SpEd Executive Functioning Skill (25-26)

Job Description

FTE: 1.0 FTE

Job Summary: The Special Education Executive Functioning Skills Teacher will focus on determining the students’ baseline of current functioning and next steps in organizational skill development, and setting goals for the student on an attainable organizational skill improvement. The teacher will also provide direct instruction in employable skills and social skills as well as help the student set post-secondary education/training and employment goals. Work involves teaching students with educational, behavioral, hard of hearing, and/or physical impairments. The teacher will work with the Special Education Coordinator on partnering with local businesses within the community to provide community based instruction to students. The Special Education Executive Functioning Skills Teacher will work under the guidance of the Director of Special Education and Student Services.

Essential Functions:
-Develop an organization system, and provide time and prompts for the student to use it.
-Provide direct instruction on organizational methods, social skills, and skills for the workplace.
-Provide and organize community based instruction.
-Develop appropriate methods for meeting and documenting objectives for each student.
-Complete Special Education Due Process Paperwork, such as but not limited to IEP’s, PWN’s and Progress Reports.
-Develop curriculum materials using engaging and age-appropriate instructional strategies.
-Create a safe and welcoming classroom environment.
-Incorporate hands-on learning activities into daily instruction.
-Oversee and direct paraprofessionals.
-Evaluate student performance through data collection.
-Communicate closely and encourage parental involvement regarding program goals, classroom activities, homework, school functions and student progress.
-Infuse international-mindedness into the curriculum on a continual basis.
-Participate in regular planning and staff development activities.
-Maintain knowledge of current and emerging trends, procedures and evaluation processes in special education.
-Participate in professional development for language immersion, Responsive Classroom, and the International Baccalaureate Program.

Qualifications

Required Qualifications:
-Must have a valid Minnesota Special Education teaching license; or the ability to earn permission to teach within the field; or willing to obtain a Special Education license, in Minnesota.
-Bachelor’s degree or equivalent in education or related field.
Preferences:
-International Baccalaureate experience preferred.
-Spanish and/or Mandarin Chinese language proficiency preferred, but not a must.
-Experience teaching in Special Education preferred.
-Work-based learning license is preferred.

Physical Requirements:
This position requires vocal communication, hearing, climbing, balancing, stooping, kneeling, reaching, standing, walking, sitting, pushing, pulling, use of hands to grasp and feel, and vision abilities including close, distance, and adjusting focus. Lifting/moving required frequently up to 25 pounds and occasionally up to 40 pounds or more. Work occasionally requires exposure to bloodborne pathogens and is generally in a moderately noisy location. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Institution Description

Opportunities:
-Travel: Teachers are provided opportunities to participate in training provided in the Twin Cities, across the U.S., and sometimes internationally in the areas of Language Immersion, International Baccalaureate, and Responsive Classroom or Developmental Designs. Occasional travel may be required.
-Work in a diverse culture: Many of our teachers were born in Mandarin and Spanish speaking countries. Nearly all have traveled extensively, with the large majority having lived in a Mandarin or Spanish speaking country for at least a semester.
-Social functions: We usually start the school year with a staff retreat in August, and have a January staff party with guests as well. Each Friday, various staff members offer well-attended gatherings around sports or exercise, including volleyball, football (soccer), kettlebells, or Zumba. Other social activities abound.
-Professional Development: Lakes International provides professional development for new staff depending on needs and interest, but always including best practices of teachers in the International Baccalaureate programs and building a safe and inviting classroom climate for learning.
-Career Track and Advancement: Many leadership positions are available to Lakes International teachers, depending on their interests, efforts, and expertise.
-Grants to Teachers: The LILA Foundation frequently offers “Inquiry 360” grants to teachers to pursue enriching experiences that they can bring back to share in the classroom. Teachers are encouraged to pursue these experiences abroad. Inquiry 360 grants are competitive and are awarded in April for use the following summer.

Application Instructions/Comments

For more information and to apply, please visit: https://www.applitrack.com/mylila/onlineapp/default.aspx?Category=Special+Education