Program Support Teacher - Special Education (.35 FTE) - Temporary

Reports to: Director of Special Education and Building Principal(s)

QUALIFICATIONS

1. Valid Wisconsin Department of Public Instruction teacher certification in 1 or more areas of special education: Cross-Categorical, Emotional/Behavioral Disabilities, Specific Learning Disability, Cognitive Disability or Speech and Language.

2. Master's Degree in special education preferable.

3. Ability to work cooperatively in a multidisciplinary setting with regular education teachers and support staff to meet the needs of students with IEP's.

4. Ability to interact professionally, tactfully, effectively and courteously with students, parents and staff.

5. Possess knowledge and experience in the use of behavior management systems including Functional Behavioral Assessments (FBAs), Behavior Intervention Plans (BIPs) and the Response to Intervention (RtI) framework.

6. Certified trainer for CPI/NVCI or willingness to become a trainer.

7. Knowledge of community agencies, organizations, programs, and resources for students with disabilities.

8. Knowledge of evidenced based best practices and willingness to attend professional development opportunities as a district representative to keep current with ongoing special and regular education initiatives.

9. Possess at least 3-5 years experience teaching students with disabilities in multiple areas.

10. Possess knowledge of legal/procedural requirements of IDEA, Evaluation, and IEP process and review IEP paperwork.

11. Facilitate and lead IEP meetings as LEA representative.

12. Experience providing educational leadership as well as organize, plan and lead professional development for both regular and special education teachers.

13. Provide growth opportunities for both new and veteran staff through mentoring and training, with emphasis on education of staff in procedural requirements and best practice.

14. Consult , develop and implement strategies with principals, pupil services staff, and special education teachers regarding individual student needs.

15. Work collaboratively with curriculum and literacy support staff to assist in meeting the academic needs of all students.

16. Such alternatives to the above qualifications as the Board may find appropriate and acceptable.