QUALIFICATIONS:
Must be Wisconsin DPI certified in Special Education Emotional Behavioral Disabilities (EBD) and/or Cross-Categorical (CC), early adolescence to adolescence.
Knowledge and experience working with students with special needs and at-risk youth.
Prior experience and willingness to lead and direct other adults affiliated with the Teenship Program.
Knowledge and experience with effective behavior management skills and knowledge of effective strategies (restorative practices, FBAs/BIPs, PBIS, trauma-informed care, etc.).
Knowledge and experience with the IEP process and ability to manage timelines effectively.
Knowledge of and experience working collaboratively as a facilitator and team member with parents, colleagues, school administration, and community agencies.
POSITION DESCRIPTION AND EXPECTATIONS:
The Harbor program is a special education initiative aimed at supporting students with various disabilities who require special education services. It is staffed by one full-time Special Education Teacher and one full-time Education Assistant, serving students in grades 9-12.
The program is structured to accommodate a range of needs, including different levels of mental health disorders and emotional behavioral disabilities. Students in the Harbor Program benefit from Individualized Education Plans (IEPs) that offer opportunities within both restrictive and inclusive environments, promoting a balance between specialized support and integration with their peers.
The Lead Teacher of this program is responsible for creating and facilitating independent learning opportunities that contribute to students'' graduation requirements across all subject areas. They collaborate with SHS teachers to provide inclusive educational experiences and develop a social and emotional learning curriculum tailored to the needs of the students in the program.
In addition to monitoring progress and conducting school-based IEP meetings, the Lead Teacher will also participate in Community Service Teams to support students in their community involvement.
DESIRED SKILLS AND ATTRIBUTES:
Ability to adapt to various student learning styles in order to create engaging and relevant academic and social/emotional learning experiences.
Skill in understanding and building relationships with a diverse range of individuals.
Strong commitment to inclusion, with a willingness to collaborate with colleagues to foster opportunities for inclusive education.
Understanding of the future academic, social, and emotional needs of students with various disabilities, including Other Health Impairments (OHI), Emotional Behavioral Disorders (EBD), Specific Learning Disabilities (SLD), and Intellectual Disabilities (ID).
Effective communication skills with all stakeholders are essential.
Knowledge and experience in promoting the inclusion of special education students in general education classrooms, while providing varying levels of support.
Familiarity with full inclusion and content mastery programs, along with a desire to collaborate with other staff to create the best possible learning environment.
Must be trained in Crisis Prevention and Intervention (CPI) or be willing to undergo training.
The Sheboygan Area School District is a strong advocate of best practices. Our District's educational goals are centered on a Professional Learning Community model. We further support our PLC process with Positive Behavior Intervention and Supports (PBIS), Response to Intervention (RtI), and 21st Century Skills. The successful candidate(s) for employment in our District need to have a strong working knowledge of the above-listed best-practice concepts that are the centerpieces of our District goals.