South Lake Middle School Resource Room Teacher – ELA/Math

SOUTH   LAKE   SCHOOLS 

Job Description 

South Lake Middle School Resource Room Teacher – ELA/Math 

At South Lake Schools, we believe great schools are built through strong relationships. Together with our community, we create an engaging and nurturing environment where students thrive and staff feel valued, connected, and supported. Our small-school setting fosters meaningful collaboration and the opportunity to make a lasting impact on learners. Located along beautiful Lake St. Clair in St. Clair Shores, Michigan, our district offers a welcoming community with convenient access to the cultural attractions, dining, entertainment, and professional sports of Detroit, as well as the region’s scenic orchards, cider mills, and outdoor recreation, making South Lake Schools an exceptional place to live, work, and grow. 

Minimum Qualifications and Skills:  

• Bachelor’s degree (or higher) from an accredited college or university. 

• Michigan Teaching Certificate with any of the following endorsements: Learning Disabilities (SM), Emotional Impairment (SE), Cognitive Impairment (SA), or Autism Spectrum Disorders (SV) AND ELA, Math.  

• Strong knowledge of IDEA, MARSE, and the IEP Process 

• Creative, committed, energetic, and well-organized.  

• Strong moral values, discipline, communication skills, and a collaborative mindset. 

• Such alternatives to the above qualifications as the Superintendent or designee may find appropriate and acceptable. 

Reports To: Principal, Director of Special Services 

Performance Duties and Responsibilities:  

• Demonstrate professional leadership, self-efficacy, ethical conduct, accountability for student outcomes, and advocacy for students and families. 
• Provide direct and indirect special education services to students with disabilities as identified in Individualized Education Programs (IEPs), including specialized instruction, intervention, consultation, and progress monitoring. 
• Design, implement, and facilitate differentiated, individualized, and evidence-based instruction aligned with grade-level standards, curriculum expectations, IEP goals, and student learning needs. 
• Develop and deliver lessons using a variety of instructional approaches, accommodations, modifications, assistive technology, and multisensory strategies to maximize student engagement and achievement. 
• Promote student independence, self-advocacy, executive functioning skills, and access to the general education curriculum within the least restrictive environment. 
• Create and maintain a positive, organized, safe, and inclusive learning environment that supports academic growth, creativity, social-emotional development, and appropriate student behavior. 
• Recognize and address the relationship between academic achievement, behavior, attendance, mental health, and social-emotional well-being while supporting the development of the whole child. 
• Implement restorative practices, positive behavior supports, and proactive classroom management strategies consistent with district expectations and student needs. 
• Support the development, implementation, and monitoring of behavior intervention plans, health plans, accommodations, modifications, and other individualized supports. 
• Serve as case manager for assigned students and ensure compliance with all requirements of the Individuals with Disabilities Education Act (IDEA), Michigan Administrative Rules for Special Education (MARSE), Section 504, FERPA, and district policies. 
• Develop, implement, monitor, and review IEPs, accommodations, modifications, transition plans, behavior intervention plans, health plans, and other individualized student support plans to ensure compliance and student success. 
• Lead and participate in IEP Team meetings and collaborate with parents/guardians, staff, and service providers to develop, implement, and monitor appropriate educational programming. 
• Participate in Multidisciplinary Evaluation Team (MET) and IEP meetings including data collection, analysis, intervention planning, eligibility determination, and progress monitoring. 
• Conduct or support comprehensive evaluations of students suspected of having disabilities, prepare evaluation reports, contribute to eligibility recommendations, and participate in educational planning consistent with certification, training, and district assignment. 
• Analyze assessment, evaluation, progress-monitoring, attendance, behavioral, and achievement data to support eligibility decisions, instructional planning, intervention development, and student programming. 
• Collaborate with general education teachers, special education staff, administrators, and related service providers to ensure coordinated support and access to the general education curriculum. 
• Utilize multiple sources of data to identify student needs, design interventions, monitor progress, evaluate effectiveness, and support data-driven decision making. 
• Facilitate problem-solving, critical thinking, and collaborative decision-making regarding student achievement, behavior, attendance, engagement, and intervention effectiveness. 
• Participate in manifestation determination reviews, FBA/PBSPs, and other student support meetings as assigned. 
• Provide consultation, coaching, technical assistance, and support to teachers, administrators, parents/guardians, and support staff regarding accommodations, modifications, differentiated instruction, interventions, behavior supports, restorative practices, and evidence-based instructional practices. 
• Provide instructional support regarding special education requirements, inclusion, intervention systems, and research-based teaching practices. 
• Serve as a resource and liaison among school personnel, families, community agencies, and outside providers to coordinate services and supports for students. 
• Communicate professionally, effectively, and respectfully with students, families, staff, administrators, and community stakeholders. 
• Prepare and maintain accurate, timely, and confidential records, reports, service logs, progress-monitoring data, attendance records, Service Capture documentation, and compliance records in accordance with FERPA, MARSE, district policies, and state and federal requirements. 
• Prepare and disseminate required progress reports and communicate student performance, services, interventions, and educational outcomes to parents/guardians and staff as required. 
• Develop, coordinate, and regularly update service schedules, intervention plans, consultation supports, and instructional activities in collaboration with teachers, administrators, and service providers. 
• Support students with disabilities in assigned educational settings, including resource room, intervention, inclusion, and other designated support locations, while coordinating services as needed. 
• Monitor student progress toward IEP goals and objectives through ongoing assessment and progress-monitoring activities, making instructional and intervention adjustments as needed. 
• Foster positive relationships and communicate high expectations while supporting student well-being, safety, belonging, self-regulation, and academic success. 
• Fulfill mandated reporting responsibilities and maintain awareness of concerns involving student safety, neglect, abuse, harassment, discrimination, and other matters requiring intervention in accordance with state law and district policy. 
• Actively participate in district and building committees, professional development activities, school improvement initiatives, after-hours events, and required student support meetings. 
• Engage in continuous professional learning, reflective practice, coaching opportunities, and the application of feedback to improve instructional effectiveness, consultation services, and student outcomes. 
• Demonstrate a growth mindset, innovation, professionalism, and commitment to improving student achievement through research-based practices and continuous improvement efforts. 
• Enforce district policies, maintain professional standards, comply with Board policies and applicable state and federal laws, and help ensure safe, supportive, equitable, and inclusive learning environments for all students. 
• Maintain confidentiality and professionalism in all interactions with students, families, staff, vendors, community members, and outside agencies. 

Employment Conditions:  

• Employees shall remain free of any alcohol or nonprescribed controlled substance abuse in the workplace throughout their employment with the District. 

• Employees shall comply with all Board policies and applicable federal and state laws and regulations, including but not limited to Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act (ADA), applicable non-discrimination requirements, and related educational regulations. 

• Perform other duties and responsibilities as assigned by the supervisor that are consistent with certification, approval area, district expectations, and the Michigan Administrative Rules for Special Education (MARSE). 

ADA Requirements: 

The requirements listed below are representative of the knowledge, skills, physical demands, and work environment required to perform the essential functions of this position. Reasonable accommodations may be made to enable individuals with disabilities to perform these essential functions. 

• Ability to communicate effectively with students, staff, parents, and community members in person, in writing, and through electronic means. 

• Ability to read, analyze, and interpret a variety of documents, data, and information. 

• Ability to use standard office equipment and technology, including computers, communication systems, and data platforms. 

• Ability to sit, stand, walk, and move throughout the building and grounds for extended periods of time. 

• Ability to observe, supervise, and evaluate students and staff in a variety of school settings, including classrooms, common areas, and large group environments. 

• Ability to attend and supervise school events and meetings, including those occurring outside of the regular workday. 

• Ability to respond appropriately and effectively in emergency or crisis situations, including implementation of safety and security procedures. 

• Ability to lift and/or move light to moderate items, such as materials, supplies, or equipment, as needed. 

• Ability to travel within and outside the district as required for meetings, professional development, and school-related activities.  

The work environment characteristics described here are representative of those encountered while performing the essential functions of this position. Work is performed primarily in a school setting with a moderate noise level and frequent interruptions. The position may require flexibility in scheduling, including occasional evenings and weekends. 

The Board of Education is committed to maintaining a learning and working environment in which all individuals are treated with dignity and respect, free from discrimination and harassment. There will be no tolerance for discrimination or harassment on the basis of race, color, national origin, religion, creed or ancestry, sex, marital status, genetic information, height, weight, sexual orientation, disability or age. The School District prohibits harassment and other forms of discrimination whether occurring at school, on School District property, in a School District vehicle, or at any School District related activity or event. Furthermore, the Board is committed to equal employment opportunities and the prevention of discrimination in all aspects of employment, including recruitment, selection, training, promotion and retention of staff. The Superintendent will designate compliance officers and develop and implement regulations for the reporting, investigation and resolution of complaints of discrimination or harassment. For additional information, contact Human Resources at 23101 Stadium Blvd., St. Clair Shores, MI 48080, (586) 435-1600.