JOB TITLE: Teacher Consultant
DEPARTMENT: Special Education
REPORTS TO: Special Education Supervisor
SALARY RANGE: According to the Terms of the Master Agreement for AFT.
START DATE: As soon as possible
FULL TIME - SCHOOL YEAR POSITION with generous benefit package.
JOB SUMMARY: The Teacher Consultant, will serve as a partner to school psychologists in evaluating students with disabilities as well as duties related to the IEP process and supporting students in the educational environment.
ESSENTIAL DUTIES and RESPONSIBILITIES:
The Teacher Consultant shall have duties and responsibilities which include, but are not limited to the following:
- Serve as a member of the multidisciplinary evaluation team and assist in the comprehensive assessment of students.
- Attend team meetings.
- Be present as a member of the Multidisciplinary Evaluation Team at the IEP when required.
- Serve as a member of the IEP team to assist in the determination of eligibility, placement and development of the IEP.
- Collect various forms of data to support the evaluation/IEP process.
- Support staff in identifying and using researched-based instructional practices.
- Writes or assists in writing the Multidisciplinary Evaluation Team reports.
- Coordinate assessment activities for the Multidisciplinary Evaluation Team.
- Perform individual evaluations of students which may include achievement tests and observation.
- Upon request, provide professional learning and consultative services to local educational staff.
- Assume other duties as assigned by the school psychologist or the supervisor.
EDUCATION, EXPERIENCE & REQUIREMENTS, SKILLS and ABILITIES:
- Michigan Department of Education teacher consultant approval or eligible for approval.
- Valid teaching certificate with special education endorsement.
- Master’s Degree in education or a field of study related to special education.
- Three to five years of successful teaching experience, not less than two years of which is teaching in a special education classroom.
- MARSE R310.1790.
- Understanding of assessment methods including but not limited to progress monitoring, curriculum-based measurement, and formative assessment.
- Knowledge of RTI or MTSS.
- Demonstrated effective organizational skills.
- Knowledge and experience in consulting with general and special education teachers.
- Ability to effectively communicate in both oral and written forms to multiple audiences.
- Knowledge of the requirements of state and federal mandates which directly relate to the evaluation and identification of a student with a disability.
- Strong analytical skills are required to correctly analyze, interpret and report quantitative and qualitative data.
- Ability to collect, analyze and use data and research within intervention planning.
- Expertise in assessment including curriculum-based assessment measurement and diagnostic practices.
- Coursework related to assessment.
Language Skills:
Must be able to communicate effectively with Administration, staff, co-workers, students, parents/guardians, staff and Administrators of local districts, and members of the community. Must be able to speak effectively before groups. Must be able to read, comprehend and analyze information and data, instructions, correspondence, memos, reports, State and Federal Special Education Rules and Regulations. Must be able to compose appropriate correspondence and reporting with clear and concise information utilizing proper spelling and grammar.
Mathematic Skills:
Must be able to apply concepts such as fractions, percentages, ratios, and proportions to practical situations in order to make comparisons and/or determinations of evaluations of student(s) to the general population, to produce charts, graphs, and reports, and to produce and comprehend budgets.
Reasoning Ability:
Must be able to apply common sense and reason to define problems, collect and analyze data, establish facts, and draw valid conclusions.
Other Skills and Abilities:
Must have demonstrated leadership abilities and comprehensive knowledge of current research, theory, issues and problems in all disability areas of Special Education. Must be able to establish and maintain effective working relationships with Administration, staff, students, parents/guardians, local districts and the community.
Must demonstrate cooperative and effective communication skills, both oral and written, and apply active listening skills with people and situations.
Must be proficient in the use of Microsoft Office Excel, Word, Access, PowerPoint, Google, and automated data processing systems.
PHYSICAL DEMANDS & WORK ENVIRONMENT:
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. 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 to perform the essential functions.
While performing the duties of this job, the employee is regularly required to sit, talk, hear and see. The employee is frequently required to walk, use hands and fingers to handle, grasp, feel and hold. The employee is occasionally required to reach with hands and arms. Frequent finger and hand dexterity is needed to input data into computers. Specific vision abilities required by this job include close vision. The ability to tell where sound is coming from is essential to this job. The employee must occasionally lift and/or move up to 50 lbs.
Driving and travel to other school districts and community sites is necessary.
This job is performed in a generally clean and healthy environment; however the employee may have a higher incidence of exposure to children’s illnesses.
In the performance of this job, the individual may occasionally come in contact with unruly students and/or adults, and/or be exposed to blood, bodily fluids, and tissue.
