JobID 581 : Special Education Teacher/Case Manager (High Needs Program) 20/21 School Year (#2046725)
Lionsgate Academy is a public charter school open to students of all abilities in grades 7 through 12, and also offers a transition program for students ages 18-21. Lionsgate’s program is inclusively designed to address the unique learning needs of students living on the autism spectrum as well as students with other learning differences.
Lionsgate Academy continues to grow! Lionsgate offers smaller class sizes, professional development opportunities as well as, work/life balance, AND all in a fun, collaborative and supportive work environment. We are looking for passionate and driven educators, who believe in our mission and are excited to join our team!
POSITION TITLE: Special Education Teacher and Case Manager – Lynx (High Needs Program)
DIRECT SUPERVISOR: Lynx Program Lead
POSITION STATUS: Exempt
CORE HOURS: Monday – Friday, 7:30 am – 4:00 pm
DUTY DAYS: 187
In Liongate’s Setting 4 Lynx program, manage student's’ IEP by collaborating with IEP team members, administering evaluations, overseeing that IEP services and instruction are provided effectively, and working directly with students to support their IEP goals. Teach core academics and transitional academics to small groups or students with individualized programs.
- Communicate regularly with IEP team members including staff and families, through in person meetings, via email, and by telephone
- Schedule student focused meetings through management of an online calendar
- Strong computer skills and administration (ex: google programs)
- Track and meet timelines for due process dates and organize due process paperwork
- Monitor due process documents for accuracy and compliance
- Collaborate with teachers, educational assistants/MHBA’s, outside providers, related service providers, and families
- Organize and oversee data collection for academic and/or behavioral goals and objectives
- Provide direct instruction and support towards student IEP goals
- Provide direction to educational assistants/MHBA’s on student specific plans and their role in supporting students in different transition settings (classroom, job site, community)
- Schedule, plan, and facilitate IEP team meetings and case conferences
- Prepare and implement lessons using best practices
- Teach courses specific to transition related needs and/or core academics (e.g.:executive functioning, math, rec. & leisure)
- Determine present levels of performance and write standards based goals
- Collaborate with colleagues in regards to planning instruction and student supports
- Maintain positive, professional relationships and use appropriate verbal, nonverbal, and written communication with all individuals.
- Regular, prompt attendance
- Take initiative to support and demonstrate flexibility to support all areas of need within the Lynx program
OTHER POSITION RESPONSIBILITIES:
Substitute staff absences, as needed
Perform other job-related duties as assigned
Collaboration and Teamwork
Knowledge of Student Characteristics and Resources
Flexibility and Responsiveness
Clear and Prompt Communication
Creating an Environment of Respect and Rapport
Possession of a valid Minnesota teaching license in Special Education
Ability to operate a computer and the software necessary to complete required job tasks
Experience with the following programs: CPI, Nurtured Heart, Re-Ed Principles, PBIS, or other programs that contribute to positive behavioral strategies, or willingness to be trained
Minnesota ASD and/or DCD teaching license
Experience, interest and/or expertise working with students on the autism spectrum, varied learning styles and levels of mastery
Experience in differentiation, using creative teaching techniques from project–based to direct-instruction in developing personalized learning plans for each student
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. While performing the duties of this job, the employee is regularly required to talk or hear. The employee is frequently required to stand; walk; use hands to handle or feel; and reach with hands and arms. Specific vision abilities required by this job include close vision, distance vision, peripheral vision, depth perception, and ability to adjust focus.
The mental demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Ability to read, analyze, and interpret data or regulations. Ability to write reports and professional correspondence. Ability to effectively present information and respond to questions from supervisors, co-workers, families, and students.