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Posted : Tuesday, September 26, 2023 09:23 PM
23-24 - Sandburg - PST CC Teacher - 0.
5 FTE Sandburg Elementary Essential Functions: Provides ongoing professional development, including coaching and modeling to develop the capacity of Cross Categorical teachers and instructional teams to: Assist special education staff in planning for /evaluating impact of high quality/effective instruction and intervention practices for students with disabilities (e.
g.
, implementing evidence-based academic and behavioral interventions, assessment/data collection, and analysis of student learning to improve instruction).
Participate in and provide input regarding problem-solving the needs of struggling learners within student support and intervention team (SSIT) meetings.
Assist school-based staff in successfully implementing the Individuals with Disabilities Education Act (IDEA) procedural/substantive requirements.
Coach staff in the creating/implementing effective Functional Behavioral Assessments (FBA) and Behavior Intervention Plans (BIPs).
Work collaboratively with principals and other staff to develop school infrastructure to support a multi-tiered system of support (Response to Instruction & Intervention practices), including service delivery models, progress monitoring practices, staff roles/responsibilities and data analysis practices Collaborate with principal and School Improvement Partner, and Assistant Director to identify key actions/strategies which improve the outcomes of students with disabilities, and integrate into School Improvement Plan (SIP).
Assist principal and leadership team in analyzing data to identify gaps/growth areas, SIP goals, and professional development plans/activities.
Proactively support and be involved in systems change efforts and District areas of emphasis.
Collaborate with principal and instructional coaches (Instructional Resource Teacher, Learning Coordinator, Literacy Coach) to improve student achievement building-wide.
Chair new evaluations for students referred for special education evaluation and may serve as evaluator.
Develop special education staff capacity to conduct quality evaluations that meet legal requirements, District policy, and that inform instruction and interventions.
Assist special education staff in developing and implementing quality IEPs that guide instruction, services and that allow for effective progress monitoring and goal completion.
Support staff to ensure compliance with all legal requirements of IDEA.
Support staff in using the eIDEA system.
Serve as Local Education Agency (LEA) representative, sharing this responsibility with other school or District staff who may also serve as LEA.
Serve as liaison between school staff and Special Education administration.
Facilitate manifestation determination (MD) for students recommended for expulsion.
In collaboration with district-level staff, support school staff in completion of Assistive Technology assessment process, Extended School Year planning/projection process, students moving across levels (SMAL), and referrals to district support teams (e.
g.
, Intensive Support Team).
Attend regular meetings and professional development sessions as determined by Student Services.
Required Knowledge, Skills & Abilities: Detailed knowledge related to IDEA compliance and quality practices.
Knowledge of and capacity to provide school-based leadership in planning & implementing a vast array of special education service delivery approaches across the full continuum of environments.
Capacity and willingness to lead formal and informal school-based professional learning on a regular basis.
Capacity to learn to coach peers through the use of coaching cycles.
Provide support and technical assistance to School Based Leadership Teams related to action steps for students with disabilities.
Minimum Qualifications: At least five years of experience providing exceptional instruction and services to students with disabilities.
Advanced knowledge of IDEA, including application of current DPI guidance.
Demonstrated ability to work collaboratively with staff, administration, and parents in order to solve challenges and implement change in accordance with department and district initiatives.
Documented ability to apply MTSS principles, including development and implementation of data collection systems, and analysis of data to inform instruction.
In depth knowledge of district supported academic and behavioral interventions.
Ability to analyze building level data to inform instructional practices.
Ability to develop and lead professional learning for building-based staff.
Excellent written and oral communication skills.
Desired Qualifications: Currently holds or is working towards completion of a graduate level degree.
Commitment to deepening professional knowledge and improving practices over time.
Commitment to improving the outcomes of students with disabilities by applying evidence-based practices, including inclusion of students with disabilities in general education environments to the fullest extent possible.
Other Information: The primary role of the program support teacher is to provide technical assistance, guidance, and support to teachers, administrators, and support staff who educate students with disabilities, ensuring that all children with disabilities are provided a free appropriate education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment and independent living.
The Madison Metropolitan School District has a commitment to providing special education and related services accessible within inclusive educational environments to the extent possible.
To accelerate the learning of our students with disabilities and meet their unique needs, special education and related services are provided throughout an array of educational environments (e.
g.
, integrated/general education, community-based, special education and home-based) thus providing the richest possible experience.
Required Certification(s): Hold a valid special education teacher license granted by the Wisconsin Department of Public Instruction.
Competencies: Cultural Competence Data Proficiencies High Expectations for Every Student Instructional Practice Resilience & Results Orientation Self-Awareness & Growth Mindset Student & Family Engagement Team Collaboration PST Do’s and Don’ts PSTs can and should “Do” functions in the position description above.
PSTs “Don’t Do…” Recess duty, lunch supervision, bus duty Initial annual IEP program LEA rep initial annual IEP program IEP re-evaluations Subbing for a teacher Case managing or completing IEP paperwork when a cross categorical teacher is absent Carrying a walkie talkie and responding to behavior calls
5 FTE Sandburg Elementary Essential Functions: Provides ongoing professional development, including coaching and modeling to develop the capacity of Cross Categorical teachers and instructional teams to: Assist special education staff in planning for /evaluating impact of high quality/effective instruction and intervention practices for students with disabilities (e.
g.
, implementing evidence-based academic and behavioral interventions, assessment/data collection, and analysis of student learning to improve instruction).
Participate in and provide input regarding problem-solving the needs of struggling learners within student support and intervention team (SSIT) meetings.
Assist school-based staff in successfully implementing the Individuals with Disabilities Education Act (IDEA) procedural/substantive requirements.
Coach staff in the creating/implementing effective Functional Behavioral Assessments (FBA) and Behavior Intervention Plans (BIPs).
Work collaboratively with principals and other staff to develop school infrastructure to support a multi-tiered system of support (Response to Instruction & Intervention practices), including service delivery models, progress monitoring practices, staff roles/responsibilities and data analysis practices Collaborate with principal and School Improvement Partner, and Assistant Director to identify key actions/strategies which improve the outcomes of students with disabilities, and integrate into School Improvement Plan (SIP).
Assist principal and leadership team in analyzing data to identify gaps/growth areas, SIP goals, and professional development plans/activities.
Proactively support and be involved in systems change efforts and District areas of emphasis.
Collaborate with principal and instructional coaches (Instructional Resource Teacher, Learning Coordinator, Literacy Coach) to improve student achievement building-wide.
Chair new evaluations for students referred for special education evaluation and may serve as evaluator.
Develop special education staff capacity to conduct quality evaluations that meet legal requirements, District policy, and that inform instruction and interventions.
Assist special education staff in developing and implementing quality IEPs that guide instruction, services and that allow for effective progress monitoring and goal completion.
Support staff to ensure compliance with all legal requirements of IDEA.
Support staff in using the eIDEA system.
Serve as Local Education Agency (LEA) representative, sharing this responsibility with other school or District staff who may also serve as LEA.
Serve as liaison between school staff and Special Education administration.
Facilitate manifestation determination (MD) for students recommended for expulsion.
In collaboration with district-level staff, support school staff in completion of Assistive Technology assessment process, Extended School Year planning/projection process, students moving across levels (SMAL), and referrals to district support teams (e.
g.
, Intensive Support Team).
Attend regular meetings and professional development sessions as determined by Student Services.
Required Knowledge, Skills & Abilities: Detailed knowledge related to IDEA compliance and quality practices.
Knowledge of and capacity to provide school-based leadership in planning & implementing a vast array of special education service delivery approaches across the full continuum of environments.
Capacity and willingness to lead formal and informal school-based professional learning on a regular basis.
Capacity to learn to coach peers through the use of coaching cycles.
Provide support and technical assistance to School Based Leadership Teams related to action steps for students with disabilities.
Minimum Qualifications: At least five years of experience providing exceptional instruction and services to students with disabilities.
Advanced knowledge of IDEA, including application of current DPI guidance.
Demonstrated ability to work collaboratively with staff, administration, and parents in order to solve challenges and implement change in accordance with department and district initiatives.
Documented ability to apply MTSS principles, including development and implementation of data collection systems, and analysis of data to inform instruction.
In depth knowledge of district supported academic and behavioral interventions.
Ability to analyze building level data to inform instructional practices.
Ability to develop and lead professional learning for building-based staff.
Excellent written and oral communication skills.
Desired Qualifications: Currently holds or is working towards completion of a graduate level degree.
Commitment to deepening professional knowledge and improving practices over time.
Commitment to improving the outcomes of students with disabilities by applying evidence-based practices, including inclusion of students with disabilities in general education environments to the fullest extent possible.
Other Information: The primary role of the program support teacher is to provide technical assistance, guidance, and support to teachers, administrators, and support staff who educate students with disabilities, ensuring that all children with disabilities are provided a free appropriate education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment and independent living.
The Madison Metropolitan School District has a commitment to providing special education and related services accessible within inclusive educational environments to the extent possible.
To accelerate the learning of our students with disabilities and meet their unique needs, special education and related services are provided throughout an array of educational environments (e.
g.
, integrated/general education, community-based, special education and home-based) thus providing the richest possible experience.
Required Certification(s): Hold a valid special education teacher license granted by the Wisconsin Department of Public Instruction.
Competencies: Cultural Competence Data Proficiencies High Expectations for Every Student Instructional Practice Resilience & Results Orientation Self-Awareness & Growth Mindset Student & Family Engagement Team Collaboration PST Do’s and Don’ts PSTs can and should “Do” functions in the position description above.
PSTs “Don’t Do…” Recess duty, lunch supervision, bus duty Initial annual IEP program LEA rep initial annual IEP program IEP re-evaluations Subbing for a teacher Case managing or completing IEP paperwork when a cross categorical teacher is absent Carrying a walkie talkie and responding to behavior calls
• Phone : NA
• Location : Madison, WI
• Post ID: 9045361458
