Project Search Instructor

POSITION SUMMARY

The Project SEARCH Instructor will be responsible for providing job-and work-related instruction and training to individuals with disabilities immersed within an integrated employment setting. This position will work closely with local businesses to foster positive and collaborative partnerships to increase work based learning opportunities. Providing access to these real-life workbased learning opportunities will better prepare students for the workforce and life within the community.

ESSENTIAL FUNCTIONS

Note: These duties and responsibilities are judged to be "essential functions" in terms of the Americans With Disabilities Act or ADA. To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The statements below are intended to describe the general nature and level of work being performed by a person in this position. They are not to be construed as an exhaustive list of all duties that may be performed by such a person. Other duties may be assigned.

• Recruits appropriate students with disabilities for Project SEARCH program.
• Attend IEP meetings for possible student recruits and for transition age students.
• Through referral and eligibility processes, connect students to appropriate community services such as Michigan Rehabilitation Services and Community Mental Health.
• Identify internship sites with the host site so that students can participate in a variety of work experiences in order to build marketable, competitive skills in order to lead to employment.
• Develop sites that will increase job specific skills, work quality and productivity.
• Plan with students, families, and agency personnel to determine career interests, specific job preferences, skills and abilities to develop an individualized approach to placement.
• Identify and create solutions for behavioral concerns that interfere with gaining and maintaining employment.
• Provide universal design in the accommodations and adaptations needed at work sites.
• Develop work portfolios for each student to include credentialing of skills attained, letter of recommendations from internship sites, etc.
• Works with students and families in the development, revision and assessment of each student’s transition plan.
• Participates in program planning meetings and staffings for assigned students.
• Provide high quality research-based instruction within the classroom and work settings to assist students in developing the skills, knowledge and work habits required for employment and future learning that may include communication, problem solving, teamwork, grooming, budgeting and self-advocacy.
• Progress monitor student outcomes; make instructional adjustments and provide interventions for students who are not making progress.
• Maintain records of students’ achievement and attendance.
• Collects data on student outcomes including jobs gained, wages, hours worked per week, benefits taken, etc.
• Other duties as assigned.

ADDITIONAL DUTIES

• Performs other related tasks as assigned.

SUPERVISORY RESPONSIBILITIES

• May supervise students and instructor assistants.

EDUCATION and/or EXPERIENCE

• Possess a minimum of a Bachelor’s degree; valid teaching certificate with approval in Special Education for the Cognitively Impaired, Autism Spectrum Disorder, or Learning Disabilities.
• A minimum of two years successful recent and relevant experience as a classroom teacher in a program for youth with emotional, physical and/or cognitive impairments at the secondary level. Three or more years’ experience is preferred.
• Demonstrates continuous learning as it relates to instructional, behavioral and therapeutic interventions for assigned students.
• Effective interpersonal communication skills which promote personal relationships with students, parents, staff, work sites and outside agencies.
• Organizational ability, self-directedness, and initiative when given a variety of responsibilities and assigned tasks.
• Ability to make decisions and problem solve within a team of service providers.

CERTIFICATES, LICENSES, REGISTRATIONS

• Michigan teaching certificate with an endorsement in Special Education.

LANGUAGE SKILLS

Ability to read, analyze, and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals. Ability to effectively present information and respond to questions from groups of staff, parent(s), and the general public.

MATHEMATICAL SKILLS

Ability to work with mathematical concepts such as probability and statistical inference. Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations.

REASONING ABILITY

Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.

OTHER SKILLS & ABILITIES

Ability to apply knowledge of current research and theory to instructional program; ability to plan and implement lessons based on division and school objectives and the needs and abilities of students to whom assigned. Ability to establish and maintain effective working relationships with students, peers, parents and community; ability to speak clearly and concisely in written or verbal communication.

PHYSICAL DEMANDS

While performing the duties of this job, the employee will occasionally sit and walk and sometimes stand. Specific vision abilities required by this job include close vision such as typed material. Hearing abilities used while performing this job are hearing conversation in a quiet or noisy environment. The employee will frequently interact with the public and other staff and occasionally work extended hours.

WORK ENVIRONMENT

The noise level in the work environment is usually quiet. Work is performed indoors. The employee is directly responsible for the safety, well-being and work output of students.

The employee shall remain free of any alcohol or non-prescribed controlled substance in the workplace throughout his/her employment.

The Livingston Educational Service Agency does not discriminate on the basis of race, color, national origin, sex, (including sexual orientation or transgender identity), disability, age, religion, height, weight, marital or family status, military status, ancestry, genetic information, or any other legally protected category (collectively, "Protected Classes"), in its programs and activities, including employment opportunities.

Inquiries regarding non-discrimination policies should be directed to the Assistant Superintendent for Administrative Services.