Copper Hill Elementary - Special Education Social Emotional Learning Teacher

JobID: 17999 Position Type: Elementary School Teaching/Special Education Mild/Moderate Teacher Date Posted: 3/27/2024 Location: COPPER HILLS ELEMENTARY Date Available: 08/05/2024 Closing Date: 04/03/2024 Please note that this posting closes at 3:00 pm on the date listed above.
Copper Hills Elementary School – Social Emotional Learning Teacher – Mild/Moderate (1.
0 FTE) If you have any questions regarding the position, please contact Tracy Rose, Principal, at (385) 646-4792 or email tdrose@graniteschools.
org .
______________________________________________________________________________________________________________________________________________________________________________________________________________________ Job Title Teacher Department School Supervisor School Principal Salary Schedule Teacher Salary Schedule Lane Placement A-G Contract Length 9 Months FLSA Classification Exempt GRANITE SCHOOL DISTRICT – CLASSROOM TEACHER DESCRIPTION To perform this job successfully, an individual must be able to perform the essential functions satisfactorily, with or without reasonable accommodations.
The requirements listed below are representative of the knowledge, skills, training, education, responsibilities, and/or abilities required.
Regular presence, attendance, timeliness are essential job functions of this position.
Job Summary Under the direction of the school principal, the classroom teacher is responsible for creating a positive learning environment where students develop the skills to become critical thinkers, problem solvers, lifelong learners and productive citizens.
Teachers maintain a safe environment; establish rapport with students, parents and colleagues; motivate students to develop skills, attitudes, and knowledge needed to provide a good foundation for further education and do so in accordance with each student’s ability.
Teachers differentiate curriculum and use effective research-based methods of instruction.
Implement Proficiency-Based Grading in Student Evaluations.
Essential Functions Teach the core content area(s) outlined in the USBE’s Core Curriculum, and adopted by the Board of Education, correlated with other approved learning activities.
Develop lesson plans and instructional materials and provide individualized and small group instruction in order to adapt the curriculum to the needs of the child.
Utilize effective teaching techniques in translating lesson plans into productive student learning experiences which best utilize the time available for instruction Utilize computers and other technological classroom support equipment in student instruction.
Supervision of students requires both indoor and outdoor responsibilities (e.
g.
recess duty, gymnasium activities, etc.
) in all types of weather and air quality.
Establish and maintain standards of student behavior needed to achieve a functional learning atmosphere in the classroom through organization and appropriate discipline strategies.
Evaluate students’ academic and social growth, maintain appropriate records, and prepare progress reports.
Be familiar with and willing to implement Proficiency-Based Learning in evaluating students.
Be familiar with and willing to implement the Granite Way.
Communicate with parents through conferences, telephone calls, e-mails, student planners, school website, and other appropriate means, to discuss the student’s progress.
Communicate and cooperate with other professional staff regarding the student’s academic and personal growth areas.
Attendance, physical presence, and timeliness are essential functions of this position.
Create an effective learning environment for learning through functional and attractive displays, bulletin boards and interest centers.
Provide and maintain a safe and supportive environment in the classroom and on the school campus.
Maintain professional competence through in-service education activities provided by the school district and self-selected professional growth activities.
Participate in faculty meetings as required.
Administer appropriate student attendance policies and procedures.
Participate in appropriate educator evaluation procedures as per district guidelines.
Administer group standardized tests in accordance with state and district testing procedures.
Participate in faculty committees and the sponsorship of student activities Select and requisition books and instruction materials; maintain required inventory records.
Model professional and ethical standards when dealing with students, parents, colleagues, and members of the community.
Understand and adhere to laws, district policies, and procedures.
Maintain effective working relationships with students, parents, school staff, district staff, and members of the community.
Demonstrate professional ethics as outlined by the Utah Professional Practices Advisory Commission.
Be a positive role model.
Non-Essential Functions Other duties as assigned* *This description should not be construed to contain every function/responsibility that may be required to be performed by an employee assigned to this position.
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily.
The requirements listed below are representative of the education, knowledge and experience requirements; the machines, tools and equipment used; background; and any licenses or certifications required.
Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions of this position.
Required Knowledge and Skills Skilled at developing and nurturing kind, compassionate, trusting relationships with students.
A qualified candidate will be a great leader of students and also of the adults who serve as aides in the class.
Applicants should be willing to communicate regularly with parents and guardians in a variety of ways to insure students’ needs are being met.
Applicants need to be proficient in developing and implementing behavior intervention plans, including effective data collection systems that guide instructional and behavioral decisions.
Necessary qualifications include strong communication skills, excellent interpersonal and conflict management skills, strong organizational and time management skills, and collaborative problem solving strategies.
Must be able to plan instruction that involves adapting and modifying curriculum and instruction to accommodate individual student needs.
Must have strong skills in positive behavioral supports, behavior management techniques and embedding social skills into instruction.
Must have a working knowledge of the Individuals with Disabilities Education Act (IDEA), State Special Education Rules, Least Restrictive Behavioral Interventions (LRBI).
Should be MANDT trained and certified or be willing to be MANDT certified in the coming weeks.
Possess strong oral and written communication skills.
Possess strong computer and educational technological skills.
Works independently with little direct supervision.
Works as part of a team.
Accepts responsibility and is self-motivated.
Demonstrate the ability to establish and maintain a positive learning environment and handle classroom management issues in a calm manner.
Display effective multi-tasking and time management skills Required Training and Education Requires a Utah State Board of Education (USBE) approved cleared criminal background check.
Applicant must fall under one of the following licensure categories in order to be considered for a Special Education teaching position in Granite School District: -have a Utah Special Education teaching license -have a out-of-state Special Education teaching license -have at least a bachelor's degree from a regionally accredited university and already been approved for an Associate License through the Utah State Board of Education in Special Education -have at least a bachelor's degree from a regionally accredited university, and already been accepted into one of the following university Special Education programs: Weber State University University of Utah Utah State University Southern Utah State University Western Governor’s University Brigham Young University Westminster College Dixie State University -have at least a bachelor’s degree from a regionally accredited university, and are required to successfully enroll in one of the in-state Special Education programs above and be approved for the Associate Educator License program through the Utah State Board of Education within 6 months of hire.
Failure to be approved for the Associate Educator Licensure program within this time frame may jeopardize continuing employment in Granite School District.
Please attach the following document depending on your licensure situation: -In and out-of-state applicants must upload a copy of their state license with their application in order to be considered.
-If approved for an Associate License, please upload both a copy of your highest university degree AND your AEL eligibility letter -If you have already been accepted into one of the programs above, please upload your university acceptance letter.
Applicant must be in good standing with the university.
-If only Bachelor’s Degree, applicant must upload a copy of their Bachelor’s degree in order to be considered.
• Mild/Moderate endorsement required.
• Position begins with the 202? – 202? school year.
• Preference will be given to teachers who have demonstrated skill in collaboration, and supporting students in general education classrooms in order to provide access to and progress in the general curriculum.
Working Environment Supervision of students requires both indoor and outdoor responsibilities (e.
g.
recess duty, gymnasium activities, etc.
) in all types of weather and air quality.
Tasks may involve extended periods of time at a keyboard or workstation.
Physical Demands Requires the ability to sit, stand, walk, stoop, kneel, crouch or crawl.
Ability to reach with hands and arms, use hands to finger, handle or feel objects.
Ability to talk or hear.
Vision abilities include close vision, distance vision, color vision and ability to focus.
Physical demands require moving and lifting supplies, equipment, etc.
up to 25 pounds and occasionally lift and/or move up to 50 pounds.
Physical Requirements – Not limited to the following: While performing the duties of this job, the teacher is regularly required to speak and/or hear.
The teacher is frequently required to stand; walk; reach with hands and arms and stoop, kneel, and crouch.
The teacher is occasionally required to use hands to handle or feel and must occasionally climb or balance.
Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision and depth perception.
The teacher must frequently lift and/or move up to 10 pounds and occasionally lift and/or move up to 25 pounds.
Teachers in P.
E.
, CTE, Theatre and/or Art may be required to frequently lift up to 50 pounds.
Note: This list of essential and non-essential functions and of physical requirements is not exhaustive and may be supplemented in accordance with the requirements of the job.
JobID: 17999 Position Type: Elementary School Teaching/Special Education Mild/Moderate Teacher Date Posted: 3/27/2024 Location: COPPER HILLS ELEMENTARY Date Available: 08/05/2024 Closing Date: 04/03/2024 Please note that this posting closes at 3:00 pm on the date listed above.
Copper Hills Elementary School – Social Emotional Learning Teacher – Mild/Moderate (1.
0 FTE) If you have any questions regarding the position, please contact Tracy Rose, Principal, at (385) 646-4792 or email tdrose@graniteschools.
org .
______________________________________________________________________________________________________________________________________________________________________________________________________________________ Job Title Teacher Department School Supervisor School Principal Salary Schedule Teacher Salary Schedule Lane Placement A-G Contract Length 9 Months FLSA Classification Exempt GRANITE SCHOOL DISTRICT – CLASSROOM TEACHER DESCRIPTION To perform this job successfully, an individual must be able to perform the essential functions satisfactorily, with or without reasonable accommodations.
The requirements listed below are representative of the knowledge, skills, training, education, responsibilities, and/or abilities required.
Regular presence, attendance, timeliness are essential job functions of this position.
Job Summary Under the direction of the school principal, the classroom teacher is responsible for creating a positive learning environment where students develop the skills to become critical thinkers, problem solvers, lifelong learners and productive citizens.
Teachers maintain a safe environment; establish rapport with students, parents and colleagues; motivate students to develop skills, attitudes, and knowledge needed to provide a good foundation for further education and do so in accordance with each student’s ability.
Teachers differentiate curriculum and use effective research-based methods of instruction.
Implement Proficiency-Based Grading in Student Evaluations.
Essential Functions Teach the core content area(s) outlined in the USBE’s Core Curriculum, and adopted by the Board of Education, correlated with other approved learning activities.
Develop lesson plans and instructional materials and provide individualized and small group instruction in order to adapt the curriculum to the needs of the child.
Utilize effective teaching techniques in translating lesson plans into productive student learning experiences which best utilize the time available for instruction Utilize computers and other technological classroom support equipment in student instruction.
Supervision of students requires both indoor and outdoor responsibilities (e.
g.
recess duty, gymnasium activities, etc.
) in all types of weather and air quality.
Establish and maintain standards of student behavior needed to achieve a functional learning atmosphere in the classroom through organization and appropriate discipline strategies.
Evaluate students’ academic and social growth, maintain appropriate records, and prepare progress reports.
Be familiar with and willing to implement Proficiency-Based Learning in evaluating students.
Be familiar with and willing to implement the Granite Way.
Communicate with parents through conferences, telephone calls, e-mails, student planners, school website, and other appropriate means, to discuss the student’s progress.
Communicate and cooperate with other professional staff regarding the student’s academic and personal growth areas.
Attendance, physical presence, and timeliness are essential functions of this position.
Create an effective learning environment for learning through functional and attractive displays, bulletin boards and interest centers.
Provide and maintain a safe and supportive environment in the classroom and on the school campus.
Maintain professional competence through in-service education activities provided by the school district and self-selected professional growth activities.
Participate in faculty meetings as required.
Administer appropriate student attendance policies and procedures.
Participate in appropriate educator evaluation procedures as per district guidelines.
Administer group standardized tests in accordance with state and district testing procedures.
Participate in faculty committees and the sponsorship of student activities Select and requisition books and instruction materials; maintain required inventory records.
Model professional and ethical standards when dealing with students, parents, colleagues, and members of the community.
Understand and adhere to laws, district policies, and procedures.
Maintain effective working relationships with students, parents, school staff, district staff, and members of the community.
Demonstrate professional ethics as outlined by the Utah Professional Practices Advisory Commission.
Be a positive role model.
Non-Essential Functions Other duties as assigned* *This description should not be construed to contain every function/responsibility that may be required to be performed by an employee assigned to this position.
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily.
The requirements listed below are representative of the education, knowledge and experience requirements; the machines, tools and equipment used; background; and any licenses or certifications required.
Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions of this position.
Required Knowledge and Skills Skilled at developing and nurturing kind, compassionate, trusting relationships with students.
A qualified candidate will be a great leader of students and also of the adults who serve as aides in the class.
Applicants should be willing to communicate regularly with parents and guardians in a variety of ways to insure students’ needs are being met.
Applicants need to be proficient in developing and implementing behavior intervention plans, including effective data collection systems that guide instructional and behavioral decisions.
Necessary qualifications include strong communication skills, excellent interpersonal and conflict management skills, strong organizational and time management skills, and collaborative problem solving strategies.
Must be able to plan instruction that involves adapting and modifying curriculum and instruction to accommodate individual student needs.
Must have strong skills in positive behavioral supports, behavior management techniques and embedding social skills into instruction.
Must have a working knowledge of the Individuals with Disabilities Education Act (IDEA), State Special Education Rules, Least Restrictive Behavioral Interventions (LRBI).
Should be MANDT trained and certified or be willing to be MANDT certified in the coming weeks.
Possess strong oral and written communication skills.
Possess strong computer and educational technological skills.
Works independently with little direct supervision.
Works as part of a team.
Accepts responsibility and is self-motivated.
Demonstrate the ability to establish and maintain a positive learning environment and handle classroom management issues in a calm manner.
Display effective multi-tasking and time management skills Required Training and Education Requires a Utah State Board of Education (USBE) approved cleared criminal background check.
Applicant must fall under one of the following licensure categories in order to be considered for a Special Education teaching position in Granite School District: -have a Utah Special Education teaching license -have a out-of-state Special Education teaching license -have at least a bachelor's degree from a regionally accredited university and already been approved for an Associate License through the Utah State Board of Education in Special Education -have at least a bachelor's degree from a regionally accredited university, and already been accepted into one of the following university Special Education programs: Weber State University University of Utah Utah State University Southern Utah State University Western Governor’s University Brigham Young University Westminster College Dixie State University -have at least a bachelor’s degree from a regionally accredited university, and are required to successfully enroll in one of the in-state Special Education programs above and be approved for the Associate Educator License program through the Utah State Board of Education within 6 months of hire.
Failure to be approved for the Associate Educator Licensure program within this time frame may jeopardize continuing employment in Granite School District.
Please attach the following document depending on your licensure situation: -In and out-of-state applicants must upload a copy of their state license with their application in order to be considered.
-If approved for an Associate License, please upload both a copy of your highest university degree AND your AEL eligibility letter -If you have already been accepted into one of the programs above, please upload your university acceptance letter.
Applicant must be in good standing with the university.
-If only Bachelor’s Degree, applicant must upload a copy of their Bachelor’s degree in order to be considered.
• Mild/Moderate endorsement required.
• Position begins with the 202? – 202? school year.
• Preference will be given to teachers who have demonstrated skill in collaboration, and supporting students in general education classrooms in order to provide access to and progress in the general curriculum.
Working Environment Supervision of students requires both indoor and outdoor responsibilities (e.
g.
recess duty, gymnasium activities, etc.
) in all types of weather and air quality.
Tasks may involve extended periods of time at a keyboard or workstation.
Physical Demands Requires the ability to sit, stand, walk, stoop, kneel, crouch or crawl.
Ability to reach with hands and arms, use hands to finger, handle or feel objects.
Ability to talk or hear.
Vision abilities include close vision, distance vision, color vision and ability to focus.
Physical demands require moving and lifting supplies, equipment, etc.
up to 25 pounds and occasionally lift and/or move up to 50 pounds.
Physical Requirements – Not limited to the following: While performing the duties of this job, the teacher is regularly required to speak and/or hear.
The teacher is frequently required to stand; walk; reach with hands and arms and stoop, kneel, and crouch.
The teacher is occasionally required to use hands to handle or feel and must occasionally climb or balance.
Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision and depth perception.
The teacher must frequently lift and/or move up to 10 pounds and occasionally lift and/or move up to 25 pounds.
Teachers in P.
E.
, CTE, Theatre and/or Art may be required to frequently lift up to 50 pounds.
Note: This list of essential and non-essential functions and of physical requirements is not exhaustive and may be supplemented in accordance with the requirements of the job.