Teacher, Special Education Inclusive Learning Community (ILC)

Mapleton Public Schools•Denver, CO

14h•Onsite

About The Position

Global Intermediate Academy is an Internationally focused school on the Broadway Campus. Students have access to courses in design technology, physical education, visual arts, and performing arts. Students also participate in a variety of athletic and academic clubs, including the National Junior Honor Society. Academic success is made possible by strong parent support and community engagement. GIA staff work alongside parents in making learning meaningful for students, and helping students realize and celebrate their contributions to the world by continuing to ask the question, "How are you taking action today?"

Requirements

Colorado teaching license with an appropriate Special Education endorsement required.
K-3 teachers must provide documentation of evidence-based literacy training, Read Act Designation, per CDE requirements.
Special Education assignments may require training from the Crisis Prevention Institute (CPI) on non-verbal de-escalation and physical restraint.
Mandatory Title IX training is required by the Colorado Department of Education and for all public-school employees. Title IX training addresses harassment, discrimination, and bullying. Completing these mandatory Title IX training courses ensure we are meeting state requirements while continuing to foster a culture of safety and belonging across our schools. You will have two mandatory training courses that must be completed within 30 days of your date of hire and are required to be completed on your own time.

Nice To Haves

Additional endorsement in Culturally and Linguistically Diverse Education preferred, or willingness to pursue endorsement or equivalent coursework.

Responsibilities

Model and promote the use of inclusive language throughout the school community, fostering an environment of acceptance and respect for all students.
Ensure the effective implementation of Individualized Education Programs (IEPs) across various settings, monitoring progress and making adjustments as necessary to support student success.
Collaborate closely with general education teachers, school psychologists/social workers, speech/language pathologists, and other specialists to develop inclusion plans that meet the diverse needs of students with disabilities within the general education classroom.
Identify students' current academic and functional levels, and differentiate, accommodate, and modify instruction to meet diverse learning needs effectively.
Plan and implement academic instruction tailored to the unique needs of students with various disabilities (Intellectual Disabilities, Autism, Developmental Delay, etc.), ensuring that each student receives appropriate support to reach their full potential.
Establish and maintain effective systems of structures and supports that enable students to thrive in different settings, ensuring that their time in the general education classroom is productive and successful.
Demonstrate expertise in student behavior and classroom management structures, providing guidance and support to general education teachers in creating inclusive and supportive learning environments.
Collaborate with district mental health providers to conduct Functional Behavior Assessments and create Behavior Intervention Plans, while also implementing incentive plans, point sheets, and data collection systems to effectively monitor and manage student behavior.
Design and facilitate individualized opportunities for students, focusing on independence, adaptive skills, and overall learner growth, while maintaining high expectations and promoting self-advocacy.
Assist in the integration of assistive technology as needed to enhance student independence and positive outcomes, providing training and support to teachers and support staff as necessary.
Provide professional learning opportunities for general education teachers, paraprofessionals, and related staff on inclusive practices, behavior management, Extended Evidence Outcomes (EEOs), assessment, and other relevant topics to enhance their capacity to support students with disabilities effectively.
Foster strong partnerships with families to ensure open communication regarding students' strengths, needs, services, and progress.
Provide ongoing support and guidance to families.