The Manistee Intermediate School District is seeking a qualified Teacher Consultant for Special Education. The position is classified as Professional Staff and reports to the Director of Special Education.
Qualifications: A fully approved Special Education Teacher, shall comply with all of the following requirements: a. Possess a valid Michigan teacher's certificate. b. Possess a baccalaureate degree with a major in a specific special education area or have earned credit in course work equivalent to that required for a major. c. Rule 90. In addition to meeting all of the requirements of R 340.1782, a teacher consultant shall meet both of the following requirements for full approval by the department: (a) Possess a master's degree in education or a field of study related to special education. (b) Show evidence of a minimum of 3 years of satisfactory teaching experience, not less than 2 years of which shall be teaching in a special education program.
The applicant shall possess: I. Interpersonal relations II. Consultation skills III. Specialized instructional methods IV. Effective time and classroom management techniques V. Educational diagnostic techniques VI. Problem solving/conflict resolution techniques VII. Team planning and implementation processes VIII. Organizational theory and group dynamics
The above description outlines the qualifications of the teacher consultant. Although many services may be provided by the teacher consultant, selection of services is made by Manistee area administration of local schools and by the diagnostic team of a school social worker, school psychologist and teacher consultant. Teacher consultant services are provided as primary and secondary services. Primary services are dictated by law and restricted to the following priority: Job Description A. Identification of special education students B. Program services to special education students C. Follow-up assessment of special education students These primary services are described in the area of pre-referral, referral and follow-up. Any other services are considered secondary and may be provided upon request when all primary services have been satisfied. It should be emphasized that the selection of teacher consultant services is determined by each particular diagnostic team, the priorities of the Intermediate and the specific needs of the local district.
I. PRE-REFERRAL: 1. Provide specialized resources and alternatives to general education personnel as intended by Rule 340.1721a (10). 2. Attend "Screening" and/or "Child Study" meetings. 3. Observation of students in his/her general education environment. 4. Review of school records. 5. Consultation to teachers and/or parents.
II. REFERRAL: 1. Standardized academic testing. 2. Criterion testing. 3. Student observation. 4. Assessment and evaluation of data provided by other professionals. 5. Attend I.E.P.T. meetings. 6. Conference with classroom teachers. 7. Conference with parents and agencies. 8. Educational suggestions for scheduling teaching techniques and appropriate instructional materials. 9. Help develop the MET report.
III. FOLLOW-UP: 1. Provide consultation services to regular classroom teachers as directed by the I.E.P.T. 2. Provide consultation services to the special education teacher as directed by the I.E.P.T. Job Description 4. Standardized academic assessment of special education students for three year evaluations. 5. Attend staffing meetings for MET reports on three year evaluations. 6. Classroom observation for three year evaluations of special education students. 7. Help coordinate and attend I.E.P.T. meetings for three year evaluations. 8. Provide educational suggestions for changes in the students' educational plan which may include special education and regular education curriculum. 9. Coordinate information from school psychologist, school social worker, and other professionals as it relates to teaching techniques, instructional materials and general scheduling.
1.PD for general education staff. 2.PD for special education staff. 3. Curriculum development for classroom programs related to adaptive behavior. 4. Meeting with parents to provide general information about special education, student learning and parent role in the learning process. 5. Consultation to general education personnel regarding individual students needs. 6. Perform other duties as assigned by Director.
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