Secondary Resource Room Teacher

SOUTH LAKE SCHOOLS

Job Description

Secondary Resource Room Teacher

Together with our community, South Lake Schools creates an environment that engages and nurtures learners while our staff connect with each other personally within our supportive, small school setting. South Lake Schools is located on Lake St. Clair in St. Clair Shores only 20 minutes from the diverse attractions of Detroit and 35 minutes from cider and doughnuts at one of many local apple orchards.

Minimum Qualifications and Skills:

• Bachelor's degree (or higher) from an accredited college or university.
• Michigan Teaching Certificate with any of the following endorsements: Learning Disabilities (SM), Emotional Impairment (SE), Cognitive Impairment (SA), or Autism Spectrum Disorders (SV).
• Recent teaching experience, coursework, or other activity around primary instruction.
• Creative, committed, energetic, and well-organized.
• Strong moral values and discipline.
• Such alternatives to the above qualifications as the Superintendent or designee may find appropriate and acceptable.

Responsibilities:

• Demonstrates a high degree of self-efficacy; holds themselves accountable for learner outcomes and advocates for their students; works efficiently; and believes in their ability, the capability of their students, and themselves to succeed and excel.
• Possesses the ability to reflect on their own practice; seeks out and welcome constructive feedback and coaching as method of improving their own practice.
• Actively participates in building/district committee work, professional development, after hours building/district/community events, and participates in all necessary meetings for their students (MET, IEP, Student Study, etc.).
• Serves as a role model and an innovative and creative learner with an insatiable thirst for knowledge, personal growth, and being on the cutting edge of instructional practice and pedagogy.
• Designs and facilitates differentiated and personalized learning goals and activities that follow a coherent sequence, are aligned to instructional goals, and engage students in high level cognitive activity.
• Presents lessons in a comprehensive manner using visual/auditory/kinesthetic means to facilitate learning and effectively implements all Board approved curriculum.
• Recognizes the relationship between social-emotional learning and academic performance and aspires toward developing and teaching the whole child.
• Implements Restorative Practices strategies effectively in the classroom and school environment.
• Provides individualized instruction to each student by promoting interactive learning that encourages curiosity and continued improvement.
• Creates and prepares daily lesson plans for appropriate age and learning skill level, adjusting when needed.
• Assesses and records student progress and provides grades and feedback in a timely manner.
• Measures progress and accomplishments of students towards their academic achievements on a regular basis and provides access to real-time progress reports.
• Creates and keeps records on attendance, accidents, incidents, and other noteworthy events in accordance with licensing guidelines and District policies.
• Maintains an organized and orderly classroom that promotes creativity, learning, and academic risk taking.
• Exercises open and respectful communication with families, co-workers, supervisors, and other school staff.
• Enforces district, school-wide, and administrative policies.
• Provides firm boundaries and upholds high behavioral expectations for students (according to school/district policy) and communicates discipline with parents/guardians.
• Plans and executes educational in-class and outdoor activities and events.
• Observes and understands students' behavior and psyche and reports suspicions of neglect, abuse etc. as required by Board Policy and the State of Michigan.
• Demonstrates academic competence in subject area(s) and displays an inclination for developing integrated and interdisciplinary work across the curriculum.
• Maintains a growth mindset toward student learning, teaching practice, and personal/collective professional development.
• Facilitates problem-solving, with a curious mind and critical thinking skills, showing a high degree of creative application in the implementation of data-driven curriculum and practice.
• Collaborates with general education teachers on the development of individualized interventions for Multi-Tier System of Supports (MTSS) in relation to academics, behavior, and social emotional needs.
• Uses multiple forms of data to make decisions that support student progress and growth.
• Collaborates effectively with a variety of stakeholder groups within the organization and with external partners to increase student performance and contribute to advancing the teaching and learning craft.
• Looks beyond the walls of the classroom in order to demonstrate global competence in regards to how their work will impact students' growth and how that will affect their families and both local and global communities.
• Invests in the learners' well-being, health, and safety, physically, socially, and emotionally.
• Effectively implements the requirements of all IEPs, Health Plans, Behavior Plans, etc.
• If certified and trained: may evaluate students with suspected disabilities as part of Multidisciplinary Evaluation Team; writes comprehensive reports. If not certified and trained: evaluation assessment training my be provided. Participates in meetings to determine potential eligibility.
• Conducts regular progress monitoring activities to evaluate growth and adjust IEP goals; leads annual IEP meetings
• Provides direct academic intervention services to eligible students with IEPs.
• Maintains accurate and up-to-date records of progress, direct service, Service Capture, etc.
• Provides detailed progress reports to parents/guardians at the end of each academic quarter, as required by MARSE.
• In collaboration with classroom teachers, the building administrator, and other service providers, develops and regularly updates a service schedule and outline of activities which are shared with colleagues and supervisors.
• Maintains confidentiality in compliance with FERPA
• Maintains professionalism with students, staff, parents, vendors, community members, etc.
• Employees shall remain free of any alcohol or nonprescribed controlled substance abuse in the workplace throughout their employment in the district.
• Employees shall properly implement Board Policy 3122, Policy 4122, and Policy 2260 on non-discrimination and shall comply with Federal and State laws and regulations, particularly Part 1 104 of Section 504 Rehabilitation Act of 1973 (34 CFR) and the Americans with Disabilities Act (ADA).
• All other duties as assigned by the Superintendent or designee.

The Board of Education is committed to maintaining a learning and working environment in which all individuals are treated with dignity and respect, free from discrimination and harassment. There will be no tolerance for discrimination or harassment on the basis of race, color, national origin, religion, creed or ancestry, sex, marital status, genetic information, height, weight, sexual orientation, disability or age. The School District prohibits harassment and other forms of discrimination whether occurring at school, on School District property, in a School District vehicle, or at any School District related activity or event. Furthermore, the Board is committed to equal employment opportunities and the prevention of discrimination in all aspects of employment, including recruitment, selection, training, promotion and retention of staff. The Superintendent will designate compliance officers and develop and implement regulations for the reporting, investigation and resolution of complaints of discrimination or harassment. For additional information, contact the Director of Human Resources at 23101 Stadium Blvd., St. Clair Shores, MI 48080, (586) 435-1600.