Special Education District Resource Room Teacher (0.5 FTE)

Oakland Schools•Highland, MI

1d•Onsite

About The Position

Huron Valley Schools is seeking an enthusiastic, energetic, innovative, and collaborative Resource Room Teacher to serve students’ academic, behavioral, and communication needs. This 0.5 FTE instructional position is based at Spring Mills Elementary for the 2026–2027 school year and requires travel between buildings during each school day. The teacher provides specially designed instruction and supports students with Individualized Education Plans (IEPs), working with families, school staff, and support personnel. The salary is per the HVEA contract. The position reports to the Principal and the Student Support Services Associate Director.

Requirements

Valid Michigan Teaching Certificate with a Special Education endorsement in Learning Disabilities (SM), Autism Spectrum Disorder (SV), Cognitive Impairments (SA), Emotional Impairments (SE), or another special education area.
Meet the Highly Qualified standard under ESSA, or be recommended for a certificate or endorsement constituting full approval in a special education area by an institution of higher education and verifying completion of a teacher program approved by the State Board of Education.
Bachelor’s degree or higher.
Ability to speak and write effectively.
Ability to apply mathematical concepts to practical situations.
Ability to follow written or oral instructions and address problems involving several concrete variables in standardized situations.
Willingness and ability to travel between buildings during each school day.
Willingness to attend required training after school hours.

Nice To Haves

ZG Elementary K–5 All Subjects endorsement; K–8 All Subjects endorsement for a self-contained classroom.

Responsibilities

Provide specially designed instruction to students with Individualized Education Plans.
Communicate effectively, verbally and in writing, with students, staff, and families.
Progress-monitor IEP goals and objectives at the frequency specified in each IEP and report data to families quarterly.
Complete service logs and accommodation logs for each student on the caseload.
Lead and write IEPs and Manifestation Determination Reviews (MDRs) in compliance with federal, state, and district guidance.
Collaborate with special education and general education teachers, ancillary staff, and paraeducators to support students in their least restrictive environment.
Attend and participate in building and department meetings.
Continue learning about the content area and school-related topics to benefit students.
Sign consent to bill for Medicaid and complete Medicaid billing monthly.
Attend after-school Nonviolent Crisis Intervention training when certification expires and attend other required behavioral-technique training.
Travel between buildings during each school day.
Perform other duties assigned by the special education director or building principal.