Emotionally Impaired (EI) Teacher

About the role

The Emotionally Impaired (EI) Teacher position is designed to provide specialized instruction to students with Individualized Education Programs (IEPs). The role involves designing and delivering instruction in the least restrictive environment, integrating technology, and differentiating instruction to meet individual student needs.

Responsibilities

• Develop and implement Individualized Education Programs (IEPs) based on evaluation data and research-based practices.
• Support student learning in the least restrictive environment.
• Integrate technology use in the classroom.
• Differentiate instruction to ensure student progress.
• Document student progress on goals and objectives, accommodations, service time, and discipline/suspensions.
• Collaborate with all service providers, general education teachers, and other staff to assist in providing support and documentation for the implementation and review of existing evaluation data processes.
• Provide support to general education classroom teachers.
• Develop, implement, and evaluate behavior support plans.
• Log and maintain monthly Service Capture reporting requirements for Medicaid Billing.
• Maintain an electronic log to document student's goals and objectives, accommodations, and other IEP related services.
• Participate and support implementation of interventions in the Response to Intervention (Rtl) and student success team process as appropriate.
• Maintain and promote school district goals and objectives including positive behavior support initiative (PBIS) building initiatives.
• Utilizes appropriate Crisis Prevention Techniques (CPI) to manage verbally & physically aggressive situations.
• Make and maintain regular, positive contact with parents via phone calls, email and/or home visits including communicating student progress.
• Participate in parent meetings, including IEP's and Parent/Teacher Conferences as required.
• Participate in special education/building/district meetings as directed by the special education supervisor.
• Plans and directs the daily work of assigned support staff, ensuring all instructional practices and behavioral interventions align with student IEPs, data collection requirements, and classroom expectations.
• Models effective instructional and behavioral strategies while providing real-time guidance and feedback to staff regarding student supervision and the implementation of educational programs.
• Manages staff performance and utilization by addressing minor procedural concerns directly and collaborating with building administrators on significant issues in accordance with district procedures.

Qualifications

• Valid Michigan Teaching Certification.
• Special Education endorsement in EI preferred, or other special education endorsement with willingness to add EI.
• Previous experience with students with disabilities.
• CPI, CPR, and First Aid certification or willingness to obtain within 6 months of hire date.

Additional Duties

• Performs other related tasks as assigned by the Principal, Director of Special Education, and other central office administrators as designated by the Superintendent.

Knowledge, Skills, And Abilities

• A firm belief that all children can learn and an ability to accept differences in students.
• Ability to abide by all district policies and demonstrate competencies specified in Michigan Special Education Rules and Regulations.
• Knowledge of differentiated instruction based upon student learning styles.
• Knowledge of research based interventions for reading and math.
• Knowledge of Multi-Tiered Systems of Support.
• Ability to establish and maintain a safe and secure learning environment.
• Ability to develop and maintain positive relationships with staff, families, students, and administration.
• Ability to engage in self-evaluation with regard to performance and professional growth.
• Self-directedness and initiative when given a variety of tasks and responsibilities.
• Ability to apply common sense understanding and learned skills while interacting with students and adults.
• Knowledge of data information systems, data analysis, and the formulation of action plans.
• Ability to communicate clearly and concisely, both orally and in writing.
• Ability to use computer network systems and software applications as needed.

Physical And Mental Demands, Work Hazards

• Physical Demands: While performing the duties of this job, the employee is required to stand, walk, sit, use hands to finger, handle, or feel, reach with hands and arms, climb or balance, stoop, kneel, crouch, or crawl, talk, hear (in a quiet or noisy environment), taste and smell. The employee must occasionally lift and/or move up to 40 pounds.
• Mental Functions: While performing the duties of this job, the employee is required to compare, analyze, communicate both orally and in writing, copy, coordinate, instruct, compute, synthesize, evaluate, use interpersonal skills, compile and negotiate.

ADA Requirements

• The physical demands, work environment factors, and mental functions described are representative of those that must be met by an employee to successfully perform the essential functions of this job.
• The noise level in the work environment is usually loud to moderate.
• The employee must occasionally lift and/or move up to 40 pounds.

Application Instructions

To apply, submit an application, individual cover letter, and resume through the online applicant center at kentwoodps.employment.org. All application materials must be uploaded and submitted no later than 5:00 PM on the specified posting deadline. No hard copy applications will be accepted via mail or hand delivery.