Intermediate District 287 is a west metro district for learners with unique needs. As an intermediate district, we provide specialized services, primarily setting IV special education, to students from 12 member districts in the west metro.

What Makes Us Special:

We are a trauma-informed district. We take into account past trauma and the resulting coping mechanisms when attempting to understand behaviors and best serve our students. There is a variety of support services in each school including School Social Workers, Psychologists, Counselors, Behavior Intervention Specialists and Student Safety Coaches. All of whom are student-centered and focused on building relationships with each child. Small class sizes - typically 6-8 students per class We value diverse perspectives and life experiences and our strategic vision includes hiring and retaining racially diverse and racially conscious staff across all levels of our organization. To better understand our student population and work environment check out this video.

Salary & Benefits:

Competitive Salary: $45,136 - $89,528 DOE and E Tier 3 or 4 license in ASD, EBD and Dual Licenses (Core Subject+SPED) may be eligible for a Signing Bonus! Generous Benefits: Medical (including infertility benefits), dental, life insurance, long-term disability insurance, paid leave, pension, optional 403b, and an incredible employee assistance program (includes 6 free counseling sessions)

Requirements:

Interested in candidates who are: diverse, bilingual, or have experience working with diverse populations. Bachelor's degree from an accredited college or university Current teaching license in Math AND ASD or EBD OR a valid license in another subject area & willing to get an Out of Field license If not currently licensed, must be willing and eligible to apply for and receive a Tier 1 or 2 Teaching License in ASD or EBD

Knowledge, Skills, and Abilities

Considerable knowledge of:
current best practices, laws, including due process and Individuals with Disabilities Education Improvement Act (IDEIA), and interventions regarding the education of special needs students; specific disabilities and familiarity with common children's mental health disorders, as well as specific strategies/interventions to use in the classroom.
Knowledge of:
educational philosophy, teaching methods and approaches, and currently researched best practices and strategies; child development; learning theory; students' learning styles and needs, both academic and affective; educational testing; specific disabilities and familiarity with common children's mental health disorders.
Skilled in:
classroom and behavior management; working with students having a wide range of disabilities; the five real-life transition areas is required for some positions; utilizing computer technology for educational purposes, including word processing; interpersonal relationships, and the ability to work with students and staff in stressful situations; transitional service planning and remedial instruction; customer service; problem-solving; effective time management and prioritization.
Considerable ability to:
communicate effectively, both orally and in writing; excellent listening skills; establish rapport with others and to interact effectively with persons having a wide variety of cultural and ethnic backgrounds; handle multiple issues simultaneously; work independently and as an effective team member.
Ability to:
develop and update curriculum, lesson plans and associated materials necessary to meet the unique needs of the special education students; develop relevant assessment tools, and integrate the results of the assessments into instructional units; teach a variety of students with varying disabilities, a variety of classes, each quarter; create a structured and efficient working environment for students; be flexible regarding meeting the changing needs of students, as well as the varying modifications to district and county mandates; navigate intercultural issues with sensitivity and awareness and with a high level of cultural proficiency; work with individuals from diverse backgrounds; use computer software applications to accomplish work tasks.

Essential Functions

The following identifies the primary and essential functions of the position and is not intended to be an exhaustive listing of all duties.

Provides direct instruction using a variety of techniques including individualized instruction, lectures, team teaching, hands-on-formats and many other instructional strategies. For some positions, instruction is provided in an alternative skill such as Braille or where specialized assistive technology and materials are utilized; Develops, adapts and implements curriculum and lesson plans; aligns curriculum with academic standards; Provides for the management of student behavior, including restraint of students and implementing disciplinary procedures. Assists with the development of individualized intervention plans. Writes and implements conditional procedures. Models specific strategies for other instructional staff; Works with Individualized Educational Plan (IEP) teams in the development of Individualized Education Plans (IEP). Provides for IEP management and reevaluation. Provides assistance with goal writing in accordance with regulations and procedures. Sets up and participates in IEP conferences. Provides for the case management of IEPs. For some positions, interprets audiological or ophthalmological reports, and identifies functional implications; Develops or utilizes assessment tools and progress reports, including the Minnesota BST, the MCA and report cards. Provides for three-year assessments. Provides assessment for appropriate placement in academic areas; Develops data collection and data management systems. Enters data, analyzes data, identifies student needs, and recommends quarterly classes based upon individual student needs; Develops positive and trusting relationships with students. Counsels students, and reviews transition activities with students. Provides job coaching for students regarding their community job placement activities; Communicates and provides consultation with parents, group homes, program facilitators, other program staff, resident districts, and outside agencies regarding students, their interventions, medications, and programmatic needs; Provides for the safety of students including extreme weather, transportation, and unknown personnel. Supervises students in building and on school grounds in areas other than the classroom, such as playgrounds, and as student's board and disembark from school buses; Ensures that teams are utilizing concepts of least restrictive environment and best practices with students; For some positions, monitors and assists with student's physical needs, such as toileting, changing clothing, and physical hygiene. Monitors students' eating, feeding, and in some instances, meal preparation, and cleaning up; On occasion, deals with student transportation issues and serving as a contact regarding student problems on the school bus; Attends various meetings, such as staff, building, parent, committee, open house and coordinator meetings; Participates in various staff development activities. For some positions, provides in-service training to other staff; Orders supplies and materials related to curriculum and instruction. Other duties as assigned; All employees should regard coming to work on time, working as scheduled, and leaving at the end of the workday as an essential function of their job. View the Job Classification

Commitment to Equity: Studies have shown that women and people of color are less likely to apply for jobs unless they believe they meet every one of the qualifications as described in a job description. We are most interested in finding the best candidate for the job, and that candidate may be one who comes from a less traditional background. We would encourage you to apply, even if you don't believe you meet every one of our qualifications described.

Website: https://www.district287.org/workingat287

hr@district287.org

Twitter: #287edchat