Secondary Special Education Teacher JobID: 284
Position Type:
High School Teaching/ Special Education
Date Posted:
1/9/2024
Location:
Ember Recovery Campus
Date Available:
08/01/2024
PURPOSE STATEMENT
The position of WINGSS teacher was established for the purpose of providing students’ with wholehearted instructional nourishment that gives them strength in order to develop a sense of belonging, build resilience, and develop productive social emotional competencies in order to achieve their maximum potential. WINGSS programming focuses on preventive support that emphasizes cognitive-based and problem-solving oriented methods through the utilization of contingency management interventions that are fully integrated within academic instruction. Under the general supervision of the Director of Special Programs, the WINGSS teacher will facilitate student success and growth in academic and interpersonal skills through implementing district-approved curriculum; document teaching and student progress/activities/outcomes; address specific educational needs of individual students by creating a flexible, safe, and optimal trauma informed environment; and provide feedback to students, families, administration, and community partners regarding student progress, expectations, goals, etc. to students who are living at Ember Recovery Campus for addiction treatment. The programming goal is to help youth find the fire in their hearts to overcome life’s challenges while giving them hope and opportunity.
RESPONSIBILITIES/ESSENTIAL FUNCTIONS
Demonstrates the ability to attend work on a regular and routine basis to avoid disruptions to student programming and district operations.
Provides an empathic understanding of the needs of students and the ability to relate to each student with different academic and behavioral needs.
Guides students to improve performance, health status, problem solving techniques, and a variety of other personal needs.
Establishes a professional level of rapport with each family in order to provide quality care and individualized services.
Regularly communicates student progress with families for the purpose of highlighting expectations, student’s achievements, and developing methods for improvement and/or reinforcing classroom goals in the home environment.
Develops and guides learning in partnership with students (e.g. classroom mission and learning goals; strategies and processes; student recognition and celebration; etc) to ensure continuous improvement for student learning that is aligned with state and district standards.
Manages trauma-informed classroom structures and procedures (e.g. behavioral expectations, positive classroom culture, etc) to establish a positive, safe, and predictable optimal learning environment that supports students in achieving classroom and individual goals.
Provides practices that enhance positive childhood experiences.
Administers developmental assessments to assess student competency levels and/or develop individualized education plans.
Implements current best practice instruction and resources (e.g. focus on student needs/goal, classroom priorities, etc)to improve and enhance student learning that is in alignment with state and district standards.
Designs and delivers instruction (e.g. lesson plans, individualized instruction, diverse learning styles/needs, etc) to ensure all students are engaged and participating in individual and classroom learning objectives through a defined course of study.
Evaluates individual student and class performance (e.g. analyzes assessment data and other comparative data) to gauge and subsequently adjust instruction to improve individual and class performance.
Demonstrates methods required to perform classroom and/or subject specific assignments for the purpose of providing an effective program that addresses individual student requirements.
Responds to inquiries from a variety of sources (e.g. other teachers, families, administrators, community partners, etc) to resolve issues, provide information and/or direction.
Accommodates and/or modifies content, in collaboration with general education teachers, to provide students with specially designed instruction that addresses individualized learning plans.
Prepares a variety of written materials (e.g. adaptive materials, grades, attendance, anecdotal records, IEPS, behavior logs, etc) to document student progress and meet mandated requirements.
Develops and executes trauma-informed individualized education plans, behavior intervention plans, and functional behavior assessment for each student.
Assist willingly in the maintenance of student safety through the implementation of Non-Violent Crisis Intervention (CPI).
Responds to emergency situations to resolve immediate safety concerns and/or direct to appropriate personnel for resolution.
Collaborates with all stakeholders (e.g. students, families, colleagues, administration, community partners, etc.) to establish leadership and positive relationships while focusing on high expectations and continuous improvement for student learning and programming.
Regularly collaborates with a multidisciplinary team to support design, implementation, and decision-making regarding programming supports.
Supports the multidisciplinary team in assessing referrals, determining admission, monitoring student progress and celebrating the reintegration back into the least restrictive environment.
Maintains documentation, required data, and fulfills all the responsibilities of an Individualized Education Plan (IEP), 504, interventions, etc.
Attends and engages in occasional family participation events or other events that may be on nights and/or weekends.
Models positive behaviors (e.g. Iowa Teaching Standards, Code of Professional and Ethical Standards, etc) to promote appropriate social and interpersonal behavior in alignment with district goals.
Participates in a variety of meetings and professional development opportunities for the purpose of conveying and/or gathering information to perform essential functions.
OTHER FUNCTIONS:
Demonstrates integrity and and maintains confidentiality
Patience and compassion to maintain a caring and helpful relationships with students
Initiative and insight to anticipate problem situations and respond accordingly.
Effective communication skills in writing, speaking and listening
Upholds and adheres to policies, goals, and safety rules of the Ballard Community School District
Performs all duties in a safe manner to avoid injury to oneself and/or others
Performs other related duties, as assigned, for the purpose of ensuring the efficient and effective functioning of the Ballard Community School District.
KNOWLEDGE, SKILLS AND ABILITIES
Organization -The confidence of students should stem from the structure of an orderly atmosphere provided by the teacher. In addition to classroom organization, teachers should have organized record-keeping skills
Intuitive - Some children may find difficulty in properly expressing what they are feeling, due to their communication skills level. They may act out or withdraw because they are feeling confused, frustrated, or even overwhelmed. The teacher needs to have intuitive skills to sense underlying issues behind a student’s behavior, along with helping them as situations occur.
Stress Tolerance - Performing well when faced with pressure due to time frame, workload, adversity, disappointment, or opposition. Maintaining a calm atmosphere in the classroom.
Adaptability - A teacher has to be able to maintain order, keep to a schedule and be flexible as all of these situations may arise. Modeling adaptability is important because students often need to learn how to adapt to their surroundings.
Professionalism - Establishing clear boundaries with all stakeholders and displaying professional behavior
Qualifications:
Required:
Bachelor's Degree in Special Education
Valid Iowa Department of Education teaching license
Preferred:
2+ years of experience
Strategist II, BD endorsement or willingness to obtain
Knowledge and experience working with student behaviors and crisis prevention