Experience:
No experience
Employment Type:
Full time
Posted:
8/9/2017
Job Category:
Education
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Teacher, Special Education (SPAN) - River Bend (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 (SPAN) - River Bend (2017-2018) and Requisition ID number: 51242

Close Date: No established closing date; open until filled

Organizational Unit: River Bend (10000019)

Site: Riverbend (0625)

FTE: 1.0 FTE; 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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Special Education Teacher - EBD

Provide academic and social skills instruction to children with Emotional and Behavioral Disorders. To create an educational program and a classroom environment that is multicultural/gender and ability fair/developmentally appropriate, is favorable to learning and growth and is based on a commitment that all children can learn.

ESSENTIAL FUNCTIONS:

Essential functions, as defined under the Americans with Disabilities Act, may include any of the following representative duties, knowledge, and skills. This list is ILLUSTRATIVE ONLY, and is not a comprehensive listing of all functions and duties performed by incumbents of this class. Employees are required to be in attendance and prepared to begin work at their assigned work location on the specified days and hours. Factors such as regular attendance at the job are not routinely listed in job descriptions, but are an essential function. Essential duties and responsibilities may include, but are not limited to, the following:

  • 9th and 10th grade resource teacher
  • Obtain and demonstrate knowledge of general education curriculum, including the Grade Level Expectations and State Standards.
  • Consult and/or collaborate with the general education teachers in the areas of assessment, curriculum adaptation, behavior management, and monitoring of student progress of students with disabilities.
  • 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.
  • Participate in team planning of IEPs for students with disabilities, including the development of appropriate, measurable, behavioral and instructional objectives.
  • Report student progress toward IEP goals to parents and educational personnel a minimum of three times per year.
  • 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 (grade 9 or age 14, whichever is first).
  • Develop proficiency in use of Easy IEP, web-based software, to produce due process paper work including IEPs and Evaluation Reports.
  • Continue professional development in evidenced-based instructional practices through membership in professional organizations, reading of professional journals, and/or attendance at in-service trainings and professional conferences.
  • Prepare and submit program information and reports as requested by Assistant Director of Special Education.
  • Adhere to building policy and procedures.
  • Acquire knowledge of the goals of the Minneapolis Public School District Improvement Agenda and site/school goals. Work to support and achieve those goals.
  • Establish developmentally appropriate instructional and behavioral expectations for students and for self and communicate those to students and their families.
  • Create lessons and learning environments that are safe, respectful and interesting as well as multicultural/gender and ability fair/developmentally appropriate. Select, adapt and individualize materials appropriate for diverse student populations and skill levels.
  • Teach students the required curricula using strategies that foster thinking, reasoning and problem solving.
  • Collaborate and communicate regularly with families in making educational decisions and use family and community resources to support learning.
  • Assess students’ developmental, cognitive and social needs and provide developmentally appropriate instruction to meet those needs.
  • Regularly assess student learning by using multiple forms of assessment.
  • Facilitate positive interactions between students and teacher, student and peers and student and other adults.
  • Model learning and behavior consistent with the expectations for students.
  • Assess own instructional effectiveness through the Professional Development Process (PDP).
  • Participate in ongoing and regular staff, team and individual professional development.
  • Collaborate with peers to develop, plan and implement best practices based on the needs/abilities of the students.
  • Participate in site-based management and shared decision-making.
  • Always keep the students’ needs and rights first and foremost in any educational decision-making.
  • Demonstrate competence in the Minneapolis Standards of Effective Instruction.
  • Have a working knowledge of and implement the Minnesota State Standards and the District Graduation Requirements.

MINIMUM QUALIFICATIONS:

  • Bachelor’s Degree from an accredited university.
  • Knowledge of state and federal laws and guidelines for special education services.
  • 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.
  • Effective oral and written communication skills.
  • Prior successful experience student teaching or teaching in urban, multicultural education setting.
  • Demonstrates continued professional development through course work, research, peer collaboration and/or job-embedded staff development.

PREFERRED QUALIFICATIONS:

  • Master’s or PhD

LICENSE AND CERTIFICATION REQUIREMENTS

  • A valid Minnesota teaching license in special education for Resource.

PHYSICAL DEMANDS AND WORKING ENVIRONMENT

Work is performed in a standard classroom environment which requires occasionally lifting such articles as file boxes or heavier material with help from others and/or lifting and carrying light objects frequently. A job in this category may require walking or standing to a significant degree or may involve sitting most of the time with long periods of computer work and heavy phone usage.

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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 sex, race, religion, color, creed, national origin, marital status, age, sexual preference, disability or status with regard to public assistance.

Minneapolis Public Schools strongly encourages diverse candidates to apply.

Posting Notes: | [No Established Closing Date] | River Bend (10000019) | Riverbend (0625) | 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.