Position is for the 2013-2104 school year
RAMSEY MIDDLE SCHOOL is a comprehensive middle school in itssecond year expanding to add 7th grade. Ramsey Middle School is an innovative, academically challenging environment that empowers each learner to explore possibilities, act with integrity, and create positive change within one's community and the world.
Start date for 2013/2014 school year is August 15th, 2013
Paid opportunity for further site professional development and community development:
- May 31st: Staff Gathering (evening)
- June 12, 13, 14: Ramsey specific PD
- August 15, 16: Ramsey specific PD
FUNCTION: The Special Education Autism Teacher will create an educational program and a classroom environment that is multicultural/gender and ability fair/developmentally appropriate, is favorable to learning and growth and is based on a commitment that all children can learn. To ensure student progress toward team-identified skills and competencies, by development, delivery, supervision, and evaluation of specialized instruction.
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:
- Conduct formal diagnostic and functional assessment to support initial, bias-free special education assessment.
- Conduct formal diagnostic and functional assessment to identify need areas during reassessment.
- Develop Individual Education Plans for students. With appropriate team members, identify individualized instructional priorities in indicated domains, including the general academic curriculum, functional academic skills, communication and social skills, social and behavioral development, recreation and leisure skills, functional and community living skills and pre-vocational/vocational skills. Write objectives that are concrete, specifying the conditions, behavior, support, objective performance criterion, and target date.
- Develop and deliver instruction to students. Determine the applicability of specialized curricula and instructional techniques endorsed by empirical research and the Citywide Autism Program.
- Deliver instruction the great majority of the student day. On the average, an Autism Teacher should be in direct contact with autism students at least 65% of the assigned student day (i.e. not including preparation time and lunch).
- Implement activities or groups with regular education students to the extent that IEP needs for the student with autism are being met.
- In collaboration with classroom teachers (as appropriate), adapt and//or modify curricula and instruction drawn form the general academic curriculum.
- Deliver instruction in the least restrictive environment in which student growth on objectives is demonstrated.
- Train special education assistants in the development and delivery of the curricula. Assess and intervene to ensure reliable implementation of programs by staff. Properly document training and intervention.
- In collaboration with administrators, participate in evaluation of special education assistants, in accordance current teacher and educational assistant contractual guidelines.
- Develop and implement continuous progress data collection procedures to assess student growth using objective measures such as percent correct, event recording, interval recording, latency measures, prompt recording, or other objective data.
- Review student progress frequently (i.e. at least once a month) and adjust instruction in response to trends. Replace or extend objectives as they are met to accelerate learning.
- Report student progress citing objective data on required forms.
- Complete all required due process paperwork in a timely fashion in accordance with state law and district directives.
- Implement Behavior Intervention Plans representing best practice. This includes assessment of motivations for challenging behavior, utilization of proactive behavior management techniques, and application of state-regulated procedures in strict accordance with statues and district directives.
- Maintain professional relationships with all stakeholders, including parents, colleagues, supervisors, special education assistants, and other district employees.
- Bachelor’s Degree from an accredited university.
- Ability to perform (once trained) physical intervention in a safe and professional manner in accordance with district policies and models endorsed by established accrediting agencies (e.g. Crisis Prevention Institute).
- Prior successful experience student teaching or teaching in urban, multicultural education setting.
- Demonstrates continued professional development through course work, research, peer collaboration and/or job-embedded staff development.
- A valid Minnesota teaching in LD, EBD, DCD, MMI, or MSMI (Multiple licenses preferred)., or proof of pending approved licensure.
- Autism Certification or minimum two-year’s experience-teaching students with autism spectrum disorders or related disabilities.
SALARY: Teacher Salary Schedule – 1.0, 38 weeks
FOR FURTHER INFORMATION, PLEASE CONTACT : Paul Marietta: email@example.com
METHOD OF APPLICATION: All applicants, including MPS employees, must complete an on-line application at www.mpls.k12.mn.us (click on Careers). In addition, upload an electronic copy of both your cover letter and resume to your application at the time that you apply. Only complete applications, which include all of the following items, will be considered:
- Cover Letter
- On-Line Application
- 10 to 15 minute classroom instruction video sent to Human Resources, 1250 West Broadway, Mpls Mn 55411 Attn: Mary Alfredson
Final Candidates may be invited to an interview with a committee. Final appointment to this position will be contingent upon passing a criminal background check.
Diversity is one of the 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.