High School Special Education Teacher (Center-Based)

Hmong College Prep Academy•Saint Paul, MN

21d•Onsite

About The Position

HCPA is a Title I Charter School that serves students through a school-wide plan for instruction that is focused on the needs of at-risk students. The High School Special Education (Center-Based) Teacher is responsible for instructing high school special education students from grades 9-12. Create a flexible classroom environment favorable to learning and personal growth. Instruct students in grade level content, making subjects accessible based on a student’s reading and math skill level per their IEP plan. Motivate students to develop skills, attitudes and knowledge needed to provide a solid foundation for further education.

Requirements

Current MN teaching license in one or more of the following: - Special Education: Emotional Behavioral Disorders Grades K-12 - Special Education: Learning Disabilities Grades K-12 - Special Education: Autism Spectrum Disorders Grades K-12 - Special Education: Developmental Cognitive Disorder Grades K-12
3+ years of teaching experience working with a variety of disabilities and the ability to deliver specialized instruction to meet the individual needs of these students
Knowledge and experience with due process procedures
Strong skills in classroom presentation and management.
Knowledge of instructional technologies.
Knowledge of research and trends in teaching and student learning.
Ability to utilize computer and multimedia technology as appropriate.
Knowledge of the core curriculum areas the teacher is responsible for instructing, with a strong preference for candidates trained in LETRS (Language Essentials for Teachers of Reading and Spelling) or those who have in experience with structured literacy and systematic, explicit instruction based in the science of reading in the areas of phonological awareness, phonics, vocabulary, reading comprehension, writing, language comprehension.
Knowledge of teaching and learning strategies to meet a wide range of student needs and abilities.
Knowledge of multicultural, gender and disability fair curriculum concepts.
Ability to adapt Instructional routines, activities, and scaffolding to diverse student populations
Ability to implement classroom activities that foster problem solving and critical thinking
Ability to plan and implement lessons based on district and school goals and objectives.
Ability to evaluate student performance and to present evaluations in a manner that fosters higher student achievement.
Ability to continuously strive and set goals for personal professional growth and development
Strong interpersonal skills - the ability to work effectively with students, parents, district staff and community members from diverse backgrounds.
Ability to communicate effectively, both verbally and in writing.
Excellent organizational and time management skills; ability to multi-task.
Knowledge of the programs, functions, and procedures of a school setting.
Ability to remain calm in emergency and stressful situations.
Ability to exercise initiative and sound and effective judgment within established guidelines.

Nice To Haves

Experience working with children of diverse ethnic backgrounds in an urban school setting

Responsibilities

Adhere to due process guidelines using district recommended methods and instruments to evaluate and identify the special education needs of students, participate in team decisions regarding eligibility, and facilitate evaluation plans and reports.
Serve as a case manager for students by: developing and maintaining IEPs; facilitating IEP meetings; providing parents and/or guardians with Rights and Procedural Safeguards information and notification of team meetings in a timely manner; and developing and sharing progress reports with parents.
Working knowledge of and compliance with state and federal rules and regulations.
Maintain and promote confidentiality per data privacy, MN Government Data Practices Act, FERPA, and HIPPA legislation.
Develops and provides specialized instruction to meet the academic, functional, and behavioral needs of students in a high school Federal Setting 3 classroom and within the general education setting.
Collaborate with general education teachers to plan and implement curriculum, state and district wide assessments.
Provide job performance feedback to, direct the work of, and support the paraprofessionals in the implementation of the students’ IEP goals.
Organization and distribution of special education media and materials for resources in general education classrooms
Maintain data as required to monitor and evaluate student progress and communicate regularly with parents of students regarding progress of their child.
Advocate for the needs of the students with disabilities.
Develop and implement proactive and positive behavioral interventions based on FBA results.
Possess knowledge and ability to utilize techniques to maintain a safe environment (i.e. MANDT, CPI, building emergency plan, etc.)
Participate in relevant staff development opportunities, be knowledgeable about current promising practices in the field, and stay current with state rules and regulations governing special education.
Collaborate with related service providers.
Possess knowledge of technology strategies/equipment available to students and, when needed, provide strategy information to general education teachers.
Collaborate with outside agencies providing services for students and families, especially when interagency collaboration is required or requested by the family.
Communicate effectively and positively with staff, students, parents, and administration.
Attend ongoing professional development opportunities related to special education.
Provide instruction in the core curriculum areas for which employed; make appropriate use of instructional resources and technologies.
Support the Minnesota Graduation and Common Core Standards; implement the goals and objectives of the District and the school and/or program to which assigned
Evaluate student performance in accordance with systems used by school and/or District; promote student achievement; maintain required student records; make related reports to the principal as prescribed or authorized by the superintendent.
Perform classroom management duties; enforce rules governing the conduct of students; take appropriate disciplinary action with students when necessary.
Provides differentiated instructional methods and content to ensure student mastery of content
Use data such as screening, diagnostic information, progress monitoring, and daily work samples to adjust instruction and practice as well as target feedback.
Promotes a learning environment that is welcoming, respectful, friendly and academically challenging
Maintain accurate records including but not limited to attendance, grades, assessments and lesson plans via Schoology and/or PowerSchool
Via Schoology, ensure all online class resources are current
Connect with families via phone calls, emails, conferences and school events
Foster a social environment with students to develop trust, respect, friendships and self-discovery
Participate in professional development meetings/clusters providing student work when requested.
Implement new learning in the classroom following professional development.
Develop and work on new learning based on self-assessment, input from teacher leaders and director of teaching and learning.
Utilize student achievement data to address strengths and weaknesses of students and guide instructional decisions.
Continuously seek opportunities to grow and learn as a professional.
Supervise student activities, which may include: o Bus duty – assist with walking students to the busses at the end of the day o Breakfast and/or lunch duty – assist with monitoring based on a rotational schedule
Other related duties as assigned
Adhere to MN Teachers Code of Conduct
Supports school goals and objectives consistent with the vision, mission, and values of HCPA.
Participates in creating a culture of excellence, teamwork and collaboration amongst the staff, teachers, students, and families; a culture that is positive, open to the views of others, and uses social skills to resolve conflicts.
Establishes and maintains effective and cooperative relationships with students, parents, teachers, and other school staff.
Responds appropriately and promptly to parent, student, and staff member needs.
Maintains strict confidentiality regarding students and the educational setting.