[Rehab] Fwd: [MN.BVI] Fwd: Job Announcement: Special Education Teacher, Full-Time 1.0 FTE, Blind / Visually Impaired (BVI) licensure - Intermediate School District 917 - March 2019

[ddavis at blindinc.org]

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> From: "Klein, Lori via MN.BVI" <mn.bvi at mailmanlists.us>
> Date: May 9, 2019 at 9:06:14 AM EDT
> To: MN.BVI at mailmanlists.us
> Subject: [MN.BVI] Fwd: Job Announcement: Special Education Teacher, Full-Time 1.0 FTE, Blind / Visually Impaired (BVI) licensure - Intermediate School District 917 - March 2019
> Reply-To: "Klein, Lori" <lori.klein at isd917.org>
> 
> 
> Intermediate School District 917 has a vacancy for your consideration. Please find the details below.
>  
> Special Education Teacher, Full-Time 1.0 FTE, Blind / Visually Impaired (BVI) licensure	Apply Online
> Category: Special Education/Deaf/Hard of Hearing
> Date Posted: 3/26/2019
> Location: Various Dakota County locations
> Date of Availability: 08/22/2019
>  
> INTERMEDIATE SCHOOL DISTRICT 917
> POSITION OPENING
> 
> Date Posted: March 26, 2019
> 
> Position Title: Special Education Teacher, Full-Time 1.0 FTE, Blind / Visually Impaired (BVI) licensure
> 
> Assignment Location: Various locations in Dakota County, MN in the Itinerant Services Program
> 
> Hours per Day: 8.0
> 
> Schedule: Hours vary based on student/school schedule for the caseload, following the assigned school calendar
> 
> Anticipated Start Date: August 22, 2019
> 
> Assignment Length: 2019 - 2020 school year, continuing contract
> 
> Salary: Per the teacher/licensed staff contract
>  
> 
> POSITION OVERVIEW:
> 
> Under the supervision of the Assistant Director/Principal, the special education teacher for Intermediate School District 917’s Itinerant Services program will play a vital role in providing a consistent, safe environment conducive to learning by providing a broad range of teaching services or specific learning programming and assisting students in the development of skills, attitudes, and knowledge needed as a foundation for future learning in accordance with each student's ability through the use of a variety of teaching and learning methods at various levels. In this role, one helps model and encourage respect, communication, and competency during student work tasks and during socialization. Professionalism, empathy, and a non-judgmental approach are essential when working with students receiving special education services to ensure their safety and growth and to help them understand and exhibit appropriate behaviors at school and in the community. The special education teacher will be stepping into a team environment daily, where collaboration, communication, and adaptability are key to the success of the individual, the team, and the success of the students. The teacher role is performed following District policy and State/Federal Laws.
>  
> 
> RESPONSIBILITIES:
>  
> Develop lesson plans and instructional materials providing effective teaching strategies while adhering to the District philosophy and vision.
> Create a classroom environment that responds to the needs of individual learners; Develop reasonable rules of classroom behavior and appropriate techniques; Translate lesson plans into learning experiences in a classroom environment conducive to learning by employing a variety of appropriate teaching strategies; Maximize time on task.
> Plans and implements a program of study designed to meet individual student needs including adhering to state and federal requirements for due process; Evaluate accomplishments of students on a regular basis using multiple assessment methods; Provide progress and interim reports for feedback.
> Encourage student enthusiasm for the learning process; Encourage and facilitates the work of other staff members in a collaborative, supportive environment.
> Communicate with parents in a timely manner; Maintain positive and constructive communication with students, staff, parents, and community.
> Work collaboratively with parents and other staff members to reinforce the educational program for each student; Communicate effectively to meet the needs of students and maintain a positive work environment for all.
> Share responsibility during the school day for the supervision of students in areas of the school.
> Protect students, equipment, materials and facilities by taking necessary and reasonable precautions.
> Uphold and enforce board policy, district goals, administrative procedures, school rules and regulations; Adhere to health and safety policies.
> Maintains appropriate work habits, including regular and punctual attendance and appropriate use of conference and planning time.
> Attend workshops, seminars and conferences as well as staff, department, curricular development and committee meetings and staff-development session, as required.
> Respect the confidentiality of records and information regarding students, parents, and teachers in accordance with accepted professional ethics and state and federal laws.
> Keep current in subject matter knowledge and learning theory and is share this knowledge for continual improvement of the school's curriculum.
> Utilize proactive behavior management techniques, reinforcing positive behaviors, utilizing de-escalation techniques, and redirecting inappropriate behaviors. May be required to use restrictive procedures.
> Uses flexible thinking and adaptability to address student needs and responds calmly during crisis situations, when necessary.
> Other duties, as assigned.
>  
> QUALIFICATIONS:
>  
> A bachelor’s degree with coursework in education or related field, and a current teaching license from the Minnesota Department of Education (MDE)/Professional Educators Licensing and Standards Board (PELSB) in Special Education in Blind / Visually Impaired (BVI), or equivalent combination of education and experience may be considered.
> Willingness and ability to work with students receiving a high-level of special education services.
> Thorough knowledge of education principles, practices and procedures; thorough knowledge of the principles and methodology of effective teaching; with knowledge of special education practices preferred.
> Previous teaching experience in special education preferred.
> Ability to understand developmental appropriateness of materials and behavior.
> Willingness to complete training in Professional Crisis Management and implement restrictive procedures, if needed.
> Good oral, written, and interpersonal communication that is maintained during high-stress and crisis situations.
> Basic computer and email skills. Proficient in core educational subject areas.
>  
> PHYSICAL REQUIREMENTS:
>  
> Frequently requires exertion of up to 10 pounds of force, standing, speaking, hearing, sitting, walking, lifting, and repetitive motions.
> Occasionally requires exertion of up to 50 pounds of force, stooping, kneeling, crawling, and crouching.
> Work has standard vision requirements.
> Ability to tolerate sudden jarring movement.
> Work occasionally requires exposure to outdoor weather conditions and exposure to bloodborne pathogens and may require wearing of personal protective equipment.
> Locations are generally moderately noisy.
>  
> 
> DISTRICT PROFILE:
> 
> Intermediate School District 917 serves the low incidence needs of students receiving special education services from our member school districts in the southeastern metropolitan area.  Students are referred to us by member school districts. Our programs and services include comprehensive options and efficient special education services that expand on what member districts may be able to offer students in their own schools. Programs provide special education and related service support to students from early childhood through age 21 in a variety of different, specialized settings for students with emotional/behavioral disorders, autism spectrum disorders, developmental and cognitive disabilities, mental health needs, those who are deaf and hard of hearing, and learning disabilities.
> 
> In our highly-structured and specialized educational environments, you will encounter:
> Classrooms of 4-8 students supported by a teacher and 3-6 trained paraprofessionals.
> Behavior support teams, including board certified behavior analysts.
> Lead teachers to support due process and curriculum development.
> Collaborative teams, which can include: audiologists, interveners, interpreters, teachers, paraprofessionals, developmental adaptive physical education teachers, occupational therapists, physical therapists, school psychologists, school nurses, health associates, school social workers, and speech language pathologists.
> Functional spaces, which can include: individualized work spaces for each student, group instruction areas, sensory spaces, break spaces, playground/gym/area for gross motor movement, and safety features for staff and students.
> 
> District 917 also provides students from member districts a secondary education program, including Dakota County Area Learning Schools, which provide alternative learning programming both in-person and online to students in need of a positive, safe, and structured learning environment outside their resident high school, and Dakota County Secondary Technical Center, which provides technical education for high school students in 10th, 11th, and 12th grade.
> 
> Application Procedure: Can be completed at https://www.applitrack.com/isd917/onlineapp/
> 
> District 917’s Website: http://www.isd917.org/
> Lauren.Kelly at isd917.org 
> Intermediate School District 917 is an equal opportunity employer
> 
>  
> 
> Intermediate School District 917 uses the applicant tracking system from Frontline Education to manage employment applications online.
>  
> 
> 
> -- 
> Lori Klein, Ed.S. 
> Teacher of Blind/Visually Impaired
> Certified Orientation and Mobility Specialist
> 
> Concord Education Center
> 9015 Broderick Blvd. 
> Inver Grove Heights, MN 55076
> Phone: 612-902-9323
> Fax: 612-902-9399
> 
> 
>