Severe Cognitive Impairment Program Teacher room - Pathway School

Severe Cognitive Impairment Program Teacher 18-26 year old classroom

Starting Date: Immediately

• Provide a continuum of adapted, integrated, and specialized instruction to meet the unique needs of students with severe cognitive impairment.
• Deliver specially designed instruction across secondary grade levels.
• Training in START, CPI, and Trauma‑Informed Practices or willingness to be trained.
• Work cooperatively with students, parents, teachers, and administrators with enthusiasm and flexibility.
• Apply knowledge of Michigan K-12 and Extended Academic Standards (Essential Elements).
• Support students with complex communication needs, including Augmentative and Alternative Communication (AAC).
• Prepare and maintain IEPs, present level statements, measurable goals, and documentation of progress.
• Develop skills in emergent and conventional literacy, social skills, activities of daily living, leisure education, language and communication, pre‑vocational and vocational, sensory stimuli, core academics, fine and gross motor.
• Collaborate and coordinate ancillary student services as indicated by the IEP.
• Plan and conduct parent‑teacher conferences as scheduled.
• Supervise, assess, and direct the work of teacher assistants to ensure a quality instructional program.
• Serve as case coordinator for students on the caseload.
• Ensure medical needs of students are met per agency policy, including administering medication, tube feeding, and catheterization.

• Perform other related tasks as assigned.

• May supervise students.

• Minimum of a Bachelor's degree and a valid teaching certificate with approval in special education for the cognitively impaired.
• Must be Highly Qualified.

• Michigan teaching certificate with an endorsement in Special Education.
• Teacher of Cognitively Impaired eligibility preferred.

Ability to read, analyze, and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals. Ability to present information and respond to questions from staff, parents, and the general public.

Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, area, circumference, and volume. Ability to use advanced mathematics to solve problems related to the use of technology.

Ability to solve practical problems and handle a variety of concrete variables with limited standardization. Ability to interpret a variety of instructions in written, oral, diagram, or schedule form.

Apply current research and theory to professional responsibility; plan and implement adaptive technology. Establish and maintain effective working relationships with students, peers, parents, and community; communicate clearly in written and oral forms.

Regularly required to sit, talk, or hear. Occasionally required to stand, walk, climb, balance, stoop, kneel, crouch, crawl, lift or move up to 50 lbs, or push items 50 lbs. Vision requirement: close, distance, and depth perception.

Noise level is usually loud, acceptable for the environment. Directly responsible for student safety and well‑being.

Board of Education does not discriminate on the basis of race, color, religion, national origin, sex (including sexual orientation and transgender identity), disability, age, religion, height, weight, marital or family status, military status, ancestry, genetic information or any other legally protected characteristic in its programs and activities, including employment opportunities.