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Special Education - SERT Teachers

Summary Information:
Employer: Minneapolis Public School District
Position Type: Teaching
Categories: Special Education
School / Org: Minneapolis Public Schools
Location Minneapolis, Minnesota
FTE: 1.0
No. of Positions: 2
Reference #: EAN
Posting Date: 14 October 2017
Closing Date: Open Until Filled

Details:
Minneapolis Public Schools invites applications for the following position(s)

Teacher, Special Education - SERT - (2017-2018)

Site: Hall (0287)

Union: Teachers(04)

Two 1.0 FTE SERT Positions

FUNCTION: The Special Education Resource Teacher provides support to students with disabilities in a general education program who need special education service. SERTs provide an array of services through the resource program to enable students with disabilities to meet their Individual Education Plan (IEP) goals in the least restrictive environment. SERTs provide quality instruction to meet IEP goals, follow the Minneapolis Public Schools due process guidelines and procedures, and are active members of their school community.

QUALIFICATIONS:

State of Minnesota K-12 teaching license in EBD, ABS, or LD.
Knowledge of state and federal laws and guidelines for special education services.
Effective oral and written communication skills.
Prior successful experience in urban, multicultural education desirable.
Demonstrates continued professional development through course work, research, peer collaboration and/or job-embedded staff development.
Working knowledge of the subject matter, classroom management techniques, current researched best practices and strategies, as well as students’ learning styles and needs, both academic and affective.
Passion for working with 6th – 8th grade students.
Experience teaching in an interdisciplinary school; excited to work across disciplines with colleagues preferred.
View ongoing systemic and program change as a normal part of professional growth.
As a professional, interested in learning more.
Share your expertise, enthusiasm and passion for learning.
Knowledge of what is best practice in educating the adolescent learner – climate, content and pedagogy. Articulate this understanding to students, parents, co-workers and be a constant advocate for an adolescent appropriate learning environment.

ESSENTIAL FUNCTIONS AND RESPONSIBILITIES:
Obtain and demonstrate knowledge of general education curriculum, including the Grade Level Expectations and State Standards.
Collaborate with colleagues to deliver MN State Academic standards via integrated/interdisciplinary approach in the context of real world problem solving.
Work collaboratively with all support staff to ensure progress of all students.
Work with the ELL support team to deliver scaffold instruction to accelerate learning and meet the needs of individual students.
Participate in IEP meetings, Student Support Teams, and Problem Solving Team meetings.
Model a safe and healthy learning environment.
Expect colleagues to ask hard questions and give effective support.
Communicate with students and parents on an on-going and timely basis regarding student progress and achievement on academic and non-academic goals.
Model professionalism: On-time, participate fully during the school day, practice direct communication, demonstrate passion for learning, solution oriented problem-solver, entrepreneurial spirit.
Implement Special Education due process guidelines including evaluation of students suspected of or identified as having disabilities, determination of special education eligibility, development of IEPs, and case management.
Report student progress toward IEP goals to parents and educational personnel
Monitor progress of students with disabilities using specified program procedures, and make instructional changes when indicated.
Develop, implement, and monitor behavior management programs for students with disabilities who exhibit behavior problems.
Develop, implement, and monitor specialized, research-based instructional programs in basic skill areas to meet students’ unique needs.
Develop and implement, in collaboration with the transition IEP team, transition evaluations and IEPs prior to transition age.
Assess students’ developmental, cognitive and social needs and provide developmentally appropriate instruction to meet those needs.
Collaborate with peers to develop, plan and implement best practices based on the needs/abilities of the students.



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The job posting above from Minneapolis Public School District may require certification levels, qualifications or eligibility requirements for being employed in the United States or the state of Minnesota. DO NOT apply or send unsolicited resumes if you do not meet the requirements listed by Minneapolis Public School District in their postings.

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