High School Special Education Teacher - Service Provider, Case Manager

Description

Job Category: School Year – Salaried Teachers and Other Licensed Salaried Employees

Classification: FTE 1.0

Job Location: Onsite

Starting Salary:  $45,000 - $75,720+,  plus $3,000 sign on stipend each year for the first 3 years of working at HCPA as a SPED Teacher. At the start of the renewed 4th year with HCPA as a SPED Teacher, the $3,000 will be added to base salary. Additional lanes may be applied based on the position. 

Reports To: Director of Teaching & Learning

Hmong College Prep Academy’s mission is to provide the best integrated, challenging, and well-rounded educational experience to students in grades K-12. If you want to make a difference as part of a dynamic educational community, we invite you to apply to join our team at Hmong College Prep Academy where graduates will be rich in experiences, culture, knowledge and pride, and will be ready for the challenges of college and beyond.

Position Summary

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 Teacher (Service Provider) & Case Manager is responsible for instructing special education students and managing a caseload of students with Individualized Education Plans, including managing due process requirements. 

The High School Special Education Teacher (Service Provider) & Case Manager’s role is to provide a flexible classroom environment favorable to learning and personal growth and instruct students in grade level content, making subjects accessible based on a student’s reading and math skill level per their IEP. They motivate students to develop skills, attitudes and knowledge needed to provide a solid foundation for further education.

Responsibilities

•   Maintain and promote confidentiality per data privacy, MN Government Data Practices Act, FERPA, and HIPPA legislation.
• Provide direct instruction to students receiving special education and assist them with attaining their IEP goals.
• Collaborate with general education teachers to provide small group instruction, adapt general education lessons, assess student work, and implement accommodations
• 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
• Collaborate to plan and compose Individualized Education Plans (IEPs) for students through an evaluation process.
• Facilitate and plan for IEP team meetings with necessary team members, including student guardians. 
• 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:

? Bus duty – assist with walking students to the busses at the end of the day

? Breakfast and/or lunch duty – assist with monitoring based on a rotational schedule

• Other related duties as assigned

Accountabilities

• 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.

Engagement Activities

Volunteer activities

3 HCPA volunteer activities are required. These events take place outside of the traditional school day. Teachers may select the activities that fit best with their interests and student grade level. These activities may include open houses, school dances, prom, concerts, etc

Required activities:

• Grade Level Parent Meetings
• Fall and Spring Parent /Teacher Conferences
• HCPA Graduation

Misc. Committees

There are many additional opportunities for members of the HCPA teaching staff to engage with the community and personally expand their skills. Participation in these committees is highly encouraged.

Requirements

Required Qualifications

• Current MN teaching license in one or more of the following:

- Special Education: Emotional Behavioral Disorders Grades K-age 21 (grade 12)

- Special Education: Learning Disabilities Grades K-age 21 (grade 12)

- Special Education: Autism Spectrum Disorders Birth-age 21 (grade 12)

- Special Education: Deaf or Hard of Hearing Birth-age 21 (grade 12)

- Special Education: Oral/Aural Education Birth-age 21 (grade 12)

• 3+ years of teaching experience
• 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 multitask.
• 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.

Preferred Qualifications

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

Other Information

Transcript - Unofficial transcripts are accepted at the time of hire. You must submit official transcripts within 30 days of your start date. Formal credential evaluation is required for post-secondary education completed outside of the United States.

Work Environment/Conditions

• Duties are normally performed in a school/classroom environment; school building is a multi-level building that has an elevator and is accessible.
• Position requires extensive interaction with children of all ages.
• Possible exposure to loud and noisy locations (e.g. loud classrooms or cafeterias; children speaking or laughing loudly).
• Operate standard equipment (computer, fax machine, telephone, copier machines, etc.).
• Fast-paced environment.
• Requires frequent keyboarding which calls for repetitive motion and rapid eye movements, frequent use of the telephone.
• Position requires the ability to sit for extended periods of time, ability to push, reach, or bend.
• Work may require weekend and/or evening work and some travel may be required.

Teachers, Paraprofessionals and Teaching Assistants

Duties may occasionally be performed:

• on field trips away from school.
• in outdoor environments, such as athletic fields or playgrounds.
• in varying weather conditions, such as hot or cold weather.

For details on the benefits program go to: https://www.hcpak12.org/Page/136

To apply or check out other opportunities, go to https://www.hcpak12.org/careers

Equal Employment Opportunity:Hmong College Prep Academy District is an equal opportunity employer and supports an inclusive workplace environment.