Special Education Teacher - Cherryland Middle School

Job Overview

Cherryland Middle School (Elk Rapids Public Schools) is seeking a motivated and dedicated special education teacher for the Personal and Academic Success/PASS program. The teacher will serve as the education leader in a self‑contained secondary resource setting and report to the Special Education Teacher (Personal and Academic Success/PASS program). The role offers the opportunity to make a meaningful impact on students with complex needs by fostering a positive, engaging, and inclusive classroom environment.

Elk Rapids Schools serves approximately 975 students in grades K‑12 and also authorizes Mill Creek Academy (K‑5) with about 230 students. The district is part of the Northwest Education Services Intermediate School District.

• Provide high‑quality instruction in core content areas to students with complex needs.
• Coordinate with community agencies to support students’ transitional needs as prescribed by students’ IEP and EDP goals.
• Establish routines and incorporate a variety of instructional and behavioral strategies to support various degrees of students’ significant needs.
• Collaborate with general education teachers to modify instruction in inclusive gen‑ed classrooms.
• Possess a high level of working knowledge of the IEP process, personal curriculum, differentiated output and instructional modifications, FAPE, and least restrictive environment.
• Establish a classroom culture that supports the non‑academic needs of all students to remove barriers that interfere with academic success.
• Establish and communicate clear objectives for all learning activities.
• Observe and evaluate each student’s performance and development.
• Instruct and monitor students in the use of learning materials and equipment.
• Use relevant technology to support and differentiate instruction.
• Encourage and monitor the progress of individual students, provide appropriate feedback on work, and use information to adjust teaching strategies according to student needs.
• Maintain accurate and complete records of students’ progress and development.
• Communicate necessary information regularly to students, colleagues, and parents regarding student progress and student needs.
• Participate in collaborative and collegial department/grade level, school, district, and parent groups meetings.

• Demonstrated understanding of the academic, behavioral, social‑emotional, and transitional needs of secondary students with mild to moderate disabilities and other complex learning needs.
• Ability to design and deliver specially designed instruction aligned to Individualized Education Program (IEP) goals while maintaining access to grade‑level content standards.
• Strong knowledge and implementation of evidence‑based instructional strategies, intervention models, executive functioning supports, and positive behavior intervention systems.
• Ability to establish predictable classroom structures, routines, and a supportive learning environment that promotes student independence, regulation, and success.
• Experience utilizing differentiated instruction, modified curriculum, accommodations, and alternate assessments to meet diverse learner needs.
• Ability to collaborate effectively with general education teachers to support inclusion, co‑planning, and successful implementation of accommodations and modifications in the least restrictive environment.
• Strong communication and interpersonal skills when working with students, parents, colleagues, ancillary staff, and outside service providers.
• Ability to coordinate transition planning and connect students/families with community agencies, post‑secondary opportunities, and vocational resources.
• Demonstrated commitment to building positive relationships with students and families while maintaining confidentiality, professionalism, and high expectations.
• Knowledge of assistive technology, instructional technology, and adaptive tools that increase student engagement and access.
• Ability to work as a collaborative member of a multidisciplinary team and contribute positively to school improvement efforts.

• Valid Michigan teaching certificate.
• Bachelor’s degree or higher in Special Education or related field from an approved educator preparation program.
• Demonstrated experience in writing, implementing, and monitoring compliant Individualized Education Programs (IEPs).
• Such alternatives to the above qualifications as the Board of Education may find appropriate and acceptable.

Based on qualifications within the EREA Contract.

5.11.26 or until filled.