Skip to main content

This job has expired

Teacher, Special Education (EBD) - Bryn Mawr

Employer
Minneapolis Public Schools
Location
Minneapolis, MN, US
Salary
Competitive
Below is specific information for you to consider about this position.
Job Title: Teacher, Special Education (EBD) - Bryn Mawr and Requisition ID number: 57625
Close Date: No established closing date; open until filled
Organizational Unit: Bryn Mawr Primary (10000013)
Site: Bryn Mawr Primary (0249)
FTE: 1.0 FTE; 39 weeks; this is based on full-time equivalency with 1.0 being full time
Union: Teachers(04)
Functional Area: Teaching
Resume and Cover Letter are mandatory to apply for any position.

POSITION DESCRIPTION
Special Education Teachers at Bryn Mawr serve students who have significant emotional, behavior, and mental health needs that can adversely affect their academic and social progress. As a Bryn Mawr teacher, you will not only provide academic instruction, but provide the intensive academic and behavior management support that students need in order to thrive in an educational setting. Being part of the Bryn Mawr team means that you will be part of a supportive, collaborative group of colleagues who are deeply dedicated to finding educational solutions for Bryn Mawr students. This particular position will work with a student population with emotional behavioral disorders (EBD).

ESSENTIAL FUNCTIONS
Essential functions, as defined under the Americans with Disabilities Act, may include any of the following representative duties, knowledge, and skills. This list is ILLUSTRATIVE ONLY, and is not a comprehensive listing of all functions and duties performed by incumbents of this class. Employees are required to be in attendance and prepared to begin work at their assigned work location on the specified days and hours. Factors such as regular attendance at the job are not routinely listed in job descriptions, but are an essential function. Essential duties and responsibilities may include, but are not limited to, the following:

  • Obtaining and demonstrating knowledge of general education curriculum, including the Grade Level Expectations and State Standards.
  • Consulting and/or collaborating with the general education teachers in the areas of assessment, curriculum adaptation, behavior management, and monitoring of student progress of students with disabilities.
  • Implementing Special Education due process guidelines, including the evaluation of students suspected of or identified as having disabilities, determination of special education eligibility, development of Individual Education Plans (IEPs), and case management.
  • Participating in team planning of IEPs for students with disabilities, including the development of appropriate, measurable, behavioral and instructional objectives.
  • Reporting student progress toward IEP goals to parents and educational personnel a minimum of three times per year.
  • Monitoring progress of students with disabilities using specified program procedures, and make instructional changes when indicated.
  • Developing, implementing, and monitoring behavior management programs for students with disabilities who exhibit behavior problems.
  • Developing, implementing, and monitoring socialized, research-based instructional programs in basic skill areas to meet students' unique needs.
  • Developing and implementing, in collaboration with the transition IEP team, transition evaluations, and IEPs prior to transition age (grade 9 or age 14, whichever is first).
  • Developing proficiency in use of Easy IEP, web-based software, to produce due process paper work including IEPs and Evaluation Reports.
  • Continuing professional development in evidenced-based instructional practices through membership in professional organizations, reading of professional journals, and/or attendance at in-service trainings and professional conferences.
  • Preparing and submiting program information and reports as requested by Assistant Director of Special Education.
  • Adhering to building policy and procedures.
  • Acquiring knowledge of the goals of the Minneapolis Public School District Improvement Agenda and site/school goals; as well as working to support and achieve those goals.
  • Establishing developmentally appropriate instructional and behavioral expectations for students and for self, as well as communicating those to students and their families.
  • Creating lessons and learning environments that are safe, respectful, and interesting, as well as multicultural/gender and ability fair/developmentally appropriate.
  • Selecting, adapting, and individualizing materials appropriate for diverse student populations and skill levels.
  • Teaching students the required curricula using strategies that foster thinking, reasoning, and problem solving.
  • Collaborating and communicating regularly with families in making educational decisions, in addition to using family and community resources to support learning.
  • Assessing students' developmental, cognitive, and social needs, and providing developmentally appropriate instruction to meet those needs.
  • Regularly assessing student learning by using multiple forms of assessment.
  • Facilitating positive interactions between students and teacher, student and peers, and student and other adults.
  • Modeling learning and behavior consistent with the expectations for students.
  • Assessing own instructional effectiveness through the Professional Development Process (PDP).
  • Participating in ongoing and regular staff, team, and individual professional development.
  • Collaborating with peers to develop, plan, and implement best practices based on the needs/abilities of the students.
  • Participating in site-based management and shared decision-making.
  • Always keeping the students' needs and rights first and foremost in any educational decision-making.
  • Demonstrating competence in the Minneapolis Standards of Effective Instruction.
  • Having a working knowledge of and implement the Minnesota State Standards and the District Graduation Requirements.

MINIMUM QUALIFICATIONS
  • A Bachelor's Degree from an accredited university.
  • Valid State of Minnesota Licensure to teach a classroom serving students with emotional behavior disorders.
  • Knowledge of state and federal laws and guidelines for special education services.
  • 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.
  • Effective oral and written communication skills.
  • Prior successful experience student teaching or teaching in urban, multicultural education setting.
  • Demonstratation of continued professional development through course work, research, peer collaboration, and/or job-embedded staff development.

PREFERRED QUALIFICATIONS
  • Master's or PhD

PHYSICAL DEMANDS AND WORKING ENVIRONMENT
Work is performed in a standard classroom environment which requires occasionally lifting such articles as file boxes or heavier material with help from others and/or lifting and carrying light objects frequently. A job in this category may require walking or standing to a significant degree or may involve sitting most of the time with long periods of computer work and heavy phone usage.

Final candidates may be invited to interview with a committee. Final appointment to this position will be contingent upon passing a criminal background check.

COMMITMENT TO DIVERSITY:

Diversity is one of Minneapolis Public Schools core values and is essential to our goal of putting children first and making them college-ready. Diversity of our workforce provides us with a competitive advantage and allows us to better understand, communicate with and educate our diverse student body. Minneapolis Public Schools will not deny anyone the opportunity for training or employment because of sex, race, religion, color, creed, national origin, marital status, age, sexual preference, disability or status with regard to public assistance.

Minneapolis Public Schools strongly encourages diverse candidates to apply.

Get job alerts

Create a job alert and receive personalized job recommendations straight to your inbox.

Create alert