Lionsgate Academy

Careers Page:

Licensure Areas Typically Hiring For:

Posted Positions (Contact information can be found at the bottom of the page)

Teaching Licenses (Elementary Education, Mathematics, Social Studies, etc.)| Special Education| Administrative and Other Roles

Position 1:

Special Education Case Manager

Listing/Application Link:

Location

Type:

Minnesota

Full-Time

Position Description:

Manage student's IEP by collaborating and coordinating with IEP team members, administering evaluations, monitoring student progress to determine service effectiveness and working directly with students to support their IEP goals. Teach core academics to students in resource rooms that are not able to attend class in the general education setting.



ESSENTIAL FUNCTIONS

Communicate regularly with IEP team members including staff and families, through in person meetings, via email, and by telephone
Schedule student focused meetings through management of an online calendar

Track and meet timelines for due process dates and organize due process paperwork

Monitor due process documents for accuracy and compliance

Collaborate with teachers, educational assistants, outside providers, related service providers, and families

Organize and oversee data collection for academic and/or behavioral goals and objectives

Provide direct instruction and support towards student IEP goals

Provide direction to educational assistants on student specific plans and their role in supporting students in different transition settings (classroom, job site, community)

Schedule, plan, and facilitate IEP team meetings and case conferences

Prepare and implement lessons using best practices

Teach courses specific to transition related needs and/or core academics (e.g.:executive functioning, math, rec. & leisure)

Determine present levels of performance and write standards based goals

Collaborate with colleagues in regards to planning instruction and student supports

Maintain positive, professional relationships and use appropriate verbal, nonverbal, and written communication with all individuals.

Regular, prompt attendance

Take initiative to support and demonstrate flexibility to support all areas of need within the program



OTHER POSITION RESPONSIBILITIES

Participate in staff development programs
Perform other job-related duties as assigned
Support hygiene and health care for individuals with physical disabilities


PHYSICAL DEMANDS

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. While performing the duties of this job, the employee is regularly required to talk or hear. The employee is frequently required to stand; walk; use hands to finger, handle or feel; and reach with hands and arms.



MENTAL DEMANDS

The mental demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Ability to read, analyze and interpret human service 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 managers, students, parents and the general public. Ability to calculate figures and amounts such as percentages, mean, mode and median ability to draw and interpret bar graphs; ability to define problems, collect data, establish facts and draw valid conclusions.



COMPETENCIES

Ability to work well with families
Awareness of autism and its manifestations, willingness to work with ASD students
Excellent organizational, communication, and interpersonal skills
Excellent work habits including attendance, punctuality, and dependability
Promotes a positive school culture
Strong communication skills and ability to work within a team
Flexibility to meet the demands of day to day of the broader program needs




Qualifications


REQUIRED EDUCATION/EXPERIENCE

Possession of a valid Minnesota Teaching License in Special Education
Ability to operate a computer and the software necessary to complete the required job tasks
PREFERRED EDUCATION/EXPERIENCE:



ASD and/or DCD Licensure or hold certificate with willingness to pursue licensure
BCBA Licensure
Experience, interest and/or expertise working with students on the autism spectrum, varied learning styles and levels of mastery
Experience in differentiation, using creative teaching techniques from project–based to direct-instruction in developing personalized learning plans for each student




This position description is intended to indicate the kinds of tasks and levels of work difficulty that will be required of positions that will be given this title and shall not be construed as declaring what the specific duties and responsibilities of any particular position shall be. It is not intended to limit or in any way modify the right of any supervisor to assign, direct, and control the work of employees under his/her supervision. The use of a particular expression or illustration describing duties shall not be held to exclude other duties not mentioned. Ability to competently perform all of the essential duties of the position, with or without reasonable accommodation, demonstrated commitment, and the ability to work productively as a member of a team or work group are basic responsibilities of all positions at Lionsgate Academy.

Teaching Licenses:

Career and Technical Education:

Special Education:

Special Education: Academic and Behavioral Strategist (mild to moderate only)| Special Education: Autism Spectrum Disorders| Special Education: Developmental Disabilities| Special Education: Learning Disabilities

Administrative and Other Roles:

Position 2:

Special Education Teacher/Case Manager-Resource Room

Listing/Application Link:

Location

Type:

Minnesota

Full-Time

Position Description:

POSITION PURPOSE

Manage student's’ IEP by collaborating and coordinating with IEP team members, administering evaluations, monitoring student progress to determine service effectiveness and working directly with students to support their IEP goals. Teach core academics to students in resource rooms that are not able to attend class in the general education setting.



ESSENTIAL FUNCTIONS

Communicate regularly with IEP team members including staff and families, through in person meetings, via email, and by telephone

Schedule student focused meetings through management of an online calendar

Track timelines for due process dates and organize due process paperwork

Monitor due process documents for accuracy and compliance

Collaborate with teachers, educational assistants, related service providers, and families

Schedule, plan, and facilitate IEP team meetings and case conferences

Provide direct instruction, incorporating goals and objectives in a special education setting

Maintain accurate and complete lesson plans

Organize and oversee data collection for academic and/or behavioral goals and objectives

Write progress reports summarizing data collected each quarter

Collaborate with educational assistants to implement student individual behavior plans

Ensure that students’ accommodations and modifications are being implemented and academic service minutes are being served

Attend special education and general education department meetings

Determine present levels of performance and write standards based goals

Work with a team on the continued implementation and development of programming for education of 7th-12th grade students

Maintain positive, professional relationships and use appropriate verbal, nonverbal, and written communication with all individuals.

Regular, prompt attendance

Draft, implement, and support, positive behavior support plans, and update as needed

OTHER POSITION RESPONSIBILITIES

Participate in staff development programs

Perform other job-related duties as assigned



SUPERVISORY

Act as a functional supervisor for educational assistants in the resource room, collaborate with Special Education Coordinator in completion of formal evaluations, and monitor and address all areas of performance.



PHYSICAL DEMANDS

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. While performing the duties of this job, the employee is regularly required to talk or hear. The employee is frequently required to stand; walk; use hands to finger, handle or feel; and reach with hands and arms.



MENTAL DEMANDS

The mental demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Ability to read, analyze and interpret human service 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 managers, students, parents and the general public. Ability to calculate figures and amounts such as percentages, mean, mode and median ability to draw and interpret bar graphs; ability to define problems, collect data, establish facts and draw valid conclusions.



COMPETENCIES

Ability to work well with families

Awareness of autism and its manifestations, willingness to work with ASD students

Excellent organizational, communication, and interpersonal skills

Excellent work habits including attendance, punctuality, and dependability

Promotes a positive school culture

Strong communication skills and ability to work within a team

Qualifications
REQUIRED EDUCATION/EXPERIENCE

Possession of a valid Minnesota Teaching License in Special Education

Ability to operate a computer and the software necessary to complete the required job tasks

PREFERRED EDUCATION/EXPERIENCE:

ASD Licensure or hold certificate with willingness to pursue licensure

BCBA Licensure or BCaBA certification

Experience, interest and/or expertise working with students on the autism spectrum, varied learning styles and levels of mastery

Experience in differentiation, using creative teaching techniques from project–based to direct-instruction in developing personalized learning plans for each student

Teaching Licenses:

Career and Technical Education:

Special Education:

Special Education: Academic and Behavioral Strategist (mild to moderate only)| Special Education: Autism Spectrum Disorders| Special Education: Developmental Disabilities| Special Education: Learning Disabilities

Administrative and Other Roles:

Position 3:

Special Ed Work-Based Learning Teacher

Listing/Application Link:

Location

Type:

Minnesota

Full-Time

Position Description:

POSITION PURPOSE:

The Work Based Learning Coordinator instructs students and develops work experiences for students with disabilities. This individual presents Work Based Learning competencies as directed by Minnesota Department of Education. This person also maintains existing vocational opportunities while developing new community partnerships.


ESSENTIAL FUNCTIONS:

Teach Work Based Learning classes to students with disabilities. Teach all required Work Based Learning competencies as provided by Minnesota Department of Education and supported by AIM Special Education Coordinator.

Case manage small caseload for students with prioritized vocational goals

Supervise work sites as directed by MDE Work Based Learning requirements.

Provide direction to job coaches as to their role in the classroom and job sites.

Maintain positive community partnerships while developing new positive community partnerships.

Act as an essential team member of the AIM transitions program by participating in team meetings, IEP meetings and overall positive team culture.

Work with other staff members in implementing accommodations and modifications.

Evaluate students' progress on a continuous basis.

Provide an inviting, exciting, innovative, and challenging learning environment.

Engage in effective and appropriate classroom management.

Involve families in the education process.

Maintain accurate and complete student records, and prepare reports on students as required by law, policies, and administrative regulations.

Maintain positive, professional relationships and use appropriate verbal, nonverbal and written communication with all individuals.

Regular, prompt attendance.



OTHER POSITION RESPONSIBILITIES:

Perform other job-related duties as assigned.



PHYSICAL DEMANDS

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. While performing the duties of this job, the employee is regularly required to talk or hear. The employee is frequently required to stand; walk; use hands to finger, handle or feel; and reach with hands and arms.



MENTAL DEMANDS

The mental demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Ability to effectively present information and respond to questions from groups of managers, students, parents and the general public. Ability to define problems, collect data, establish facts and draw valid conclusions.



COMPETENCIES

Teamwork Orientation
Strong leadership skills

Professional demeanor
Public speaking skills

Flexibility
Technical Capacity

Thoroughness

Time Management

Student Focus

Ethical Conduct

Initiative
Personal Effectiveness/Credibility

Stress Management/Composure





Qualifications
REQUIRED EDUCATION/EXPERIENCE:

Special Education Teaching License

Work Based Learning License or enrolled in Work Based Learning program

Ability to operate a computer and the software necessary to complete required job tasks



PREFERRED EDUCATION/EXPERIENCE:

Experience working with transition age students on the autism spectrum

Experience arranging community vocational opportunities

This position description is intended to indicate the kinds of tasks and levels of work difficulty that will be required of positions that will be given this title and shall not be construed as declaring what the specific duties and responsibilities of any particular position shall be. It is not intended to limit or in any way modify the right of any supervisor to assign, direct, and control the work of employees under his/her supervision. The use of a particular expression or illustration describing duties shall not be held to exclude other duties not mentioned. Ability to competently perform all of the essential duties of the position, with or without reasonable accommodation, demonstrated commitment, and the ability to work productively as a member of a team or work group are basic responsibilities of all positions at Lionsgate Academy.

Teaching Licenses:

Career and Technical Education:

Special Education:

Special Education: Academic and Behavioral Strategist (mild to moderate only)| Special Education: Autism Spectrum Disorders| Special Education: Developmental Disabilities| Special Education: Learning Disabilities

Administrative and Other Roles:

Position 4:

Special Education Case Manager

Listing/Application Link:

Location

Type:

Minnesota

Full-Time

Position Description:

POSITION PURPOSE:

To manage students’ IEPs by collaborating with IEP team members, administering evaluations, ensuring that IEP services and instruction are provided effectively, and working directly with students to support their IEP goals.



ESSENTIAL FUNCTIONS:

Communicate and advocate for students with IEP team members including staff and families, through in person meetings, via email, and by telephone

Schedule student focused meetings through management of an online calendar

Track timelines for due process dates and organize due process paperwork

Monitor due process documents for accuracy and compliance

Collaborate with teachers, educational assistants, related service providers, and families

Provide direct instruction and support towards student IEP goals, Including: data towards IEP goals & ESY qualification

Schedule, plan, and facilitate IEP team meetings and case conferences

Schedule, plan, conduct, and write special education evaluations based on due process deadlines

Direct educational assistants in the execution and implementation of IEP.

Maintain positive, professional relationships and use appropriate verbal, nonverbal, and written communication with all individuals.

Regular, prompt attendance.



OTHER POSITION RESPONSIBILITIES:

Supervise study skills classes and support all enrolled students with organization goals and needs

Monitor and support students during lunch

Provide substitute classroom instruction as assigned

Accompany students in community based instruction when necessary

Perform other job-related duties as assigned

Attend parent-teacher conferences

Attend events outside school day (i.e. minimum of two school-based events (e.g. dance, graduation).



COMPETENCIES

Knowledge of Student needs

Knowledge of Resources

Assessing Student Learning

Respect and Rapport with students and staff

Behavior Management Skills

Flexibility and Responsiveness

Accurate Recordkeeping (IEP, evaluation, progress reporting, data collection, ESY documentation, adaptations, other due process documents)

Effective and professional communication and collaboration with all stakeholders

Understanding of special education law and due process

Commitment to professional development

Alignment with mission and core values



PHYSICAL DEMANDS

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. While performing the duties of this job, the employee is regularly required to talk or hear. The employee is frequently required to stand; walk; use hands to handle or feel; and reach with hands and arms. Specific vision abilities required by this job include close vision, distance vision, peripheral vision, depth perception, and ability to adjust focus.



MENTAL DEMANDS

The mental demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Ability to read, analyze, and interpret data or regulations. Ability to write reports and professional correspondence. Ability to effectively present information and respond to questions from supervisors, co-workers, families, and students.



This position description is intended to indicate the kinds of tasks and levels of work difficulty that will be required of positions that will be given this title and shall not be construed as declaring what the specific duties and responsibilities of any particular position shall be. It is not intended to limit or in any way modify the right of any supervisor to assign, direct, and control the work of employees under his/her supervision. The use of a particular expression or illustration describing duties shall not be held to exclude other duties not mentioned. Ability to competently perform all of the essential duties of the position, with or without reasonable accommodation, demonstrated commitment, and the ability to work productively as a member of a team or work group are basic responsibilities of all positions at Lionsgate Academy.









Qualifications
REQUIRED EDUCATION/EXPERIENCE:

Possession of a valid Minnesota Teaching License in Special Education

Ability to operate a computer and the software necessary to complete required job tasks



PREFERRED EDUCATION/EXPERIENCE:

Master’s degree in Special Education

Possession of a valid license in Autism Spectrum Disorder

Experience working with students on the autism spectrum

Experience in special education due process

Teaching Licenses:

Career and Technical Education:

Special Education:

Special Education: Academic and Behavioral Strategist (mild to moderate only)| Special Education: Autism Spectrum Disorders| Special Education: Developmental Disabilities| Special Education: Learning Disabilities

Administrative and Other Roles:

Position 5:

Special Education Teacher Case Manager

Listing/Application Link:

Location

Type:

Minnesota

Full-Time

Position Description:

POSITION PURPOSE



Manage student's IEP by collaborating and coordinating with IEP team members, administering evaluations, monitoring student progress to determine service effectiveness and working directly with students to support their IEP goals. Teach core academics to students in resource rooms that are not able to attend class in the general education setting.



ESSENTIAL FUNCTIONS

Communicate regularly with IEP team members including staff and families, through in person meetings, via email, and by telephone
Schedule student focused meetings through management of an online calendar

Track and meet timelines for due process dates and organize due process paperwork

Monitor due process documents for accuracy and compliance

Collaborate with teachers, educational assistants, outside providers, related service providers, and families

Organize and oversee data collection for academic and/or behavioral goals and objectives

Provide direct instruction and support towards student IEP goals

Provide direction to educational assistants on student specific plans and their role in supporting students in different transition settings (classroom, job site, community)

Schedule, plan, and facilitate IEP team meetings and case conferences

Prepare and implement lessons using best practices

Teach courses specific to transition related needs and/or core academics (e.g.:executive functioning, math, rec. & leisure)

Determine present levels of performance and write standards based goals

Collaborate with colleagues in regards to planning instruction and student supports

Maintain positive, professional relationships and use appropriate verbal, nonverbal, and written communication with all individuals.

Regular, prompt attendance

Take initiative to support and demonstrate flexibility to support all areas of need within the program



OTHER POSITION RESPONSIBILITIES

Participate in staff development programs
Perform other job-related duties as assigned
Support hygiene and health care for individuals with physical disabilities


PHYSICAL DEMANDS

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. While performing the duties of this job, the employee is regularly required to talk or hear. The employee is frequently required to stand; walk; use hands to finger, handle or feel; and reach with hands and arms.



MENTAL DEMANDS

The mental demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Ability to read, analyze and interpret human service 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 managers, students, parents and the general public. Ability to calculate figures and amounts such as percentages, mean, mode and median ability to draw and interpret bar graphs; ability to define problems, collect data, establish facts and draw valid conclusions.



COMPETENCIES

Ability to work well with families
Awareness of autism and its manifestations, willingness to work with ASD students
Excellent organizational, communication, and interpersonal skills
Excellent work habits including attendance, punctuality, and dependability
Promotes a positive school culture
Strong communication skills and ability to work within a team
Flexibility to meet the demands of day to day of the broader program needs




Qualifications


REQUIRED EDUCATION/EXPERIENCE

Possession of a valid Minnesota Teaching License in Special Education
Ability to operate a computer and the software necessary to complete the required job tasks
PREFERRED EDUCATION/EXPERIENCE:



ASD and/or DCD Licensure or hold certificate with willingness to pursue licensure
BCBA Licensure
Experience, interest and/or expertise working with students on the autism spectrum, varied learning styles and levels of mastery
Experience in differentiation, using creative teaching techniques from project–based to direct-instruction in developing personalized learning plans for each student




This position description is intended to indicate the kinds of tasks and levels of work difficulty that will be required of positions that will be given this title and shall not be construed as declaring what the specific duties and responsibilities of any particular position shall be. It is not intended to limit or in any way modify the right of any supervisor to assign, direct, and control the work of employees under his/her supervision. The use of a particular expression or illustration describing duties shall not be held to exclude other duties not mentioned. Ability to competently perform all of the essential duties of the position, with or without reasonable accommodation, demonstrated commitment, and the ability to work productively as a member of a team or work group are basic responsibilities of all positions at Lionsgate Academy.

Teaching Licenses:

Career and Technical Education:

Special Education:

Special Education: Academic and Behavioral Strategist (mild to moderate only)| Special Education: Autism Spectrum Disorders| Special Education: Developmental Disabilities| Special Education: Learning Disabilities

Administrative and Other Roles:

Contact Information

Gael

Braddock

Human Resources Director

7636077941

Lionsgate Academy

5605 Green Circle Drive

Minnetonka

Minnesota

55343

United States