Special Education Teacher - Transition Classroom

SUMMARY:

The role of the Special Education Teacher is to design and provide specialized instruction in academic curricula, social competence, and independence. The Special Education Teacher works collaboratively with the education team, including parents, in developing quality individualized educational programs (IEPs) and implementing them. The teacher provides comprehensive and specialized instruction to students ages 18-26 that have developmental and physical disabilities. Instruction will be provided across all environments including classroom, community, and job site, as appropriate. The primary goal of the Transition Program is to empower young adults enrolled in the program to become happy, confident and productive members of their communities.

MINIMUM QUALIFICATIONS:

• Valid Michigan Teaching Certificate with K-12 special education endorsement
• Experience and familiarity with development and implementation of IEPs
• Demonstrated ability to work effectively as a collaborative team member
• Demonstrated ability to individualize instruction to meet unique student needs

PREFERRED QUALIFICATIONS:

• Valid Michigan Teaching Certificate with K-12 special education endorsement in Cognitive Impairment (SA) and/or Autism (SV)
• Experience teaching at the secondary level
• Experience developing and using assessment data to inform instruction and create individual student learning or work placement plans
• Knowledge of work-based learning, daily living skills, transition from school to work, career and employment preparation, and behavioral intervention plans/functional behavioral assessments
• Knowledge of local school districts in Marquette and Alger counties

ESSENTIAL DUTIES AND RESPONSIBILITIES: 

• Organize and manage an educational environment and schedule for a group of students with disabilities including the understanding of the functions and role of the teacher as educational team leader and the role and function of related services personnel and classroom aides
• Design, revise and maintain a class schedule consisting of activities developed from student IEP goals/objectives. Provide instruction in integrated environments
• Implement student IEPs utilizing teaching methods, materials and adaptations appropriate to meet individual student needs
• Collaborate with team members to develop and modify goals/objectives on student IEPs; ensure that goals/objectives are outcome based, longitudinal and measurable
• Understand, develop and utilize basic behavioral management concepts/techniques and positive behavior support plans to meet the unique needs of each student
• Provide instruction and reinforcement of communication skills and techniques, both verbal and non-verbal, as deemed appropriate for the student
• Provide instruction and guidance to students within all of the following areas:
  • Self-help skills
  • Prevocational and vocational skill training
  • Recreation and leisure activities
  • Community-based awareness
• Provide guidance and counseling to students regarding all of the following:
• Human sexuality
• Home, family and community living
• Use of local, state, and national resources
• Communication skills
• Collaborate with team members to report on student progress according to the established timelines
• Provide medication to students as scheduled and report pertinent medical information as required
• Maintain communication with parents/guardians, itinerants, and community agency personnel to provide the optimal individual program for students
• Demonstrate team leadership skills for all classroom staff and student service providers
• Attend in-service and refresher courses to increase and update teaching skills and to remain current in professional area
• Participate in team meetings, parent conferences, and Agency staff meetings.
• Perform other duties as assigned

SPECIAL CONDITIONS:

• Must keep the affairs of Marquette-Alger RESA and LEAs confidential at all times
• Must exercise confidentiality and sound judgment in dealing with local districts, staff, students, and parents
• Must effectively orchestrate multiple activities/projects simultaneously to accomplish goals and use resources effectively
• Demonstrated ability to work as a lead teacher with paraprofessional staff to effectively organize student transition activities and experiences within and outside the classroom
• Demonstrated ability to work effectively with parents/guardians, local school districts, teachers, administration, and community agencies to provide a continuum of services for transition students
• Excellent interpersonal, verbal, and written communication skills, as well as classroom management and organizational skills
• Proficiency in computer/software use including Google Suite, Word, Excel, PowerPoint
• Ability to lift students who have physical disabilities as necessary
• Chauffeur license is required

TERMS OF EMPLOYMENT: Full time position beginning at the start of the 2025-26 school year. Must have regular and reliable job attendance, performance, and the physical ability to do the job

REPORTS TO: Special Education Supervisor

COMPENSATION & BENEFITS : According to Marquette-Alger RESA MEA Collective Bargaining Agreement

APPLICATION DEADLINE:

Apply online at

Please direct any questions to [email protected]

Marquette-Alger RESA does not discriminate on the basis of race, color, national origin, ethnicity, religion, sex, age, height, weight, familial status, marital status, military service, veteran status, genetic information, disability, or any other legally protected basis, and prohibits unlawful discrimination, including harassment and retaliation, in any education program or activity that it operates, including in admission and employment. Marquette-Alger RESA’s Non-discrimination, Anti-Harassment, and Non-Retaliation Policy, as well as the grievance procedure for reporting concerns or complaints, are available at
maresa.org/about-us/notice-of-nondiscrimination/.