Special Education Autism Spectrum Disorder Teacher K-12 for 21-22

Location: Lakes International Language Academy (LILA) is an award-winning International Baccalaureate language immersion public charter school in Forest Lake, Minnesota. LILA has over 250 staff and more than 1200 students in three beautiful buildings; Pre-K and Kindergarten are housed in our newly expanded Kinder Center; Grades 1 – 5 are located in a beautifully remodeled building across the street from the Kinder Center, and Grades 6 – 12 are located in our gorgeous custom-built school building near the Forest Lake YMCA. LILA’s language immersion programs are offered in Spanish and Mandarin Chinese, which prepare tomorrow’s critical thinkers and global citizens through language acquisition and inquiry-driven instruction. 

LILA is currently seeking a highly motivated, full- time K-12 Special Education Autism Spectrum Disorder Teacher. 

Job Summary:

This position would be classified as a teacher on special assignment. Minnesota Autism Spectrum Disorder (ASD) special education licensure is required. The applicant must be highly organized, knowledgeable of all due process timelines and regulations, efficient at completing paperwork, and effective in communication with a variety of people. This person will be responsible for planning, organizing, and writing all K-12 special education evaluations and reevaluations for students with ASD and assist with documentation of interventions. The position may require other duties as assigned.

Essential Functions: 

  • Conduct assessments and testing for the purpose of identifying the need for special education services for students with ASD.
  • Collect background information from staff regarding data for ASD evaluations.
  • Conduct special education ASD evaluations and reevaluations.
  • Summarize parent reporting.
  • Assess student progress and determine the need for additional reinforcement or adjustments to instructional techniques.
  • Serve as a ready resource to students and parents to provide support that will lead each student to increased personal growth, self-understanding, and behavioral management. 
  • Conduct academic testing and assessments specific to area of expertise
  • Partner/collaborate with Student Success Team, child study team, MTSS team and 504 team; position does not implement interventions directly
  • Review medical findings
  • Write comprehensive summaries
  • Plan the re-evaluation student list yearly
  • Co-plan the IEP meeting schedule to align with evaluations
  • Communicate with special education teachers and general education teachers regarding newly qualified students and evaluations status of students.
  • Provide consultation to classroom teachers regarding classroom adaptations, instructional modifications, adaptive equipment, behavior modification plans and other similar instructional interventions to meet the needs of students with ASD.
  • Support general education teachers in the implementation of IEP/Behavior plans. 
  • Provide general education teachers with instructional strategies for students with ASD
  • Provide professional expertise and assistance to individuals, other district staff and the community concerning areas of instructional expertise/knowledge on the area of ASD.
  • Support special education teachers on programming and strategies for students who meet criteria for ASD.
  • Attend training sessions, conferences, seminars, district and departmental meetings.
  • Keep abreast of changing developments, trends, instructional and educational technologies.

Required Qualifications:

  • Valid Minnesota Autism Spectrum Disorder Special Education license.
  • Bachelor’s degree or higher in special education.
  • Fluent in English.

Preferences:

  • International Baccalaureate experience preferred.
  • Mandarin Chinese and/or Spanish language proficiency preferred, but not a must.

Opportunities:

  • Travel: Teachers are provided opportunities to participate in training provided in the Twin Cities, across the U.S., and sometimes internationally in the areas of Language Immersion, International Baccalaureate, and Responsive Classroom or Developmental Designs. Occasional travel is required.
  • Work in a diverse culture: Many of our teachers were born in Mandarin and Spanish speaking countries.  Nearly all have traveled extensively, with the large majority having lived in a Mandarin or Spanish speaking country for at least a semester.
  • Social functions: We usually start the school year with an overnight staff retreat in August, and have a January staff party with guests as well.  Each Friday, various staff members offer well-attended gatherings around sports or exercise, including volleyball, football (soccer), kettlebells, or Zumba.  Other social activities abound.
  • Professional Development: Lakes International provides professional development for new staff depending on needs and interest, but always including best practices of teachers in the International Baccalaureate programs and building a safe and inviting classroom climate for learning.
  • Career Track and Advancement: Many leadership positions are available to Lakes International teachers, depending on their interests, efforts, and expertise.
  • Grants to Teachers: The LILA Foundation frequently offers “Inquiry 360” grants to teachers to pursue enriching experiences that they can bring back to share in the classroom.  Teachers are encouraged to pursue these experiences abroad.  Inquiry 360 grants are competitive and are awarded in April for use the following summer.

Physical Requirements: This work requires the occasional exertion of up to 15 pounds of force; work regularly requires speaking or hearing, frequently requires sitting and occasionally requires standing, walking, using hands to finger, handle or feel, stooping, kneeling, crouching or crawling, reaching with hands and arms, pushing or pulling, lifting and repetitive motions; work has standard vision requirements; vocal communication is required for expressing or exchanging ideas by means of the spoken word and conveying detailed or important instructions to others accurately, loudly or quickly; hearing is required to perceive information at normal spoken word levels and to receive detailed information through oral communications and/or to make fine distinctions in sound; work requires preparing and analyzing written or computer data, operating machines and observing general surroundings and activities; work has no exposure to environmental conditions; work is generally in a quiet location (e.g. library, private office, conference room). Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.  

Rev 04.22.21