Chinese teacher Jobs in Rochester, MN

Coordinator for High School Special Education

Coordinates the high school special education services and supports and assists students in meeting IEP goals for graduation.

Essential duties and responsibilities include the following:

• Demonstrates understanding and effectively implements the appraisal process of the Texas Teacher Evaluation and Support System (T-TESS).
• Conducts Professional Development and Appraisal System evaluations of special education personnel.
• Coordinates special education services and supports on the high school campus.
• Assists in supervising special education teachers and special education paraprofessionals.
• Assists with the planning and presentation of professional learning for general education personnel as requested by principals.
• Develops schedules for special education teachers and special education paraprofessionals.
• Collaborates with the high school board builder to set up the classes for special education teachers and students.
• Plans cooperatively with the special education personnel.
• Interviews prospective special education teachers and aides.
• Collaborates with staff members on the KISD discipline management plan as related to the special education students.
• Coordinates/collaborates with general education personnel to provide opportunities for student success.
• Coordinates all required components of the annual review for each student (i.e., parents, surrogates, teachers (regular, special), support personnel, all pertinent information, etc).
• Cooperates with special education assessment personnel in the evaluation of student progress and the compilation of data to be presented at the initial and 3-year reevaluations ARDs.
• Schedules ARD's (transfers, annuals, revisions, 3-year reevaluations) and counsels with parents whose children are in special education services and supports.
• Responds to issues/complaints of students, parents, district staff, and others in a constructive manner.
• Collaborates with middle school campuses to explain high school program and develops graduation plans and Individual Transition Plans (ITPs) as appropriate.
• Schedules classes for special education students in conjunction with the school counselor as applicable.
• Consults with students and counselors concerning courses needed, options for graduation, etc.
• Coordinates with outside agencies (DARS, Central Counties Services, HOCTIL, DADS, etc.) to develop Individual Transition Plans (ITPs).
• Monitors/Develops all Individual Transition Plans (ITP)s for all required special education students in conjunction with special education teachers (completed prior to the ARD).
• Maintains a continuing program of professional learning to improve skills related to job assignment.
• Monitors special education paperwork to see that it meets federal, state, and local requirements.
• Assists special education teachers with strategies and materials to enhance student achievement.
• Performs other duties as assigned.

Supervisory responsibilities include interviewing, recommending for hire, and training employees; planning, assigning, and directing work; appraising performance; rewarding and disciplining employees; addressing complaints and resolving problems.

Qualifications include a Master's degree required and three years of Special Education teaching preferred. Principal Certificate required and Special Education Teaching Certificate preferred.

Ability to read, analyze, and interpret common educational, federal, state, and local laws, technical journals, financial reports, and legal documents. Ability to respond to common inquiries or complaints from parents, students, regulatory agencies, or members of the community. Ability to effectively present information to administrators, faculty, parents, students, public groups, and/or board of trustees. Ability to add, subtract, multiply, and divide in all units of measure, using whole numbers, common fractions, and decimals. Ability to compute rate, ratio, and percent and to draw and interpret bar graphs. 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. Must be familiar with computers, such as word processing, e-mail, and internet.

Physical demands include talking or hearing, walking, reaching with hands and arms, sitting, standing, using hands to finger, handle, or feel, stooping, kneeling, crouching, or crawling. Occasional lifting or carrying (45 pounds or more) and positioning of students with physical disabilities, controlling behavior through physical restraint, assisting non-ambulatory students, and lifting and moving adaptive equipment; may work prolonged or irregular hours. Specific vision abilities required by this job include close vision, distance vision, and ability to adjust focus.

Occasional district-wide travel to multiple campuses as assigned. The noise level in the work environment is usually quiet/moderate.