POSITION: ALTERNATIVE EDUCATION TEACHER – ELA (multi-cert preferred)

FLSA STATUS: EXEMPT

FTE STATUS: 1.0

REPORTS TO: BUILDING PRINCIPAL

DATE: 4/30/2026

SUMMARY:

The Alternative Education Setting Teacher is responsible for providing high-quality, individualized instruction to students in a non-traditional learning environment designed to support diverse academic, behavioral, and social-emotional needs. This role focuses on engaging students who may require alternative pathways to success due to academic challenges, attendance concerns, behavioral needs, or other barriers to learning. The teacher develops and implements flexible instructional strategies, fosters positive relationships, and creates a structured, supportive classroom climate that promotes student growth, credit attainment, and graduation readiness. The Alternative Education Teacher collaborates with staff, families, and community partners to ensure each student receives personalized support and opportunities for success both in school and beyond.

TEACHING PERFORMANCE RESPONSIBILITIES:

Consistently promotes fairness, respect, and appreciation for diverse perspectives while supporting students with varied academic, behavioral, and social-emotional needs in a non-traditional learning environment.
Commits to ongoing professional learning and the development of instructional practices tailored to alternative education; encourages and supports student growth through individualized learning plans, goal setting, and skill development.
Maintains high expectations for all students while recognizing individual circumstances; develops personalized pathways to success and supports students in progressing toward credit attainment and graduation.
Builds positive, trusting relationships and maintains consistent communication with students and families, fostering a safe, structured, and supportive learning environment that promotes engagement and accountability.
Demonstrates a commitment to honoring each student’s background, experiences, and challenges, creating an inclusive environment that values student voice and promotes belonging.
Establishes a learning environment focused on effective, flexible instruction, ongoing assessment, and data-driven decision-making to address gaps in learning and support student progress.
Utilizes school and community resources to support students’ academic success, social-emotional development, and post-secondary readiness, including collaboration with support staff and external partners.
Demonstrates collegiality and professionalism by collaborating with colleagues, support staff, and administration to meet the unique needs of alternative education students and programs.

ESSENTIAL DUTIES AND RESPONSIBILITIES:

Participates in ongoing professional development focused on alternative education, trauma-informed practices, behavior intervention strategies, and maintains appropriate certification while staying current in evolving instructional practices.
Demonstrates a strong commitment to equity, social justice, and inclusion by meeting students where they are and addressing barriers to learning in a non-traditional educational setting.
Engages in regular collegial collaboration focused on student achievement, credit attainment, engagement, and behavioral growth, using data to inform and adjust instruction and interventions.
Creates, implements, and submits flexible and responsive lesson plans that align with individualized learning plans and alternative pathways such as credit recovery.
Teaches district-approved curriculum, as well as local and state standards, while adapting instruction to meet program-specific objectives and the unique needs of alternative education students.
Plans and facilitates a program of study that is individualized and responsive to each student’s academic level, interests, goals, and social-emotional needs.
Establishes a structured, supportive, and engaging classroom environment that is conducive to learning and responsive to varying levels of student readiness, maturity, and engagement.
Promotes positive behavior by explicitly teaching, modeling, and reinforcing expectations; implements proactive behavior supports and restorative practices to address student needs.
Guides the learning process toward the achievement of individualized and curriculum-based goals, clearly communicating objectives for lessons, units, and activities.
Identifies and responds to diverse learning styles and needs by differentiating instruction and providing targeted interventions and supports.
Monitors and evaluates student academic progress, credit completion, attendance, and social-emotional growth; maintains accurate and timely records (including PowerSchool) and uses data to inform instruction and intervention strategies.
Communicates regularly with students, parents/guardians, and administration to support student progress, engagement, attendance, and wellbeing; adapts communication methods to meet varying levels of family involvement.
Integrates cultural responsiveness and student voice into instruction and classroom practices, fostering a sense of belonging and relevance.
Incorporates community resources and real-world connections to enhance instruction, support student engagement, and promote post-secondary readiness.
Prepares for and participates in parent/teacher conferences, staff meetings, and student support meetings (e.g., MTSS, IEP, 504, behavior plans) as appropriate.
Contributes to organizational quality by participating in district and school initiatives and adhering to building and district improvement plans.
Maintains confidentiality of all student, personnel, and program information in accordance with legal and ethical standards.
Adheres to all district policies, procedures, and expectations.
Demonstrates professionalism, flexibility, and collaboration in working with colleagues, support staff, and administration to meet the needs of alternative education students.
Serves as a mandated reporter for child abuse and neglect in accordance with state law.
Maintains regular and reliable attendance, recognizing the importance of consistency for student success in an alternative setting.
Performs other duties as assigned by the Principal.

SUPERVISORY RESPONSIBILITIES:

Position may include supervisory responsibilities over Paraprofessional staff.

QUALIFICATIONS:

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Alternative requirements that may be appropriate and acceptable to the Board of Education may be considered. 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:

Possession of a Bachelor’s degree or higher, with preparation in education or a related field; experience or coursework related to alternative education, at-risk youth, behavior intervention, or trauma-informed practices preferred.
Valid Michigan teaching certificate with appropriate endorsement(s) for the assigned subject area required.
Demonstrated ability or experience working in an alternative education setting or with students who have diverse academic, behavioral, and social-emotional needs strongly preferred.
Must meet No Child Left Behind (NCLB) standards as defined by the State of Michigan.
Such alternatives to the above qualifications as the Board may find appropriate and acceptable.
Applicants must satisfactorily pass a criminal background check as required by the State of Michigan.

LANGUAGE SKILLS:

Ability to explain and demonstrate appropriate teaching techniques.
Ability to read, analyze and interpret periodicals and professional journals.
Ability to effectively present information and respond to questions from groups of educators, students and the general public.
Ability to write lesson plans, business correspondence and other related correspondence.
Ability to express yourself clearly, both orally and in writing.
Ability to read, analyze and interpret information.

TECHNICAL SKILLS:

The ability to integrate technology into the everyday work flow is necessary.
Ability to utilize District technology and work to maintain proficiency, as required skill sets change with technology and/or the needs of the District.
Ability to use computer technology for research, data management, communications and other instruction.
Ability to use a personal computer (PC) or MAC in a networked environment to utilize the Internet and other electronic communications mechanisms.
Knowledge of productivity applications such as Microsoft Office (word processing, spreadsheets, database and presentation software) is required.

MATHEMATICAL SKILLS:

Ability to apply the concepts of basic math, algebra and geometry consistent with the duties of this position.

REASONING ABILITY:

Highly proficient in subject areas of: reasoning, problem solving, organizational dynamics and emotional intelligence.
Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists.
Exhibit a high level of professionalism with the ability to handle confidential information, use good judgment, plan and handle complex projects and maintain a flexible attitude.
Ability to interpret a variety of instructions furnished in written, oral, diagram or schedule form.
Ability to define problems, collect data, establish facts and draw valid conclusions.

INTERPERSONAL SKILLS:

Ability to build rapport with others and to serve diverse publics.
Ability to take initiative; work well with others as a collaborative team member and exhibit good communication skills.
Ability to work effectively and collaboratively with other departments, agencies and individuals.

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 stand; walk; use hands to finger, handle or feel objects, tools, or controls; reach with hands and arms; talk or hear; and taste or smell. The employee is occasionally required to sit and stoop, kneel, crouch, or crawl. The employee must occasionally lift and/or move up to 35 pounds such as books and teaching material. Specific vision abilities required by this job include close vision, distant vision and the ability to adjust focus. The ability to travel to other buildings is required. The position requires the individual to sometimes work irregular or extended work hours and meet multiple demands from several people.

ENVIRONMENTAL ADAPTABILITY:

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 noise level in the work environment is quiet to loud depending upon the activity in the particular part of the day. The employee is frequently required to interact with the public and other staff. The employee is directly responsible for the safety, well-being and work out-put of students. The employee is exposed to infections at a greater risk than the average person. Occasionally the employee may be required to be outdoors for a short period of time, and therefore subject to varying weather conditions, for purposes of accomplishing the essential functions of this job.

TERMS:

The contract, salary and other employment conditions will be established by the Board of Education in conjunction with the Lincoln Consolidated Schools and the Washtenaw County Education Association/MEA/NEA collective bargaining agreement. Further, applicant must agree to fully participate in all relevant training inclusive of or unique to the building assigned and the District.

FUNCTIONS OF POSITION DESCRIPTION:

This position description has been prepared to define the general duties of the position, provide examples of work and to detail the required knowledge, skills and ability as well as the acceptable experience and training for the position. The description is not intended to limit or modify the right of any supervisor to assign, direct and control the duties of employees under supervision. Lincoln Consolidated Schools retains and reserves any and all rights to change, modify, amend, add to or delete from any portion of this description in its sole judgment.

This position description is not a contract for employment.

Lincoln Consolidated Schools is an equal opportunity employer, in compliance with the Americans with Disabilities Act. The District will provide reasonable accommodations to qualified individuals with disabilities and encourages both prospective and current employees to discuss potential accommodations with the employer.

Lincoln Consolidated Schools does not discriminate on the basis of race, color, religion, national origin, sex, disability, age, height, weight, familial status, marital status, genetic information or any legally protected characteristic, in its programs and activities, including employment opportunities.

"The employee shall remain free of any alcohol or non-prescribed controlled substance in the workplace throughout his/her employment in the District."

Portrait of a Graduate 2023-2028 Strategic Plan

ELA Teacher Alternative Education - Secondary (26.27) Multi-cert preferred