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High School Special Education Teacher

Valid Wisconsin teaching certificate in the subject area (Cross Categorical, grades 9-12, preferred regular education license, grades 9-12).
Supporting the Development of the CSCS Community
Knowledge of:
•How effective groups function 
•Personal/ professional strengths and weaknesses
•Knowledge of facilitation techniques for large and small groups (i.e. circling, world café, affinities, etc)

Skills:
•Be an active participant in team meetings
•Able to follow thru with assigned tasks
•Understands and seeks multiple perspectives
•Communicates effectively with others
•Seeks to establish new connections with others within and beyond our learning community
•Communicates personal understanding and preferences in a manner, which encourages others to engage in discussion. 
•Approaches challenges as opportunities for learning and improving the strength of the group.  
•Seeks and effectively receives feedback from students, peers, families and community members in the interest of personal Improvement and programmatic excellence.  

Abilities:
•Ability to honor differences and encourage all to contribute and be heard.  
•Ability to develop positive relationships with students, families, peers, and community.  
•Ability to remain positive during challenging situations.
•Ability to help others identify and maximize their individual and collective talents for the good of the group.  
•Ability to reach out to new community partners.
•Ability to clearly articulate the CSCS mission and vision in a variety of contexts and with a variety of audiences.  

Student Social/Emotional Growth

Knowledge of :
•Effective techniques to assist adults and students working to replace ineffective students behaviors with effective ones.  
•AODA
•Student motivation
•Behavior – achievement connection
•Group facilitation techniques
•Restorative practices
•Mindfulness 
•Democratic participation philosophy and strategies

Skills:
•Ability to design and support the implementation of effective behavior plans
•Facilitation of discussion by small and large groups.
•Team building activities
•De-escalation and conflict resolution 
•Developing strong connections between the school and the student’s extended support network.  

Abilities:
•Ability to conduct process and problem solving circles.  
•Ability to determine when to seek support from others and when to maintain confidentiality in a manner that is both legal and assists in the development of trusting, healthy relationships
•Ability to help students identify their strengths and build on these.  
•Ability to help student reframe challenges as opportunities.  
•Ability to work with other staff, family members, and community members to develop support plans for students.  

Curriculum and Instructional Practices

Knowledge of:
•At least one content area (Preferred candidate will be certified in Special Education and one other content area.)
•A variety of differentiation techniques and approaches.  
•Project development and facilitation.
•Authentic assessment practices.
•Techniques to support the development of literacy and numeracy skills within multiple learning contexts.  
•Place based education philosophy and instructional approaches.  
•Community resources to support extended learning opportunities for students.
•Online resources to support student learning.
•Collaborative resources available to staff to improve their knowledge and effectiveness.  
•CSCS graduation requirements and related standards.  
•Transition services and community resources.  

Skills:
•Able to suggest modifications and adjustments to projects to allow students with a variety of talents to participate and contribute.  
•Effectively manages the processes of project development, execution, and evaluation.
•Confidently reaches out to resources to support effective projects.  
•Ability to support students in the establishment of priorities and in setting, adjusting and following timelines for project completion.  
•Serve as an advocate for students with outside agencies in transition planning.  

Abilities:
•To review and suggest modifications to projects, whether designed by adults or students, which will allow students with a variety of skills and limitations, to engage in a meaningful manner.
•Assess the development of literacy and numeracy skills by students and to implement plans for skill development as needed.  
•To work collaboratively with other staff and community partners to design, implement, and refine group projects for students.
•To facilitate the design, execution, and evaluation of both individual and group projects initiated by students.  
•To provide feedback that helps students improve project design and execution to maximize student learning.
•To work collaboratively with other staff and support personnel to identify sources of student struggles and to use the student's strengths to overcome struggles.
•To reach out to community resources to support transition to post-secondary experiences.