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1. Assessment and Individualized Education Program (IEP) Development:
* Conduct assessments to identify students' strengths, weaknesses, and special needs.
* Collaborate with other professionals to develop individualized education programs (IEPs) that address each student's unique learning requirements.
2. Lesson Planning and Instruction:
* Create and implement lesson plans that cater to diverse learning styles and abilities.
* Modify and adapt curriculum materials to meet the specific needs of students with disabilities.
* Provide differentiated instruction to accommodate various learning levels. This includes co-teaching, pull out and push in with small groups or individual students.
* Develop and continually update learning resources that are culturally relevant and are grounded in the practices of diversity, equity and inclusion.
3. Behavioral Management:
* Implement behavior intervention strategies to address challenging behaviors.
* Work closely with other staff members, such as behavior specialists or counselors, to create a supportive and consistent environment.
* Develop and enforce behavioral expectations in collaboration with the overall school discipline plan.
* Implementation of our PBIS and restorative practices program.
4. Collaboration with Other Professionals:
* Collaborate with special education support staff, such as speech therapists, occupational therapists, and psychologists, to address the multifaceted needs of students.
* Communicate regularly with correctional staff, probation officers, and other professionals involved in the juvenile justice system to ensure a holistic approach to student support.
5. Adaptation of Instructional Materials:
* Modify and adapt instructional materials to suit the unique needs and circumstances of a juvenile detention setting.
* Utilize technology and other resources to enhance the learning experience for students.
6. Monitoring and Reporting:
* Monitor and assess student progress, adjusting instructional strategies as needed.
* Maintain accurate records of student performance and behavior.
* Prepare and deliver progress reports for IEP meetings and conferences with parents or guardians.
7. Transition Planning:
* Work on transition planning for students preparing to re-enter traditional educational settings or the community.
* Collaborate with vocational counselors and support services to facilitate a smooth transition for students.
8. Advocacy:
* Advocate for the educational rights and needs of students with disabilities within the juvenile justice system.
* Attend IEP meetings, court hearings, and other relevant meetings to represent the educational interests of students.
9. Professional Development:
* Stay informed about best practices in special education and juvenile justice education.
* Attend professional development opportunities to enhance skills and knowledge.
10. Crisis Intervention:
* Be prepared to respond to crisis situations and provide support to students during difficult times.
* Adhere to safe school practices.
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11. Ensure compliance with educational policies and procedures within the juvenile detention center.
12. Cover for absent teachers as needed.
13. Perform non-instructional duties as may be required.
14. Prepare and achieve annual performance expectations as prescribed or approved by the supervising administrator.
*It's important to note that working in a juvenile detention center may involve additional training, background checks, and an understanding of the unique challenges faced by the students in this environment. The ability to empathize, provide support, and maintain a positive approach is crucial for success in this role.
- Valid PA certifications in Special Education K-12.
- Expert knowledge of Special Education law, processes, procedures expected.
- Evidence of teaching in an interdisciplinary team construct.
- Knowledge of and interest in implementing non-traditional best practices related to school design, student scheduling, classroom instruction, and student assessment.
- Evidence of using instructional technology. Capable of advancing the integration of instructional technology into the curriculum.
- Successful experience working with students who are facing challenges is preferred.
- Possesses highly refined communication (both written and verbal) and interpersonal skills.
8. Organizational skills, initiative, and an ability to work with limited supervision.
9. Ability and experience in working as a member of a team.
- Skilled in the use of Microsoft Office Suite including Word, PowerPoint, Excel, Outlook, and Google Docs, and willingness to experiment and work with new technologies.
- Such additions and alterations to the above qualifications as the Program Administrator and Board may find appropriate and acceptable.
- Ability to work with individuals from diverse backgrounds.
13. Ability to comply with the AIU Conduct policy and belief system.
The Allegheny Intermediate Unit is an equal opportunity employer. All qualified applicants will receive consideration for employment without regards to that individual's race, color, religion or creed, national origin or ancestry, sex (including pregnancy), sexual orientation, gender identity, age, physical or mental disability, veteran status, genetic information, ethnicity, citizenship, or any other characteristic protected by law.