Kenowa Hills 26-27 Anticipated Resource Room

612 Resource Room Teacher (Anticipated Position)

Kenowa Hills Public Schools

202627 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 612 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 ones 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 plans IEPs and 504 Plans with consistency and fidelity

• Support student independence self-advocacy organizational skills and transition readiness

• Attend professional learning opportunities staff meetings conferences and district trainings aligned with district initiatives and best practices

• Perform additional duties as assigned

The physical demands and work environment described here are representative of those required to successfully perform the essential functions of this position. This is not to be construed as an exhaustive statement of duties responsibilities or requirements. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

This position requires the ability to:

• Stand walk and move throughout classrooms and school environments for extended periods of time

• Sit bend kneel crouch squat and work at student level during instruction intervention and support activities

• Lift carry move and organize instructional materials classroom supplies adaptive equipment and student support materials (up to 50 pounds)

• Use hands and arms to operate instructional technology classroom resources and educational materials

• Communicate effectively with students staff families and outside service providers

The work environment may include:

• Frequent movement between classrooms intervention spaces meetings and educational settings

• Moderate to occasionally high noise levels

• Supporting students with varying academic behavioral social-emotional sensory communication and developmental needs

• Exposure to unpredictable student behaviors or crisis situations

This role also requires:

• The ability to maintain a calm structured safe and supportive educational environment

• The ability to implement instructional strategies interventions accommodations and behavior supports with consistency and fidelity

• The ability to respond appropriately and safely to student behavioral escalation or crisis situations

• Collaboration with teachers administrators support staff families and community agencies in a fast-paced educational environment

This position is an in-person role requiring regular on-site attendance. The essential functions of this position cannot be performed remotely.

Until Filled

Pursuant to PA 131 the selected candidate must receive clearance from the Michigan State Police Department prior to employment through Livescan fingerprinting. The candidate is responsible for the fingerprinting background check fee.

Kenowa Hills Public Schools does not discriminate on the basis of race color religion national origin or ancestry sex (including sexual orientation and gender identity) age disability height weight marital status genetic information military status or any other legally protected status in its programs services activities or employment opportunities.

Inquiries regarding nondiscrimination policies should be directed to:

Director of Human Resources
Kenowa Hills Public Schools
2325 Four Mile Road NW
Grand Rapids MI 49544
Phone:

Applicants who require accommodation to participate in the application or interview process are encouraged to contact Human Resources.