Resource Room Teacher – Math

South Lake Middle School Resource Room Teacher – Math

At South Lake Schools, we believe great schools are built through strong relationships. Together with our community, we create an engaging and nurturing environment where students thrive and staff feel valued, connected, and supported. Our small-school setting fosters meaningful collaboration and the opportunity to make a lasting impact on learners. Located along beautiful Lake St. Clair in St. Clair Shores, Michigan, our district offers a welcoming community with convenient access to the cultural attractions, dining, entertainment, and professional sports of Detroit, as well as the region's scenic orchards, cider mills, and outdoor recreation, making South Lake Schools an exceptional place to live, work, and grow.

Minimum

Qualifications and Skills:

• Bachelor's degree (or higher) from an accredited college or university.
• Michigan Teaching Certificate with any of the following endorsements:
  Learning Disabilities (SM), Emotional Impairment (SE), Cognitive Impairment (SA), or Autism Spectrum Disorders (SV) AND Math.
• Strong knowledge of IDEA, MARSE, and the IEP Process
• Creative, committed, energetic, and well-organized.
• Strong moral values, discipline, communication skills, and a collaborative mindset.
• Such alternatives to the above qualifications as the Superintendent or designee may find appropriate and acceptable.

Reports To:

Principal, Director of Special Services

Performance

Duties and Responsibilities:

• Demonstrate professional leadership, self-efficacy, ethical conduct, accountability for student outcomes, and advocacy for students and families.
• Provide direct and indirect special education services to students with disabilities as identified in Individualized Education Programs (IEPs), including specialized instruction, intervention, consultation, and progress monitoring.
• Design, implement, and facilitate differentiated, individualized, and evidence-based instruction aligned with grade-level standards, curriculum expectations, IEP goals, and student learning needs.
• Develop and deliver lessons using a variety of instructional approaches, accommodations, modifications, assistive technology, and multisensory strategies to maximize student engagement and achievement.
• Promote student independence, self-advocacy, executive functioning skills, and access to the general education curriculum within the least restrictive environment.
• Create and maintain a positive, organized, safe, and inclusive learning environment that supports academic growth, creativity, social-emotional development, and appropriate student behavior.
• Recognize and address the relationship between academic achievement, behavior, attendance, mental health, and social-emotional well-being while supporting the development of the whole child.
• Implement restorative practices, positive behavior supports, and proactive classroom management strategies consistent with district expectations and student needs.
• Support the development, implementation, and monitoring of behavior intervention plans, health plans, accommodations, modifications, and other individualized supports.
• Serve as case manager for assigned students and ensure compliance with all requirements of the Individuals with Disabilities Education Act (IDEA), Michigan Administrative Rules for Special Education (MARSE), Section 504, FERPA, and district policies.
• Develop, implement, monitor, and review IEPs, accommodations, modifications, transition plans, behavior intervention plans, health plans, and other individualized student support plans to ensure compliance and student success.
• Lead and participate in IEP Team meetings and collaborate with parents/guardians, staff, and service providers to develop, implement, and monitor appropriate educational programming.
• Participate in Multidisciplinary Evaluation Team (MET) and IEP meetings including data collection, analysis, intervention planning, eligibility determination, and progress monitoring.
• Conduct or support comprehensive evaluations of students suspected of having disabilities, prepare evaluation reports, contribute to eligibility recommendations, and participate in educational planning consistent with certification, training, and district assignment.
• Analyze assessment, evaluation, progress-monitoring, attendance, behavioral, and achievement data to support eligibility decisions, instructional planning, intervention development, and student programming.
• Collaborate with general education teachers, special education staff, administrators, and related service providers to ensure coordinated support and access to the general education curriculum.
• Utilize multiple sources of data to identify student needs, design interventions, monitor progress, evaluate effectiveness, and support data-driven decision making.
• Facilitate problem-solving, critical thinking, and collaborative decision-making regarding student achievement, behavior, attendance, engagement, and intervention effectiveness.
• Participate in manifestation…