Special Education Teacher - ELBS

APPLICATION STATEMENT

By submitting this application I authorize LaPorte Community School Corporation to check my employment history including, without limitation, evaluations, criminal arrest and conviction record, reference checks, and any investigatory information possessed by any private or public employer or any state, local, or federal agency. I further authorize those persons, agencies, or entities that the La Porte Community School Corporation contacts in connection with my employment application to fully provide the La Porte Community School Corporation any information on the matters set forth above.

I expressly waive, in connection with any request for or provision of information, any claims, including without limitation, defamation, emotional distress, invasion of privacy, or interference with contractual relations that I might otherwise have against the La Porte Community School Corporation, its agents and officials, or against any provider of such information. It is also understood and agreed that any misrepresentation, by me, in this application will be sufficient cause for cancellation of this application or separation from the employer's service if I have been employed.

POSITION REQUIREMENTS

Special Education ELBS (ED classroom) position for the  School year at LaPorte High School.

This position requires a Special Education license in either Mild or Intense Intervention with a K-12 setting. The applicant must be able to provide an active Indiana teaching license or be eligible to acquire an Emergency Permit for the position he/she is seeking.

Valid Indiana teaching license in Special

Education:

Exceptional Needs:
Mild Intervention with P-12 or High School Setting.

SALARY:

The starting salary is $45,500, and may be adjusted upward depending on experience.

ESSENTIAL FUNCTIONS include the following. Other duties may be assigned.

1. Develop, write, review, and update Individual Education Programs (IEP) in accordance with Article 7.

2. Monitor the implementation of the student's IEP.

3. Provide technical assistance and consultation to the student's general education teachers, related services providers, paraprofessionals, and other school personnel interacting with the student based on the student's IEP.

4. To determine appropriate accommodations or modifications for students with disabilities.

5. Collaborate with general education teachers to appropriately collect data and develop functional behavior assessments and behavior intervention plans.

6. Provide special education services outlined in the IEP in the least restrictive environment to students with disabilities.

7. Instruct students at their instructional/grade level.

8. Demonstrate organizational skills in scheduling and writing IEPs, scheduling conferences, planning lessons, and providing instruction in a timely fashion as outlined in state regulations and local procedures.

9. Responsible for all other activities identified in Article 7, 511 IAC 7-17-72.

10. Supervise and evaluate the instructional assistants in the provision of instruction, personal/private care and hygiene needs when necessary and specified in the IEP.

11. Physically be able to write and/or type for development and maintenance of student records, to prepare and to deliver lessons, as well as providing feedback on student work.

12. Maintain student confidentiality by complying with all the rights to student's confidentiality (FERPA), both in and out of the school environment.

13. Ability to effectively communicate with students, parents, and staff.

14. Provide visual, auditory and demonstrations to students for the purposes of instruction.

15. Ability to work with mathematical concepts appropriate to the students' grade level. Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations.

16. Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to interpret a variety of instructions finished in written, oral diagram, or schedule form.

17. Behavioral support and assistance with implementing behavior intervention plans.

QUALIFICATION REQUIREMENTS:

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. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

EDUCATION and/or

EXPERIENCE:

Bachelor's degree is a minimum requirement. Individual must be eligible for appropriate licensing, or be able to obtain an emergency permit.

LANGUAGE

SKILLS:

Ability to read and interpret documents such as textbooks and/or teacher's guides, student IEPs, Behavioral Plans, procedure manuals, safety rules, operating and maintenance instructions. Ability to write routine reports, student IEPs, behavior plans, and correspondence. Ability…