Teacher - Cognitively Impaired (CI)

SUMMARY

Under the direct supervision of the Principal – Meadowview School, and in accordance with established policies and procedures, the Teacher – Cognitively Impaired (CI) performs a variety of tasks necessary to support direct and indirect instruction for cognitively impaired students in the county. 

The Teacher - Cognitively Impaired develops and implements an Individualized Educational Program (IEP) for each student. The teacher provides direct student instruction. Coordinates the work of instructional aides and other support staff. This individual will strive to team with related service staff, parents and other outside agencies in helping each individual student reach his or her maximum potential.

PRINCIPAL DUTIES AND RESPONSIBILITIES

• Provide evidence-based assessment, instruction and interventions that are matched to student needs using data-driven instructional decision-making, problem solving and progress monitoring through a Multi-Tiered Systems of Support (MTSS) framework to positively impact student growth and achievement.
• Determines and implements a curriculum appropriate to specific classroom assignment.
• Develops and implements an individual education plan (IEP) for each student.  Requires an understanding of each student’s physical, cognitive and adaptive levels of functioning.
• Plans daily instructional activities to reflect individual student needs. 
• Provides direct instruction.  Uses appropriate and research-based instructional practices within the classroom.
• Works cooperatively with related services staff (e.g., Speech, OT, PT, SSW). 
• Evaluates student progress as determined by the IEPT. 
• Communicates regularly with parents and home-care providers regarding each student’s progress.
• Provides educational and training information to instructional aides.
• Participates in planned professional development activities.
• Maintains regular communication with supervisor, particularly regarding special needs of individual students. 
• Participates with peers in staff meetings, student staffings, and other scheduled events.
• Maintains student attendance records. 
• Maintains records of progress toward program outcomes for each student and documents special incidents, which may occur. 
• Completes regular reports on student progress. 
• Coordinates and guides the work of the classroom instructional aides. 
• Ensures that classroom equipment, materials and supplies are maintained in clean, safe and proper working condition.
• Other duties as assigned.

The listed tasks are intended to describe the nature and level of work being performed by a person in this position. This is not an exhaustive list of all job duties performed nor is it expected that all positions will be assigned every duty.

QUALIFICATIONS

CERTIFICATES, LICENSES, REGISTRATIONS (If Applicable):

Required

• Michigan Teacher Certification with a Cognitive Impairment (CI) endorsement
• Obtain and maintain Crisis Prevention Institute (CPI) – Nonviolent Crisis Intervention Certification
  • NOTE: Initial and/or Refresher Training provided by District as necessary

Desired

• Autism Spectrum Disorder endorsement

EDUCATION, TRAINING & EXPERIENCE:

Required

• Possession of a bachelor’s degree in special education with an emphasis on cognitive impairment.

Desired

• Possession of a master’s degree in special education with an emphasis on cognitive impairment.
• One (1) year or more experience as a teacher of the cognitively impaired.
• One (1) year or more experience developing and implementing individualized education plans.

KNOWLEDGE, SKILLS & ABILITIES

• Considerable knowledge of the methods and processes of providing instruction to cognitively impaired students.
• Knowledge of positive behavior supports, communication supports and other accommodations and modifications as appropriate to the individual student.
• Skill in classroom management and individualized educational programs.
• Skill with use of technology to implement work responsibilities, including social media.
• Ability to plan and execute treatment programs.
• Ability to discuss communication disorders with various treatment professionals and families.
• Ability to develop and maintain effective relationships with adults and very young children.
• Ability to communicate effectively with a variety of audiences both orally and in writing.
• Ability to maintain emotional control under stress.
• Ability to exercise discretion and confidentiality in dealing with all stakeholders.
• Ability to work independently and within teams to accomplish identified goals and strategies.
• Ability to build and maintain positive working relationships with coworkers, children, and parents.

PHYSICAL EFFORT & WORKING CONDITIONS:

• Sitting – possibility of long periods of time
• Standing/Walking/Bending/Stooping – frequent, consistent with typical classroom environment.
• Lifting – minimal; using lifting protocols and devices
• Position requires moderate physical strength, mobility and dexterity to perform the job tasks
• Ability to sit on the floor and get up and down from the floor

SPECIAL CONSIDERATIONS

• Position may require work evenings, weekends, and summer months.
• Position requires the employee to provide his/her own transportation for job related travel.
• Position requires regular and predictable attendance at the workplace.

Eaton RESA does not discriminate on the basis of race, color, national origin, sex (including sexual orientation and transgender identify), disability, age, religion, height, weight, marital or family status, military status, genetic information, or any other legally protected category (collectively “Protected Classes”), in its programs and activities, including employment opportunities. In addition, arrangements can be made to ensure that the lack of English language proficiency is not a barrier to admission or participation. Civil Rights Coordinators are located at 1790 E. Packard Hwy, Charlotte, Michigan to handle inquiries regarding the nondiscrimination policies and grievance procedures. Telephone (517) 543-5500.