1.0 FTE MS/HS Special Education Teacher

Summary

Description

Job Title:  6-12 Special Education Teacher

Reports to:  Building Principal

Work Location: MS/HS Secondary Building (K-12)

Work Schedule – Monday Through Friday (various hours)

Start Date – ASAP

Salary Schedule:  According to Master Agreement

Job Posting:

Carlton School District is seeking one (1) – 1.0 FTE MS/HS Special Education Teacher for the 2023-24 school year.

 REQUIREMENTS: Valid Minnesota Grades 6-12 Special Education license. Minnesota Out of Field Permission shall be considered.

SALARY: Per Master Agreement

CLOSING DATE: open until filled

Location 20 miles southwest of Duluth off of interstate 35, Carlton High School serves 280 students in grades 6-12. Carlton provides 1:1 blended learning for all middle/high school grades and boasts a learner-friendly student to teacher ratio of 18:1.

Carlton Independent School District 93 is an Equal Opportunity Employer

APPLICATION: Please submit a letter of application, resume, transcripts, teaching license, and letters of reference via our online application.  Go to our Carlton Schools Employment website and apply today.

Summary

The successful candidate will be committed to: 

A. Excellent instruction and case management skills to students with special needs. This includes providing direct differentiated instruction to students, providing consultation to school staff and parents, working collaboratively with school staff in the general and special education environments, and managing all aspects of due process timelines, procedures and mandates. 

B. A classroom and school 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. 

C. Behavioral and academic interventions appropriate for students and must be proficient in aspects of instruction, including: student and classroom management, assessment, instructional delivery, intervention, self-regulation, multi-sensory communication, progress monitoring. 

D. Services to students with different types of disabilities, who are in need of behavioral, mental health, social skill, and academic interventions; and continuous improvement and professional learning. 

The successful candidate firmly believes: 

A. All students can and will learn, and that their learning can be directly influenced by focusing on factors over which we have control. 

B. In the need to work interdependently with teachers, school, and district leaders throughout the system; aligning the work of adults around improving student learning by meeting the needs, interests, and aspirations of students. 

C. In the need to work in partnership with staff to continuously improve practices to enhance student and family engagement, creating the conditions for equity, excellence and student success. 

D. In personalizing learning for students, meeting academic, social, and emotional needs and aspirations, so that each student feels valued and has a sense of belonging, leading to academic success

Essential Duties and Responsibilities: 

A. Creates lessons and learning environments that are safe, respectful, and engaging, as well as multicultural/gender and ability fair/developmentally appropriate. 

B. Selects, adapts and individualizes materials appropriate for diverse student populations and skills.

C. Collaborates and communicates regularly with school staff and students' families in making educational decisions; uses family and community resources to support learning. 

D. Regularly assesses student needs and learning, using multiple forms of assessment. 

E. Responsible for case management and maintaining appropriate due process files. 

F. Work effectively as a member of a high performing team. 

G. Participates in ongoing and regular staff, team and individual professional development and pursues continuous improvement of one's professional practice. 

H. Always keeps the students' needs and rights first and foremost in any educational decision-making 

I. Understands self-regulation and sensory processing. 

J. Uses visual strategies and implements sensory routines with regularity. 

K. Uses social thinking skills strategies. 

L. Writes Behavior Support Plans and creates daily behavior systems. 

M. Develops, adapts and implements curriculum and lesson plans; aligns curriculum with academic standards

N.  Provides for the management of student behaviors, including the understanding of verbal/non-verbal de-escalation procedures and the limits and proper uses of Restricted Procedures (RP's). Assists with the development of Positive Behavior Support Plans (PBSP's) and Behavior Intervention Procedures (BIP's which would include the rationale for the use of Restrictive Procedures). 

O. Works with Individualized Educational Plan (IEP) teams in the development of Individualized Education Plans (IEP). Provides for IEP management and reevaluation. Provides assistance with goal writing in accordance with regulations and procedures. Sets up and participates in IEP conferences. Provides for the case management of IEPs. For some positions, interprets audiological or ophthalmological reports, and identifies functional implications. 

P. Provides timely communication to all general education teachers the necessary accommodations and modifications in the general education class specified on the student's IEP. 

Q. Develops or utilizes assessment tools and regularly collects and analyzes data for progress reports. Provides for three-year assessments. Provides assessment for appropriate placement in academic areas. R. Develops data collection and data management systems. Enters data into proprietary and other computer databases. Analyzes data, identifies student needs, and recommends quarterly classes based upon individual student needs. 

S. Develops positive and trusting relationships with students. Counsels students, and reviews transition activities with students. Provides job coaching for students regarding their community job placement activities. 

T. Communicates and provides consultation with parents, group homes, program facilitators, other program staff, resident districts, and outside agencies regarding students, their interventions, medications, and programmatic needs. 

U. Provides for the safety of students including extreme weather, transportation, and unknown personnel. Supervises students in building and as needed on school grounds in areas other than the classroom, such as playgrounds, and as students board and disembark from school buses. 

V. Ensures that teams are utilizing concepts of least restrictive environment and best practices with students. 

W. For some positions, monitors and assists with student’s physical needs, such as toileting, changing clothing, and physical hygiene. Monitors students’ eating, feeding, and in some instances, meal preparation, and cleaning up. 

X. On occasion, deals with student transportation issues such as transporting students in school vehicles, and serving as a contact regarding student problems on the school bus. 

Y. Attends various meetings, such as staff, building, parent, committee, open house and coordinator meetings. 

Z. Participates in various staff development activities. For some positions, provides in-service training to other staff.

Other duties as evident or assigned by the Superintendent.

Qualifications/License and Experience:

1. Valid Minnesota Teaching License. Licensure and Certification must relate directly to the instructional assignment.  Out of Field Permission shall be considered.

2. Considerable knowledge of current best practices, laws, including due process and Individuals with Disabilities Education Improvement Act (IDEIA), and interventions regarding the education of special needs students. 

3. Considerable knowledge of specific disabilities and familiarity with common children’s mental health disorders, as well as specific strategies/interventions to use in the classroom. 

4. Knowledge of educational philosophy, teaching methods and approaches, and currently researched best practices and strategies. D. Knowledge of child development. 

5. Knowledge of learning theory; students’ learning styles and needs, both academic and affective. F. General knowledge of educational testing. 

6. Skill in classroom and behavior management.. 

7. Skill in working with students having a wide range of disabilities. 

8. Skill in the five real-life transition areas is required for some positions. 

9. Skill in interpersonal relationships, and the ability to work with students and staff in stressful situations. 

10. Skill in signing, cued speech, and auditory-verbal areas is required for some positions. 

11. Skill in transitional service planning and remedial instruction. 

12. Skill in interpersonal relations, especially regarding working as a member of a team. 

13. Skill in accommodations and adaptations for visual impairments, including reading and writing Braille, using low-vision devices, and utilizing assistive technology for vision impairments is required for some positions. 

14. Ability to develop and update curriculum, lesson plans and associated materials necessary to meet the unique needs of the special education students. 

15. Ability to develop relevant assessment tools, and integrate the results of the assessments into instructional units. 

16. Ability to teach a variety of students, with varying disabilities, a variety of classes, each quarter. 

17. Ability to create a structured and efficient working environment for students. 

18. Ability to be flexible regarding meeting the changing needs of students, as well as the varying modifications to district and county mandates. 

19. Ability to work with individuals from diverse backgrounds. 

WORK ENVIRONMENT / PHYSICAL REQUIREMENTS:

1. Collaborative work in a fast-paced environment interacting with students, staff, administrators, parents and the community with multiple requests and concerns. Support and communicate with other administrators and staff. Respond in emergency situations.

2. Lift 50 pounds (ex. a box of paper) off the floor to a height of 3 feet, lift 10 pounds above the shoulder, and carry/move 50 lbs a distance of 5 to 200 feet.

3. Talk, hear and have vision abilities, including close vision.

4. Reach with arms above shoulder height, use hands and fingers to handle or feel and manipulate keys on a keyboard, utilize a standard computer mousing device and operate office equipment.

5. Stand, walk, balance, twist, bend forward, stoop, kneel on one or both knees, squat, crouch, crawl or climb a 2-3 foot step.

6. Sit for 30-60 minutes and occasionally as long as 3-4 hours at a time in a wide variety of chair types at a desk, computer, meeting environment or while riding in or driving a vehicle.

7. Stand continuously for 15-30 minutes in one position and occasionally up to 4 hours while moving around or presenting information in rooms or areas with a wide variety of floor surfaces.

8. Use employee-furnished vehicle, with valid driver’s license and full-coverage auto insurance for local, regional and in-state travel.

9. Adapt to environmental changes and exposure to extremes of temperature and weather; could be exposed to communicable diseases.

10. Handle stress.

11. Punctually perform essential job functions.

These work environment and physical requirement characteristics are representative, but not all-inclusive, of those essential to the job functions. Reasonable accommodation may be made to enable an individual with disabilities to perform the essential job functions.

If you have questions about the position, please reach out to Warren Peterson (MS/HS Principal) at wpeterson@carlton.k12.mn.us or, Donita Stepan (Superintendent) at dstepan@carlton.k12.mn.us or 218-384-4225 x113. Go to our Carlton Schools Employment website and apply today.