SPECIAL EDUCATION TEACHER - JUVENILE DAY TREATMENT

Family Courts Building, 920 W. Michigan Ave, Three Rivers, MI 49093

POSITION: Full-Time Special Education Classroom Instructor. See attached Job Description.

REQUIREMENTS: Must possess a valid Michigan Teaching Certificate and meet Federal Highly Qualified Teacher requirements. Spanish language skills are an asset.

START DATE: 2025-2026 School Year

SALARY: Per SEA Contract

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In Addition to the Regular School Year, JDT runs a Summer program; the calendar for this position will be determined by Administration in collaboration with the SEA, JDT, and the Selected Candidate.

TO APPLY: Log in and apply at https://jobs.redroverk12.com/org/1246. Position is open until filled.

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School District Position Description

STURGIS PUBLIC SCHOOLS

Position Title: Special Education Teacher - Juvenile Day Treatment

Location: Family Courts Building, 920 W. Michigan Ave., Three Rivers, MI 49093

Reports To: Superintendent

Prepared By: Director of Finance Date: April 10, 2025

Approved By: Superintendent Date: April 10, 2025

SUMMARY: We are seeking a dedicated and experienced Full-Time Special Education Teacher to work within the Juvenile Day Treatment (JDT) program at the Family Courts Building in Three Rivers, MI. This position involves providing specialized educational services to juvenile students from multiple districts who are involved in the court system and require individualized instruction. The teacher will collaborate closely with juvenile probation officers, JDT staff, and families to ensure the academic and emotional needs of each student are met. This role will also involve intake assessments, developing transition plans, maintaining accurate records, and ensuring effective communication among all stakeholders. Students will utilize the Edgenuity Program and be supported by teachers certified in each course through Imagine Learning.

ESSENTIAL DUTIES AND RESPONSIBILITIES Other duties may be assigned.

In Addition to the Regular School Year, JDT runs a Summer program; the calendar for this position will be determined by Administration in collaboration with the SEA, JDT, and the Selected Candidate.
Student Intake and Assessment:
Conduct intake assessments for new students in the JDT program to gather relevant educational, social, and behavioral information. Work with JDT staff to evaluate each student’s individual needs and provide appropriate recommendations for educational support.
Individualized Education Plans (IEPs):
Develop, implement, and regularly review individualized education plans (IEPs) for each student. Ensure that educational goals are aligned with students’ needs, providing specialized instruction and accommodations as required by the IEP.
Instruction and Support:
Provide direct instruction to students in the JDT program, tailoring lessons to meet individual learning needs. Use evidence-based strategies to support academic and behavioral development, ensuring that students make progress toward IEP goals.
Collaboration with JDT Staff and Juvenile Probation Officers:
Work closely with JDT staff, including counselors, probation officers, and other professionals, to develop and implement comprehensive support plans for students. Regularly attend case reviews, team meetings, and court hearings to contribute educational insights and ensure cohesive care for each student.
Transition Planning:
Develop and monitor transition plans to help students successfully reintegrate into mainstream education, vocational training, or other post-treatment settings. Coordinate with families, schools, and community programs to support students in their transitions.
Behavioral Support:
Implement positive behavioral interventions and strategies to manage classroom behavior, ensuring a safe and supportive learning environment for all students. Document and report any significant behavioral incidents to relevant stakeholders.
Record Keeping and Documentation:
Maintain accurate and up-to-date records on student progress, attendance, behavioral incidents, and IEP implementation. Ensure compliance with all legal and educational regulations related to special education services.
Communication with Stakeholders:
Maintain open communication with students’ families, probation officers, court personnel, and other stakeholders to ensure that all parties are informed of student progress, challenges, and needs. Provide regular updates on IEP progress and student achievements.
Professional Development:
Engage in ongoing professional development to stay current with best practices in special education, juvenile justice, and behavioral health.
Other Duties:

Support the Special Education needs of Adult Education Learners who have an IEP.

QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

EDUCATION and/or EXPERIENCE:

Bachelor’s degree in Special Education or a related field; a Master’s degree in Special Education is preferred.
Valid Michigan teaching certification in Special Education (or eligibility to obtain certification).
Experience working with juvenile or at-risk populations, especially in a court or treatment setting, is preferred.
Knowledge of special education laws, IEP development, behavioral management techniques, and juvenile justice systems.
Strong communication and interpersonal skills, with the ability to work effectively with students, families, probation officers, and multidisciplinary teams.
Excellent organizational skills, with the ability to manage multiple responsibilities and maintain accurate records.
Compassionate, patient, and dedicated to working with students facing significant challenges.

LANGUAGE SKILLS:

Ability to read and interpret documents such as safety rules, operating and maintenance instructions, and procedure manuals. Ability to write routine reports and correspondence. Ability to speak effectively before groups of parents or employees of the organization. Ability to speak Spanish desired, but not required.

MATHEMATICAL SKILLS:

Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, area, circumference, and volume. Ability to apply concepts of basic algebra and geometry.

REASONING ABILITY:

Ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagram form. Ability to deal with problems involving several concrete variables in standardized situations.

OTHER SKILLS and ABILITIES:

Must type 55 Words per Minute. Ability to operate office machines and personal computer and related software. Ability to develop effective working relationships with students, staff and the school community. Ability to communicate clearly and concisely, both orally and in writing. Ability to perform duties with awareness of all district requirements and Board of Education policies.

PHYSICAL DEMANDS: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is regularly required to sit and talk or hear. The employee frequently is required to walk. The employee is occasionally required to stand and reach with hands and arms. Specific vision abilities required by this job include close vision and depth perception. Occasionally the employee will lift up to 10 lbs. such as to lift files and paper.

WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The position is based at the Family Courts Building in Three Rivers, MI.
The teacher will work in a multidisciplinary team environment, collaborating with probation officers, counselors, and other JDT staff.
The role requires interaction with students in a structured, treatment-focused educational setting.

Note: This position may involve some atypical hours of work. For instance, some weeks may require this position’s schedule change to a second shift (or partial second shift) in order to accomplish the duties required.

This job description outlines the core responsibilities and qualifications for the Special Education Teacher role in the Juvenile Day Treatment program at the Family Courts Building. It is not intended to be an exhaustive list of all duties associated with the position.

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