Kenowa Hills Anticipated Resource Room

Position

6–12 Resource Room Teacher (Anticipated Position)

Kenowa Hills Public Schools

2026–27 School Year / Per KHEA Master Agreement

As outlined in the KHEA Master Agreement

Kenowa Hills Public Schools is seeking a collaborative, flexible, and student-centered special education teacher to support students in grades 6–12 through resource room, co-teaching, and inclusive educational settings. The ideal candidate will support students with a variety of academic, behavioral, executive functioning, social-emotional, and regulatory needs while helping students build independence, self-advocacy, and academic success.

Successful candidates will demonstrate strong relationship-building skills, effective collaboration practices, and the ability to create safe, structured, and engaging learning environments that support inclusion and student growth across multiple educational settings, all while collaborating successfully with peers.

• Valid Michigan Teaching Certificate with special education endorsement as approved by the Michigan Department of Education (SA, SC, SE, SM, or SV) required

• Experience working with middle school and/or high school students preferred

• Experience with or willingness to implement:

  • Multi-Tiered Systems of Support (MTSS)

  • Small group and differentiated instruction

  • Executive functioning and organizational supports

  • Co-teaching and inclusive instructional practices

• Experience with Capturing Kids' Hearts (CKH) or relationship-centered classroom practices preferred

• Knowledge of special education laws, IDEA requirements, IEP development, accommodations, modifications, and progress monitoring

• Demonstrated ability to collaborate effectively with teachers, administrators, support staff, families, and community agencies

• Ability to support students across multiple academic content areas and educational settings

• Strong classroom management, de-escalation, and behavior support skills

• Ability to adapt instruction, interventions, accommodations, and supports based on individual student needs

• Willingness to participate in district-provided training opportunities, including CPI, CPR/First Aid, and district instructional initiatives

• Required knowledge of skills and abilities related to diversity, equity, inclusion, and cultural competence

• Knowledge of one's own competence in the area of diversity and equity, how this influences behavior, and a desire to learn about others' identities and experiences

• Provide specialized instruction and intervention services to students with disabilities in resource room, co-teaching, and inclusive educational settings

• Develop, implement, monitor, and revise Individualized Education Programs (IEPs) in compliance with district, state, and federal guidelines

• Write measurable annual goals, objectives, accommodations, modifications, and transition supports as appropriate

• Serve as case manager for assigned students and maintain accurate documentation, progress monitoring, and compliance records

• Participate in IEP meetings, Child Study Team meetings, Professional Learning Communities (PLCs), and multidisciplinary team meetings

• Collaborate regularly with general education teachers to support inclusive practices, accommodations, interventions, and student success across settings

• Utilize differentiated instructional strategies, executive functioning supports, and intervention practices to meet varying student needs

• Support students with varying academic, behavioral, social-emotional, sensory, communication, and regulatory needs, including students who may demonstrate disruptive, dysregulated, unsafe, or escalated behaviors

• Implement classroom management, de-escalation, and student support strategies aligned with district practices and training

• Respond calmly, safely, and appropriately to student behavioral escalation or crisis situations

• Maintain a safe, structured, supportive, and engaging learning environment

• Communicate effectively with students, families, administrators, support staff, and outside agencies regarding student progress and needs

• Implement accommodations, intervention plans, behavior…