Teacher Consultant

To perform this job successfully, an individual must be able to perform the essential job functions satisfactorily. Reasonable accommodations may be made to enable individuals with disabilities to perform the primary job functions herein described. Since every duty associated with this position may not be described herein, employees may be required to perform duties not specifically spelled out in the job description, but which may be reasonably considered to be incidental in the performing of their duties just as though they were written out in this job description.

GRPS MISSION: Our mission is to ensure that all students are educated, self-directed and productive members of society.

Teacher Consultant

Department: Special Education

Bargaining Unit: Grand Rapids Education Association (GREA)

Salary: Determined by the collective bargaining agreement and comprehensive benefits package

JOB SUMMARY

The role of the Teacher Consultant is to assure all students have access to, and can make progress in, the general education curriculum. The Teacher Consultant may consult with general education teachers/staff, special education teachers/staff, students, and administration. The Teacher Consultant coordinates and networks with building teams under the direction of administration to ensure the appropriate consideration of programming, academic and behavioral success of students. The Teacher Consultant works under the supervision of a Special Education Supervisor/Principal.

ESSENTIAL JOB FUNCTIONS

Essential functions under the Americans with Disabilities Act may include any of the following duties, knowledge, and skills. This list is illustrative only and is not a comprehensive listing of all functions and duties performed by employees in this position. Regular on time and in person attendance is an essential function of this job. Other essential functions may include, but are not limited to the following:

• Works collaboratively with teachers across general and special education environments to build capacity for instructional practices that increase student performance.
• Is knowledgeable of and supports inclusion in both theory and practice.
• Is knowledgeable in, and able to facilitate application of evidence-based interventions across content areas for advancing student performance.
• Possesses knowledge of least restrictive environment to meet student needs.
• Acts in a teacher leader role to build capacity on behalf of quality instructional practices.
• Works collaboratively with curriculum consultants, teachers/instructional staff, and administration.
• Gathers, analyzes, applies, and reports data.
• Makes data-based decisions for student growth.
• Implements complex systems of student support.
• Resolve conflict situations productively.
• Utilizes knowledge and application of curriculum standards to assist others.
• Demonstrates and supports Grand Rapids Public Schools Academic Plan, curriculum standards and district initiatives.
• Maintains and updates knowledge of the purpose of IEP and its overall function as a process.
• Provides support for developing quality IEPs/Service Plans in accordance with Michigan Administrative Rules and IDEA.
• Supports the evaluation process for determination of eligibility (including REED, academic assessments, and Transition Conferences) as applicable.
• Provides support to building Student Success Team.
• Supports building teams with alternatives to suspensions and appropriate interventions for students.
• Participates in required meetings.
• Consults with supervisors and case managers with monitoring student progress across a variety of learning environments.
• May act as a proctor during District and State assessments.
• May provide direct service to students.
• Works with school staff in the identification, provision, and application of use of assistive technology devices.
• Provides support and training with district instructional materials and resources.
• Consults with case managers for transition support services as identified by the IEP.

PBIS

In addition to the above responsibilities

• Supports the work of the district in implementation of the CEIS Plan.
• May work exclusively with general education students.

Non-Public

In addition to the above responsibilities

• Participates in the development of non-public school service plans.
• Provides progress monitoring for Related Services.

QUALIFICATIONS

Education and Experience:

• Master’s degree in education or a field of study related to special education.
• Minimum of three (3) consecutive years of highly effective or effective teaching experience in a special education program.
• Possess a current endorsement in any area of special education or is eligible for endorsement according to R340.1749 in MARSE.

ADA REQUIREMENTS

The physical demands, work environment factors, and mental functions described below are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

PHYSICAL DEMANDS

While performing the duties of this job, the employee is required to stand, walk, sit, use hands to finger, handle, or feel, reach with hands and arms, climb or balance, stoop, kneel, crouch, or crawl, talk, and hear (in a quiet or noisy environment). The employee must occasionally lift and/or move up to 40 pounds. Specific vision abilities required by this job include close vision, distance vision and ability to adjust/focus.

WORK ENVIRONMENT

The noise level in the work environment is usually moderate. Work is performed indoors although there will be required outdoor activities. The employee is directly responsible for the safety, well-being, and work output of students.

MENTAL FUNCTIONS

While performing the duties of this job, the employee is required to compare, analyze, communicate both orally and in writing, copy, coordinate, instruct, compute, synthesize, evaluate, use interpersonal skills, compile, and negotiate.

Non-Discrimination

The Grand Rapids Public Schools will not discriminate against any person based on race, sex, sexual orientation, gender, gender identity and expression, height, weight, color, religion, national origin, age, marital status, pregnancy, disability, veteran, or military status.

Americans with Disabilities Act accommodations: Assistance with the application process may be requested through the Human Resources Department at (616) 819-2022 or humanresources@grps.org.