender identity, marital status, status with regard to public assistance, disability, sexual orientation, age, family care leave status, or veteran status.

Minneapolis Public Schools strongly encourages diverse candidates to apply.

Posting Notes: | [No Established Closing Date] | Hall International (10000032) | Hall (0287) | Teaching

About Minneapolis Public Schools

Since 1994, the Minneapolis Public Schools has operated under site-based decision making to move decision making closest to the students served. The goal of site-based management is to improve student achievement. Under site-based decision making, district and school efforts, theoretically, should complement each other. District offices set parameters, facilitate the sharing of information and best practices among schools, help evaluate progress, and give constructive feedback to both the schools and the Board. Schools have freedom (within approved decision-making parameters) to design site plans. Although what site-based decision making looks like at each school may vary, schools typically have a team of representatives from all areas to serve as a "site council," "education council" or "shared leadership team." This will include principals, parents, students, teachers, specialist teachers, clerical, other building staff, business partners, and the community/neighborhood. The councils meet monthly to make decisions and discuss long-range program goals for the school. Parents who are not on the council may attend and if they would like to have a subject discussed, may submit agenda items and talk to a member. Under the site-based decision making philosophy, these councils are to examine everything that might be standing in the way of student achievement-be it grade levels, student groupings, materials, or school policies and practice-and recommend keeping what is working and changing what is not.

This company profile was created by AfterCollege and is about Minneapolis Public Schools. This page is not endorsed by or affiliated with Minneapolis Public Schools. For questions regarding company profiles, please email: care@aftercollege.com.