Lakeview School District is dedicated to organizational excellence and supports and encourages the development and implementation of multicultural perspectives across all areas of the organization, the celebration of diversity, and the assets that diversity brings to Lakeview School District.

Lakeview School District is located on the south side of Battle Creek, an economically and culturally diverse community of 53,000 located in south-central lower Michigan. The Lakeview School District is a highly respected, dynamic public school system, which seeks implantation of meaningful change with the goal of responsibly restructuring the District's educational programs.

Lakeview School District is a comprehensive school of approximately 4,100 students in grades K-12 with 500 faculty and support staff members with an annual General Fund Budget of $40 million. The District is comprised of six school buildings, four K-4 elementary buildings, one 5-8 middle school building and one high school.

SUMMARY: The successful candidate will carry the responsibility of educating children in K-4 who are found eligible for special education service under the area of ASD. They will work with the legally required federal paperwork called an IEP, or Individualized Educational Plan, that outlines the necessary supports, accommodations and goals for each individual child. These goals can encompass both academic and behavioral concerns. These teachers also direct meetings with parents and staff regarding the plan and make necessary adjustments throughout the year. In the classroom, they work independently or collaboratively with regular education teachers in the support of student achievement of the curricular standards and expectations.

ESSENTIAL DUTIES AND RESPONSIBILITIES:
Essential duties and responsibilities may include, but are not limited to the following:

Assist with and/or design, modify and deliver instruction, both individually and small group, which parallels the general education curriculum according to the student’s academic and behavioral needs, including positive behavior interventions and behavior intervention plans.
Work with the IEP Team to identify specific student needs, plan and carry out individualized programs.
Ability to work in regular collaboration with a team of professionals, to give and receive feedback.
Establish and maintain appropriate record keeping on students’ progress including lesson plans, report cards, educational records, behavioral data, IEPC forms, classroom observation records, and other forms, while serving as a source of information and support.
Plan and carryout classroom activities, social skills programs/training, community based instruction and other related educational experiences.
Monitor and evaluate student progress based on formal and informal assessment activities/measurements and observation, determine goals, objectives and directions.
Administer testing evaluations.
Conduct parent/teacher conferences.
Participate and/or coordinate IEPT and other meetings as requested/required.
Maintain a professional attitude at all times, including contact with students, parents, administration and other district staff.
Maintain the physical environment of the classroom for organization and presentation purposes.
Participate in weekly building Special Education committee meetings.
Ability to work under pressure.
Build trust and confidence with students.
Ability to work well with others is essential.
Provide direct guidance and support to classroom paraprofessionals assigned to the ASD program
Travel to meet job requirements.
Regular, dependable attendance is a critical performance factor to ensure consistent, high quality services to children and families.
Participate in all staff, PLC, and School Improvement meetings as required.
Perform other duties as assigned.

SUPERVISORY RESPONSIBILITIES:
Supervises students.

OTHER SKILLS and ABILITIES: Ability to apply knowledge of current research and theory to the instructional program; ability to plan and implement lessons based on division and school objectives and the needs and abilities of students to whom assigned. Ability to establish and maintain effective relationships with students, peers and parents; skill in oral and written communication. Ability to work with staff, parents and children.

MINIMUM REQUIREMENTS:

Possess a Bachelor’s Degree from accredited college or university.
Valid Michigan teaching certificate with Special Education Autism Spectrum Disorder (ASD) Endorsement (or willing to secure ASD endorsement).
Familiarity with special education procedures, including the development, implementation, and assessment of IEPs and Behavior Support Plans.
Experience in educating students who qualify for special education services/programming
Knowledge and understanding of state, local and federal regulations and policies affecting special education.
Organization and time management skills.
Must meet the No Child Left Behind and “Highly Qualified” mandates.
Lifelong learner with a collaborative spirit.

PREFERRED REQUIREMENTS:

Masters Degree in special education or related field preferred
Three or more years of teaching experience preferred
Knowledge of current special education practices and methodologies preferred
Experience working with students in a diverse, multicultural academic setting
Experience working with the proposed age groups
Experience using a student information system and/or other type of database
Bilingual preferred but not required

Application Procedure:
Interested candidates must submit, via the Districts on-line application system, cover letter, resume, transcripts, and copy of current education credential.

Compensation Package:
A competitive salary combined with a comprehensive fringe benefit package will be offered to the successful applicant.

REASONING ABILITY:
Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form.

OTHER SKILLS and ABILITIES: Ability to apply knowledge of current research and theory to instructional program; ability to plan and implement lessons based on division and school objectives and the needs and abilities of students to whom assigned. Ability to establish and maintain effective relationships with students, peers and parents; skill in oral and written communication. 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 frequently required to stand and talk or hear and sometimes walk and sit. While performing the duties of this job, the employee may occasionally push or lift up to 50 lbs such as boxes of books and AV/VCR carts. The employee is directly responsible for safety, well-being, or work output of other people. Specific vision abilities required by this job include close vision such as to read handwritten or typed material, and the ability to adjust focus. The position requires the individual to meet multiple demands from several people and interact with the public and other staff.

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 noise level in the work environment is moderate to loud. Duties are performed indoors and occasionally outdoors.

EOE

Autism Spectrum Disorder (ASD) Program Teacher