Teacher for Emotional Impairments

The WISD's Mission is to promote the continuous improvement of achievement for every student while providing high-quality service to our customers through leadership, innovation, and collaboration.
 
The WISD’s Vision is to be a leader in empowering, facilitating, and delivering high-quality, boundary-spanning, educational system that educates all children through an equitable, inclusive, and holistic approach.
 
SUMMARY:
The Teacher provides educational and personal/social service for students with emotional impairments including classroom instruction and development of behavioral management strategies. The Teacher is responsible for planning instruction and/or adaption of the education program to enable students to benefit from educational experiences.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES:

• Demonstrates a strong commitment to equity, social justice, and inclusion in all practices and position responsibilities.
• Demonstrates the ability to examine how his/her/their position (directly or indirectly) impacts educational inequities in student achievement outcomes.
• Engages in reflection and ongoing learning and development on critical concepts and terms identified in the Washtenaw ISD Educational Equity Policy including concepts such as cultural proficiency, racial equity, and systemic and structural inequities.
• Understands and implements Trauma-Informed Care practices as it relates to students and their families.
• Establishes and maintains an instructional environment which will be supportive of positive behavior change and academic achievement for the students.
• Develops and provides group or individualized academic instruction, positive behavioral support strategies/interventions, remediation or guided practice using instructional objectives and lessons.
• Develops and implements program-wide and individual student behavior intervention programs, including monitoring behavior data collection, preparing incident reports, de-escalation, physical intervention and Positive Behavioral Interventions and Supports..
• Instructs individuals and groups in academic and behavioral skill areas.
• Plans curriculum, lessons and teaching methods.
• Develops individualized education plans, performance objectives and daily instructional plans for students.
• Implements individualized education plans for students.
• Evaluates student progress based on work output and observation, determines goals, objectives and directions.
• Prepares report cards, educational records, IEPC forms, classroom observation records and other forms.
• Maintains physical environment of the classroom.
• Maintains contact with parents of students.
• Collects information on and summarizes student progress toward achievement of IEP goals/objectives.
• Develops, maintains and adapts instructional material.
• Implements instructional technology as a teaching practice.
• Participates in building level activities, staff meetings, student staff meetings, program meetings, in-service activities and other meetings as determined necessary.
• Participates in district level staff meetings, in-service activities, staff development/special programs, school improvement teams and planning committees as appropriate to the assignment.
• Performs billing functions for Medicaid reimbursement where applicable.
• Works cooperatively and communicates with District and constituent district staff, students and parents/guardians.
• Cooperatively works with teacher assistants assigned to classroom.
• Directs program teaching  assistants’ work.
• Adheres to District health and safety rules, policies and procedures.
• Supports WISD vision and mission to enhance achievement for all students.
• Supports a team-based approach to problem solving.
• Maintains accurate records in a manner consistent with state and federal law as required by the District and local educational agency, including monthly caseload reports.
• Establishes and maintains open communications with parents, staff, administration and outside agencies.
• Keeps a safe and hazard free work environment.
• Exhibits emotional stability, exercises good judgment and makes decisions in accordance with board policies and administrative guidelines, with minimum supervision.
• Performs such other tasks as may from time to time be assigned by the supervisor.
• Demonstrates operational knowledge of Internet and web-related technologies.
• Demonstrates skills and comfort using the latest instructional online tools and technology.
• Regular predictable attendance.
• Other duties as assigned.

SUPERVISORY RESPONSIBILITIES:

• Direct Teaching Assistant(s) on a day-to-day basis.

 
QUALIFICATIONS:
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Alternative requirements that may be appropriate and acceptable to the Board of Education may be considered.  The requirements listed below are representative of the knowledge, skill and/or ability required.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
EDUCATION and/or EXPERIENCE:

• Minimum of an earned Bachelor’s Degree in education or a field of study related to special education with a major in the area of emotional impairments or earned credit coursework equivalent to the major.
• Demonstrated successful student teaching experience required; two years of experience preferred.
• Possesses experience with computer instruction and technology.
• Possesses the skills and desire to work in a collaborative team with others.
• Demonstrated knowledge and understanding of the teacher’s role in a team environment.
• Demonstrated knowledge and skill in commonly used approaches to educating students at risk
• Demonstrated knowledge of the requirements of state and federal mandates which directly affect the program and teaching situation.
• Demonstrated ability to implement behavior intervention strategies.
• Demonstrated ability to assist in interventions for students.
• If required, ability to work in a virtual online instructional setting.
• A record of collaborative teamwork.
• Such alternatives to the above qualifications as the Board may find appropriate and acceptable.

 
CERTIFICATES, LICENSES, REGISTRATIONS:

• Valid Michigan teacher's certificate with necessary endorsement(s) in emotional impairment.

 
LANGUAGE SKILLS:

• Ability to explain and demonstrate appropriate teaching techniques.
• Ability to read, analyze and interpret information including periodicals and professional journals.
• Ability to effectively present information and respond to questions from groups of educators, parents, students and the general public.
• Ability to write lesson plans, IEP’s and other related correspondence.
• Ability to develop and implement curriculum (academic and behavioral) for students.
• Ability to direct the activities of others to execute student IEP goals.

 
TECHNICAL SKILLS:

• Ability to integrate technology into the everyday workflow is necessary.
• Ability to utilize District technology and work to maintain proficiency, as required skill sets change with technology and/or the needs of the district.
• Ability to use computer technology for research, data management, communications, and other instruction.
• Ability to use a personal computer (PC) or MAC in a networked environment to utilize the Internet and other electronic communication mechanisms.
• Ability to use online instructional tools and technology.
• Knowledge of productivity applications such as Microsoft Office (word processing, spreadsheets, database and presentation software) is required.

 
MATHEMATICAL SKILLS:

• Ability to apply the concepts of basic math, algebra and geometry consistent with the duties of this position.

 
REASONING ABILITY:

• Highly proficient in subject areas of: reasoning, problem solving, organizational dynamics and emotional intelligence.
• Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists
• Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form.

 
INTERPERSONAL SKILLS:

• Ability to build rapport with others and to serve diverse publics.
• Ability to take initiative; work well with others as a collaborative team member and exhibit good communication skills.
• Ability to work effectively and collaboratively with other departments, agencies and individuals.
• Ability to work creatively and skillfully with students.
• Ability to demonstrate initiative and understanding in working with students, staff and parents/guardians.

 
PHYSICAL DEMANDS:
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.  
 
While performing the duties of this job, the employee is regularly required to stand; walk; use hands to finger, handle or feel objects, tools, or controls; reach with hands and arms; talk or hear; and taste or smell. The employee is occasionally required to sit and stoop, kneel, crouch, or crawl. The employee must occasionally lift and/or move up to 50 pounds such as books and teaching material or when assisting in student interventions.  Specific vision abilities required by this job include close vision, distant vision and the ability to adjust focus. The ability to travel to other buildings is required. The position requires the individual to sometimes work irregular or extended work hours and meet multiple demands from several people.
 
ENVIRONMENTAL ADAPTABILITY:
The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.  
 
The noise level in the work environment is quiet to loud depending upon the activity in the particular part of the day. The employee is frequently required to interact with the public and other staff.  The employee is directly responsible for the safety and well-being of students.  The employee is exposed to infections at a greater risk than the average person. Occasionally the employee may be required to be outdoors for a short period of time, and therefore subject to varying weather conditions, for purposes of accomplishing the essential functions of this job.
 
FUNCTIONS OF POSITION DESCRIPTION:
This position description has been prepared to define the general duties of the position, provide examples of work and to detail the required knowledge, skills and ability as well as the acceptable experience and training for the position.  The description is not intended to limit or modify the right of any supervisor to assign, direct and control the duties of employees under supervision.  The WISD retains and reserves any and all rights to change, modify, amend, add to or delete from any portion of this description in its sole judgment.
 
This position description is not a contract for employment.
 
The WISD is an equal opportunity employer, in compliance with the Americans with Disabilities Act.  The District will provide reasonable accommodations to qualified individuals with disabilities and encourages both prospective and current employees to discuss potential accommodations with the employer.
 
TERMS:
This position is subject to terms, conditions, and calendar of the Master Agreement between the District and Unit II AFT Local 3760. Starting salary ranging (dependent upon experience) from $47,180 – $101,817.
 
Washtenaw Intermediate School District is a drug-free workplace.
 
It is the policy and commitment of the Washtenaw Intermediate School District not to discriminate on the basis of race, color, religion, national origin, sex, disability, age, height, weight, familial status, marital status, genetic information, sexual orientation or any legally protected characteristic, in its educational programs, activities, admissions, or employment policies in accordance with Title IX of the 1972 Educational Amendments, executive order 11246 as amended, Section 504 of the Rehabilitation Act of 1973 and all other pertinent state and Federal regulations.