Tchr – Specific Lrn Disability – 0.5 FTE Humboldt Secondary School – SY 24-25

Specific Learning Disorder means a disorder in one or more of the basic psychological processes involved in understanding and using language, spoken or written. A specific learning disability is manifested by interference with the acquisition, organization, storage, retrieval, manipulation, or expression of information so that the individual does not learn at an adequate rate when provided with the usual developmental opportunities and instruction from a regular school environment. The term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. A specific learning disability is demonstrated by a significant discrepancy between a student¿s general intellectual ability and academic achievement in one or more of the following areas: oral expression, listening comprehension, mathematical calculation or mathematics reasoning, basic reading skills, reading comprehension, and written expression.
 

Minimum Qualifications:
A valid teaching license for Specific Learning Disabilities issued by the Minnesota Department of Education.  Must be highly qualified for core subject area(s) taught.

Knowledge, Skills and Abilities:

• Each position will require knowledge of the specific special education category for which they are licensed
• Knowledge of special education teaching philosophy.
• Knowledge of the special education curriculum for area(s) the teacher is responsible for instructing.
• Knowledge of teaching and learning strategies to meet a wide range of student learning styles and abilities within the special education student population.
• Knowledge of federal and state laws pertaining to special education; knowledge of due process compliance.
• Knowledge of multicultural, gender and disability fair curriculum concepts.
• Knowledge of research and trends in teaching and learning styles.
• Knowledge of instructional technologies.
• Strong skills in classroom presentation and management.
• Strong interpersonal skills to include the ability to work effectively with students, parents, district staff and community members from diverse backgrounds.
• Excellent organizational skills.
• Ability to communicate effectively, both orally and writing.
• Ability to plan and implement lessons based upon district and schools goals and objectives.
• Ability to modify classroom assignments to address varying student needs.
• Ability to adapt teaching styles to diverse student populations.
• Ability to evaluate student performance and to present evaluations in a manner that fosters higher student achievement.
• Ability to work in a cooperative learning environment.
• Ability to utilize computer and multimedia technology as appropriate.

RESPONSIBILITIES
A special education teacher will work in one of several special education licensure areas.  The duties or each of these positions may vary.  The essential functions of these positions include, but are not limited to the following fundamental duties.

• Provide instruction in the core curriculum and special education area(s) for which employed; make appropriate use of instructional resources and technologies.
• Develop and implement innovative methods for providing instruction to special education students.
• Maintain a suitable instructional environment for special education students according to their needs; ensure that equipment is modified and materials adapted as necessary.
• Participate with other special education staff as appropriate to evaluate the special education needs of a student and to develop an Individual Education Plan (IEP) to meet the student’s needs; implement these plans in accordance with special education state and federal legal requirements and district practice.
• Maintain student records and ensure that they are in compliance with due process requirements.
• Support the Minnesota Graduation Standards; implement the goals and objectives of the District and the school and/or program to which assigned.
• Evaluate special education student performance in accordance with the system used by the school and/or District; promote student achievement; ensure that progress is being made toward IEP goals and objectives; make related reports to parents, the principal and/or Special Education administration as prescribed or authorized.
• Maintain contact and communications with parents of special education students and work with them in the academic development of the student and to meet the objectives of the IEP or IFSP; participate in parent teacher conferences.
• Perform classroom management duties; enforce rules governing the conduct of students; take appropriate disciplinary action with students when necessary.
• Provide indirect services to special education students in the special education category for which employed.
• Develop and present in-service training relating to disabilities and the educational needs of students in the special education category for which employed.
• Continue to seek professional growth and development in the curriculum area(s) for which employed; attend professional development required by the District.
• Contribute to the District’s Strong Schools, Strong Communities efforts by partnering with other staff to contribute to student achievement and the alignment and sustainability of resources.
• Perform other related duties as assigned.

PAY, BENEFITS & WORK SCHEDULE
This is a 10 month position working 40 hours per week.
Salary and benefits are in accordance with the SPFE – Teachers negotiated labor agreement. The salary schedule can be found on the Labor Agreements page. 
 
Benefits are available to new employees after 30 days of active employment.  Benefits include medical insurance, life insurance, sick leave, pension plan, tax-free retirement account, and flexible spending account.  Some employee groups also receive vacation, dental insurance and disability insurance.  A summary of benefits can be found on the Benefits Summaries page.
 
HOW TO APPLY
To be considered further, please apply for this position and attach a resume and cover letter to your online application.
 
The Human Resource Department will review your application materials and contact you regarding the next steps.
 
To attach additional documents to your online application, click on the “Additional Attachments” link from the applicant homepage and upload your documents as attachments.  Valid file extensions for attaching a document include .doc, .txt, .rtf, and .pdf.

This posting will remain open until filled. 
 
OTHER INFORMATION
Transcript – Unofficial transcripts are accepted at the time of hire.  You must submit official transcripts within 30 days of your start date.  Formal credential evaluation is required for post-secondary education completed outside of the United States.
 
Veteran’s Preference – If you are an eligible veteran applying for a job where veteran’s preference applies and wish to claim Veterans Preference you must submit a legible copy of your DD214 to the Human Resource Department with your employment application. If your claim is approved, five or ten additional points will be added to your final passing score.
 
Criminal Background Investigation and Reference Checks – Reference checks and a criminal background investigation will be completed as a condition of hire for all new employees and for former employees who have not been employed by the District for more than six months.
 
ESSENTIAL FUNCTIONS
Essential functions are job duties that the individual holding the position must be able to perform unaided or with the assistance of a reasonable accommodation through the Americans with Disability Act (ADA) and the Americans with Disability Amendments Act (ADAAA). The essential functions are typical duties as outlined under Responsibilities.
 
Regular and reliable attendance.
 
May be exposed to various cleaning products.
 
EQUAL EMPLOYMENT OPPORTUNITY
Saint Paul Public Schools is an equal opportunity employer and supports an inclusive workplace environment.
 
EQUITY STATMENT
SPPS is committed to an equitable workforce where all employees represent this commitment through equitable practices in their job position.