POSITION:            Elementary Special Education Teacher - Long Term Substitute -

                              Approximately Mid-February to April 3, 2020 - Exact dates to be determined.

Job Focus:            Special Education

Qualifications:      Montana Certification - 32A SPE Special Education PK-12 preferred

Application Process:

An application is considered complete when all of the items listed below are received on or before the closing date.  Only complete applications are eligible for screening.  You will have an opportunity to upload all required documents during the application process.

1.  A letter of application.

2.  Professional resume which includes academic preparation, experience and other specifically related qualifications.

3.  Copies of transcripts for all college or university credits completed to date. (An official transcript will be required if you are successful in securing the position, including those credits you would like to have considered for salary placement.)

4.  Four signed letters of recommendation (within the past three years), or college placement file if available, current, and complete.

5.  Written Statement - In your own handwriting, please indicate specific reason(s) for wanting this position in Columbia Falls, and the attributes you believe especially qualifity you and/or which mark your professional development for this position.

6.  Copy of your current Montana teaching certificate/license, or evidence of ability to secure Montana teaching certification/licensure.  For questions regarding the certification process, please contact the licensure department at the Montana Office of Public Instruction at (406)444-3150.

POSITION:                   Special Education Teacher

QUALIFICATIONS:       32A SPE Special Education PK-12 Endorsement

SUPERVISOR:               Special Education Director

KNOWLEDGE, SKILLS AND ABILITIES:

• Be appropriately licensed and endorsed in accordance with state statues and Board of Public Education rules, or be considered appropriately assigned if the administrator is enrolled in an internship.
• Demonstrates an understanding of child and adolescent developmental issues.
• Ability to relate to and work with children and/or adolescents.
• Ability to write reports and business correspondence.
• Ability to effectively present information and respond to questions from students, parents, staff, and the community.
• Ability to handle stressful situations.
• Ability to properly restrain a student when student is a danger to self or others.
• Ability to maintain confidentiality of employment and student matters.
• Ability to effectively manage time and responsibilities.

PEFORMANCE RESPONSIBILITIES:

• Assists in development of Individualized Education Programs (IEPs).
• Teaches emotional self-regulation skills and manages behavioral challenges.
• Attends and participates in multidisciplinary treatment team meetings, IEP meetings, and other meetings as required.
• Provides an appropriate educational program for each student.
• Complies with Board policies, rules, regulations, and directives.
• Instructs individuals and groups in special education skill areas.
• Plans curriculum, lessons, and special education programs and teaching methods.
• Monitors students’ progress in and outside special education room.
• Reports cases of suspected child abuse according to state law.
• Maintains regular contact with parents of students.
• Participates in faculty meetings, educational conferences, professional training seminars, and workshops.
• Evaluates student progress based on work output and observation, determines goals, objectives and directions.\
• Prepares report cards, educational records, IEP forms, classroom observation records, and other forms.
• Consults with other professionals and teaching staff regarding progress of students and related educational matters.
• Supervises students, classroom aides, and volunteers.
• Other duties as assigned.

EQUIPMENT USED:

A variety of electronic and technology devices, copier, telephone/voicemail, fax, wheelchairs and other special needs equipment.

WORK ENVIRONMENT:

While performing the duties of this job, the employee regularly works inside.  The employee must be able to meet deadlines with severe time constraints and is required to work in a stressful environment.  The employee is directly responsible for the safety, well-being, and work output of students.

The noise level in the work environment is usually moderate.

PHYSICAL DEMANDS:

While performing the duties of this job, the employee is frequently required to sit, walk, and stand; travel from building to other sites; twist at neck and waist; kneel.  Specific vision abilities required by this job include close vision, distance vision, depth perception, and the ability to adjust focus.  May be required to lift or move up to 40 pounds.

MENTAL/MOTOR DEMANDS:

While performing the duties of this job, the employee rarely performs routine work.  The employee frequently exercises flexibility (ability to shift from one task to another).  Guidance and reinforcement are infrequently available.  The employee frequently works within time constraints and maintains attentiveness intensity.  The employee is frequently involved in social interactions which require oral and written communications.

The physical demands, work-environment characteristics, and mental/motor demands described within this job description 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.