Hybrid Special Education Teacher Consultant (2416) en Rochester Community Schools

July 31, 2025

We announce the following SPECIAL EDUCATION TEACHER CONSULTANT vacancy in Rochester Community Schools for the 2025-26 school year. Internal applications will be accepted until Tuesday, August 5, 2025, in needed external applications will be accepted until filled.

TEACHER CONSULTANT

STONEY CREEK HIGH SCHOOL

1.0 FTE

QUALIFICATIONS:

• Valid Michigan Teaching certificate required, with appropriate endorsements in CI, ASD, EI or LD
• Minimum three years’ successful teaching experience preferred.
• Master’s degree in Special Education or related field required.
• Demonstrated experience working with students who have a wide range of disabilities and eligibility categories, including those in categorical (self-contained) classrooms, and delivering instruction to varying ages.
• Knowledge of Special Educations rules and regulations.
• Experience with data collection and progress monitoring
• Knowledge and experience using Multi-Tiered Systems of Support (MTSS).
• Strong leadership qualities with the ability to support and guide educational teams.
• Excellent verbal and written communication skills to effectively collaborate with staff, families, and external partners.
• Deep understanding of federal and state special education laws, including IDEA and MARSE.
• Proven organizational skills and ability to plan and use time efficiently.
• Knowledge of Michigan K-12 Curriculum Standards, including extended standards.
• Such alternatives to the above qualifications as the Board may find appropriate and acceptable

SALARY:      

Per Rochester Education Association Master Agreement

APPLICATION PROCEDURE:

https://rochester.tedk12.com/hire/index.aspx

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If you are a current Rochester Community Schools employee apply as an internal applicant.

If you are not a current Rochester Community Schools employee you must complete the entire application process.

SELECTION PROCESS:

Selection of an individual to fill this vacancy is determined by the appropriate administrators based upon experience, qualifications, and professional attributes. 

REPORTS TO:        Building Principal and Executive Director of Special Education

SUPERVISES:        None

JOB GOAL:            To provide leadership and consultantion to general education and special education personnel on behalf                                   of students with disabilities related to academic instruction.

PERFORMANCE RESPONSIBILITIES:

1. Serve as Special Education Leader REA team member for the assigned building. 
2. Participate in and support the success of special education programs and services within RCS through instructional coaching, attending leadership meetings, coaching training, implementation team meetings, and scheduling. 
3. Knowledge and ability to effectively apply the Michigan K - 12 Standards (and extended standards), with particular emphasis on teaching, learning, and assessment. 
4. Knowledge of and commitment to regularly use technology as an instructional tool to enhance communication, consultation, and work productivity. 
5. Collaborate with general education curriculum team members to promote the value of students maintaining their least restrictive placement and succeeding in the general education environment. 
6. Demonstrate excellent leadership and effective interpersonal communication skills that build trust and relationships among all stakeholders to support the implementation of special education programs and the problem-solving process with fidelity, and to ensure consistency and student-centered planning. 
7. Assist school staff with appropriate data collection methods, evaluation of the data, and participate in the problem-solving process. 
8. Model for and coach district staff in the use of evidence-based Instructional and/or classroom management practices, accommodations, and modifications to include assessments, pedagogy, and learning environments to increase student engagement and outcomes. 
9. Keep the building principal, Special Education Executive Director, and Supervisors, informed of any issues that may significantly impact the delivery of special education programs and services. 
10. Strive to maintain and improve professional competence by staying up-to-date with current research and practices by attending pertinent conferences when available. 
11. Work Collaboratively with building Categorical teams to provide ongoing support and resources, and promote an inclusive environment. 
12. Participate as an active member of the Multi-Disciplinary Evaluation Team (MET) in the evaluation of the educational needs of students. 
13. Serve as an assessment coordinator for SAT/PSAT, M-Step, and Mi-Access. 
14. Provide ongoing support for paraprofessionals through regular communication, scheduling, and training. 
15. Maintain accurate, complete records as required by law, district policy, and administrative request.

Adopted 6/2022

Revised 8/2024; 5/2025