Resource Program Teacher Middle School (6-8)

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
• Implement effective engagement strategies
• Develop and implement positive strategies to address both expected and unexpected behaviors
• Demon