Exceptional Student Education Teacher Consultant Postsecondary Work Skills
Date Posted: Jun 17, 2022
Job Description
Job Title
Position Title: Exceptional Student Education TeacherConsultant – Postsecondary Work Skills
Location: Charles R. Drew Transition Center
Salary: DFT Salary Schedule
Reports to: Charles R. Drew Tranisition Center
Bargaining Unit: Detroit Federation of Teachers
Benefits Eligible: Yes
In accordance with the Agreement between Detroit Federation of Teachers (DFT) and the Board of Education of the School District of the City of Detroit, the following vacancy is announced:
Position Summary:
The Exceptional Student Education (ESE) Teacher Consultant for Postsecondary Work Skills serves as a liaison between District personnel, school support staff, families and students with exceptionalities. The ESE Teacher Consultant provides consultative support and learning opportunities for special education teachers, administrators, families, and their students with exceptionalities. The ESE Teacher Consultant coordinates, facilitates, and participates in the development of the Review of Existing Evaluation Data/Evaluation Plans (REED), Eligibility Recommendations, and Individualized Education Program (IEP) meetings; participates on School-Based Special Evaluation Teams (SBET); and administers standardized academic achievement assessments as part of the initial evaluation and reevaluation process. Additional responsibilities of the ESE Teacher Consultant include designing, coordinating, and delivering professional learning that builds the capacity of District staff to support students with Individualized Education Programs (IEPs); plannings, coordinating, and facilitating supports for successful implementation of special education initiatives with fidelity and over time; and reviews/monitors/evaluates special education programs, in collaboration with ESE administrators and staff, to ensure compliance with federal and state laws, policies, and regulations.
Minimum Qualifications:
A master’s degree in education or a field of study related to special education
Valid Michigan teaching certificate with an endorsement in Cognitive Impairments
Michigan Department of Education (MDE) approval as a teacher consultant, or possesses the credentials to receive MDE approval
Must meet all requirements as identified in Michigan Administrative Rules for Special Education, R 340.1782
Must have a minimum of five (5) years successful certified teaching experience, three (3) of which must be in a special education classroom
Demonstrate excellent verbal and written communication skills
Knowledge of federal law (IDEA) and state rules (MARSE) for the administration of general and special education systems
Skilled in the use of data-based decision-making processes to appropriately match interventions to student needs
Essential Functions:
Model and support mission, vision, core values and priorities of DPSCD.
Build and maintain positive, cooperative, and mutually supportive relationships with stakeholders including, but not limited to instructional staff, students, parents and families, District representatives and other agencies within the community.
Assist in the development, implementation, and evaluation of student specific plans and processes including, but not limited to, IndividualizedEducation Plans (IEP), Transition Plans, Functional Behavior Assessment and Behavior Intervention Plans (BIP), and Manifestation Determination Reviews.
Support staff instructional responsibilities through professional development offerings, consultations, and coaching/modeling of the development, implementation and evaluation of instructional strategies and materials.
Analyze student performance data within and across student populations, making recommendations for action steps at the teacher and departmental levels.
Actively participate in professional learning communities (PLC), sharing available and relevant resources.
Participate in district, departmental, and school level meetings as required and requested.
Assist teachers with curricular needs, the selection of student assessment and progress monitoring tools, appropriate accommodations/modifications, and the collection of relevant student data.
To support student placement in the least restrictive environment, attend student meetings as deemed necessary, including but not limited to IEPT meetings, Transition meetings, Functional Behavior Assessment and Behavior Intervention Plan meetings, Manifestation Determination Review meetings.¿¿
Consult with classroom teachers, technology specialists, administrators, other school/central office staff, families, and community agencies to assist students based on individual needs.
Conduct formal and informal student achievement assessments, interpret and report on assessment results as part of the evaluation process to determine special education eligibility and/or the provision of appropriate programs and services.
Maintain strict confidentiality as outlined in FERPA and HIPPA.
Locate and share resources relevant to individual, group and family needs to support the provision of FAPE in the least restrictive environment.
Be available, upon request, to building and central office administrators regarding support for instructional personnel.
Make student referrals to other professional district staff, as appropriate.
Support initiatives to increase parental engagement.
Complete and maintain all annual, periodic and specifically requested reports, schedules and summaries,¿in a timely manner.
Ability to implement and apply the use of assistive technology.
Schedule time efficiently for assessments, instruction, planning, preparation of materials, travel, and conferences, with relevant schools, and other key individuals.
Transport materials to various worksite locations. Visit and evaluate various worksites as part of community-based instruction.
Interface with employers to conduct work-based student evaluations.
Maintain timely documentation as directed and required.
Transport materials and equipment to and from site locations.
Fulfill other duties and responsibilities as assigned by supervisor or designee.
Security Clearance:
Internal Applicants
If you are a current Detroit Public Schools Community District employee, you do not have to submit to a new security clearance, unless your new role requires a different type of criminal background check.
External Applicants
In alignment with Michigan law, if you are hired to fill a position, you will be required to submit to a Detroit Public Schools Community District criminal background check. Information regarding required background checks will be shared at point of hire.
Method of Application:
Applicants must apply through the online application system. Only applications submitted through the online application system will be considered for any posted position and all applications require a resume to be considered.
Successful candidates are required to submit official transcript(s) at point of offer to hire. Teaching service outside of the Detroit Public Schools Community District must be verified by the applicant's prior employer(s) prior to hire. It is the applicant's responsibility to provide all documentation (including copies) as requested.
Applicants requesting assistance during the application process should contact the Office of Human Resources via email at [email protected] or phone at (313) 873-6897.
DPSCD does not discriminate on the basis of race, color, national origin, sex, sexual orientation, gender identity, disability, age, religion, height, weight, citizenship, marital or family status, military status, ancestry, genetic information, or any other legally protected category, in its educational programs and activities, including employment and admissions. Questions? Concerns? contact the Civil Rights Coordinator for more information at (313) 240-4377 or [email protected] or 3011 West Grand Boulevard, 14th Floor, Detroit MI 48202
