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Posted : Friday, May 03, 2024 10:45 AM
JobID: 5710
Position Type:
Licensed Educators and Specialists/Special Education
Date Posted:
11/16/2023
Location:
Centennial Elementary School
Date Available:
Immediate
Job Type Full Time
Benefits Eligibility Benefits Eligible
Schedule Teacher's Contract
Salary Range From $47,393 to $91,468 annually
This positon will serve as a .
5 Special Education Teacher and a .
5 Reading Intervention Teacher, for a total of 1.
0 FTE.
.
5 Special Education Teacher Position Purpose: Responsible for facilitating learning for special education students; instructing, assessing, and program planning for students; monitoring and evaluating student progress and behavior; researching, obtaining, and providing instructional materials for special education services; serving as a resource for students, parents, and District personnel; working within a pullout environment or within a self-contained classroom.
This job reports to the Building Principal.
Responsibilities: Establishes an instructional/learning environment for students.
Provide direct instruction to students in the following areas as determined in the IEP: academics, communication, fine and gross motor, mobility, social/recreation/leisure, community, vocational, and independent living skills.
Administers a variety of evaluative tools (e.
g.
developmental testing programs, subject specific assessments, etc.
) for the purpose of assessing student competency levels and developing individual learning plans.
Administers first aid and assistance to medically fragile children (e.
g.
tube feeding, toileting, diapering, etc.
) for the purpose of providing appropriate care for children.
Assesses student progress towards objectives, expectations, and goals (e.
g.
behavioral, motor development and communication skills, academic needs, vocational abilities, etc.
) for the purpose of providing feedback to students, parents, and administration.
Develop Behavior Support Plans (BSPs) or Behavior Intervention Plans (BIPs) as needed.
Establishes and maintains a behavioral management system for students; Manages student behavior for the purpose of providing a safe and optimal learning environment.
Monitors students' behavior and/or activities in a variety of educational environments (e.
g.
classroom, playground, field trips, etc.
) for the purpose of providing a safe and positive learning environment.
Prepares a variety of written materials (e.
g.
grades, attendance, anecdotal records, IEPs, progress reports, data sheets, lesson plans, evaluations, etc.
) for the purpose of documenting student progress and meeting mandated requirements.
Supervises paraeducators (e.
g.
training, scheduling, supporting, etc.
) for the purpose of monitoring performance and ensuring standards are achieved.
Collaborates with parents, instructional staff, other school personnel (e.
g.
OT, PT, Speech Pathologist, School Psychologist, etc.
) for the purpose of improving the overall quality of student outcomes and achieving student educational plan objectives.
Differentiates instruction (e.
g.
online curriculum, alternative curriculum, multi-media, assistive technology, modified content, multi-sensory, etc.
) for the purpose of providing students with different instructional avenues that address individualized learning within established curriculum guidelines.
Informs parents and legal guardians of student progress for the purpose of communicating expectations, student's achievements, developing methods for improvement, and reinforcing classroom goals in the home environment.
Maintains documents, files, and records (e.
g.
grades, IEPs, etc.
) for the purpose of providing up-to-date information and historical references in accordance with established guidelines and legal requirements.
Maintains records and reports regarding pupil progress in a timely manner.
Participates in a variety of meetings (e.
g.
IEP meetings, staff meetings, parent teacher conferences, etc.
) for the purpose of conveying and gathering information required to perform functions.
.
5 Reading Intervention Teacher Position Purpose: To create a flexible elementary grade Title I Reading program and a class environment favorable to learning and personal growth; to establish effective rapport with pupils; to motivate pupils to develop skills, attitudes and knowledge needed to provide a good foundation for overall elementary grade education, in accordance with each pupil's ability; to establish good relationships with parents and with other staff members.
Responsibilities: Holds caseload of all Title I students Pulls out or assists students in the classroom with supplementary instruction beyond the classroom instruction.
Provide pull-out/in-class supplementary instructions and interventions Evaluates the progress of all Title I students and designs and prepares student progress reports.
Prepares the lessons that the students will work on during Title I time.
Assists all student selection requirements and making the final lists of students selected for Title I participation.
?Collaborates with school staff to identify students in need of support.
Communicates regularly with classroom teachers regarding classroom instruction and needs of the Title I students.
Title I teachers should keep written documentation of this communication.
Develops Title I lesson plans.
Serves as a resource person within their Title I building.
Keep abreast of current best practice in reading/math instruction.
Participate in all mandatory training or training appropriate to the position as required by the district.
Minimum Qualifications: Bachelor’s degree in Education North Dakota Teaching License or ability to obtain prior to start date with special education endorsement High interest in serving students with complex needs (cognitive, communication, adaptive, behavioral, academic, social/emotional) Understanding of child development stages and developmentally appropriate expectations Strong communication skills both verbal and nonverbal Ability to establish and maintain constructive relationships Ability to demonstrate flexibility and creativity Ability to maintain confidentiality Knowledge of current programming trends in special education Preferred Qualifications: Working knowledge of functional behavior assessments and behavior intervention plans Experience in supervising and scheduling paraeducators/paraprofessionals Special Education endorsement in one or more of the following: Autism spectrum, Emotional disabilities, Intellectual disabilities, Multiple disabilities Why Fargo, North Dakota? Fargo ranked 10th best city for New Grads Find out why Fargo is North of Normal Abundant housing with neighborhoods to fit every lifestyle, visit Live Fargo Application Procedures All applications for open Fargo Public Schools positions must be made via www.
applitrack.
com/fargo/onlineapp.
Paper submissions will not be accepted.
Application materials must clearly explain how experience and education are related to the minimum qualifications and job duties.
Applicants for administrative, teaching, professional and other certified staff positions will need to attach: 1) Cover Letter 2) Resume/CV 3) Three (3) Letters of Reference 4) Complete transcripts for each degree from the institutions conferring the degrees.
In addition, Teacher Applicants will need to attach: Current teaching license.
Job postings will be closed for applications at 8:00 AM Central Standard Time (CST) on the closing date listed in the posting.
Applicants who are residents of ND and eligible to claim veteran's preference must upload a Form DD214.
Claims for disabled veteran's preference must include a current statement of disabled status from the Veterans Affairs Office.
For more information or questions please call 701-446-1000 or email humanresources@fargo.
k12.
nd.
us.
The Fargo Public School District is committed to maintaining a learning and working environment free from discrimination and harassment in all employment and educational programs, activities, and facilities.
The District prohibits discrimination and harassment based on an individual’s race, color, religion, sex, gender identity, national origin, ancestry, disability, age, or other status protected by law.
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5 Special Education Teacher and a .
5 Reading Intervention Teacher, for a total of 1.
0 FTE.
.
5 Special Education Teacher Position Purpose: Responsible for facilitating learning for special education students; instructing, assessing, and program planning for students; monitoring and evaluating student progress and behavior; researching, obtaining, and providing instructional materials for special education services; serving as a resource for students, parents, and District personnel; working within a pullout environment or within a self-contained classroom.
This job reports to the Building Principal.
Responsibilities: Establishes an instructional/learning environment for students.
Provide direct instruction to students in the following areas as determined in the IEP: academics, communication, fine and gross motor, mobility, social/recreation/leisure, community, vocational, and independent living skills.
Administers a variety of evaluative tools (e.
g.
developmental testing programs, subject specific assessments, etc.
) for the purpose of assessing student competency levels and developing individual learning plans.
Administers first aid and assistance to medically fragile children (e.
g.
tube feeding, toileting, diapering, etc.
) for the purpose of providing appropriate care for children.
Assesses student progress towards objectives, expectations, and goals (e.
g.
behavioral, motor development and communication skills, academic needs, vocational abilities, etc.
) for the purpose of providing feedback to students, parents, and administration.
Develop Behavior Support Plans (BSPs) or Behavior Intervention Plans (BIPs) as needed.
Establishes and maintains a behavioral management system for students; Manages student behavior for the purpose of providing a safe and optimal learning environment.
Monitors students' behavior and/or activities in a variety of educational environments (e.
g.
classroom, playground, field trips, etc.
) for the purpose of providing a safe and positive learning environment.
Prepares a variety of written materials (e.
g.
grades, attendance, anecdotal records, IEPs, progress reports, data sheets, lesson plans, evaluations, etc.
) for the purpose of documenting student progress and meeting mandated requirements.
Supervises paraeducators (e.
g.
training, scheduling, supporting, etc.
) for the purpose of monitoring performance and ensuring standards are achieved.
Collaborates with parents, instructional staff, other school personnel (e.
g.
OT, PT, Speech Pathologist, School Psychologist, etc.
) for the purpose of improving the overall quality of student outcomes and achieving student educational plan objectives.
Differentiates instruction (e.
g.
online curriculum, alternative curriculum, multi-media, assistive technology, modified content, multi-sensory, etc.
) for the purpose of providing students with different instructional avenues that address individualized learning within established curriculum guidelines.
Informs parents and legal guardians of student progress for the purpose of communicating expectations, student's achievements, developing methods for improvement, and reinforcing classroom goals in the home environment.
Maintains documents, files, and records (e.
g.
grades, IEPs, etc.
) for the purpose of providing up-to-date information and historical references in accordance with established guidelines and legal requirements.
Maintains records and reports regarding pupil progress in a timely manner.
Participates in a variety of meetings (e.
g.
IEP meetings, staff meetings, parent teacher conferences, etc.
) for the purpose of conveying and gathering information required to perform functions.
.
5 Reading Intervention Teacher Position Purpose: To create a flexible elementary grade Title I Reading program and a class environment favorable to learning and personal growth; to establish effective rapport with pupils; to motivate pupils to develop skills, attitudes and knowledge needed to provide a good foundation for overall elementary grade education, in accordance with each pupil's ability; to establish good relationships with parents and with other staff members.
Responsibilities: Holds caseload of all Title I students Pulls out or assists students in the classroom with supplementary instruction beyond the classroom instruction.
Provide pull-out/in-class supplementary instructions and interventions Evaluates the progress of all Title I students and designs and prepares student progress reports.
Prepares the lessons that the students will work on during Title I time.
Assists all student selection requirements and making the final lists of students selected for Title I participation.
?Collaborates with school staff to identify students in need of support.
Communicates regularly with classroom teachers regarding classroom instruction and needs of the Title I students.
Title I teachers should keep written documentation of this communication.
Develops Title I lesson plans.
Serves as a resource person within their Title I building.
Keep abreast of current best practice in reading/math instruction.
Participate in all mandatory training or training appropriate to the position as required by the district.
Minimum Qualifications: Bachelor’s degree in Education North Dakota Teaching License or ability to obtain prior to start date with special education endorsement High interest in serving students with complex needs (cognitive, communication, adaptive, behavioral, academic, social/emotional) Understanding of child development stages and developmentally appropriate expectations Strong communication skills both verbal and nonverbal Ability to establish and maintain constructive relationships Ability to demonstrate flexibility and creativity Ability to maintain confidentiality Knowledge of current programming trends in special education Preferred Qualifications: Working knowledge of functional behavior assessments and behavior intervention plans Experience in supervising and scheduling paraeducators/paraprofessionals Special Education endorsement in one or more of the following: Autism spectrum, Emotional disabilities, Intellectual disabilities, Multiple disabilities Why Fargo, North Dakota? Fargo ranked 10th best city for New Grads Find out why Fargo is North of Normal Abundant housing with neighborhoods to fit every lifestyle, visit Live Fargo Application Procedures All applications for open Fargo Public Schools positions must be made via www.
applitrack.
com/fargo/onlineapp.
Paper submissions will not be accepted.
Application materials must clearly explain how experience and education are related to the minimum qualifications and job duties.
Applicants for administrative, teaching, professional and other certified staff positions will need to attach: 1) Cover Letter 2) Resume/CV 3) Three (3) Letters of Reference 4) Complete transcripts for each degree from the institutions conferring the degrees.
In addition, Teacher Applicants will need to attach: Current teaching license.
Job postings will be closed for applications at 8:00 AM Central Standard Time (CST) on the closing date listed in the posting.
Applicants who are residents of ND and eligible to claim veteran's preference must upload a Form DD214.
Claims for disabled veteran's preference must include a current statement of disabled status from the Veterans Affairs Office.
For more information or questions please call 701-446-1000 or email humanresources@fargo.
k12.
nd.
us.
The Fargo Public School District is committed to maintaining a learning and working environment free from discrimination and harassment in all employment and educational programs, activities, and facilities.
The District prohibits discrimination and harassment based on an individual’s race, color, religion, sex, gender identity, national origin, ancestry, disability, age, or other status protected by law.
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• Phone : (701) 446-1000
• Location : 415 4th St N, Fargo, ND
• Post ID: 9003986987
