Under the direction of the Building Principal, the Licensed Special Education Teacher develops and provides specialized instruction to meet the unique needs of students with disabilities; Evaluates and assesses student progress against instructional objectives; follows state mandated due process procedures and functions as IEP Manager to assigned students.

• Provides research-based specialized instruction to address the instructional goals and objectives contained within each student’s IEP.  

• Push into classrooms to support instruction based on an inclusion model. 

• Assesses student progress and determines the need for additional reinforcement or adjustments to instructional techniques.  

• Employs various teaching techniques, methods and principles of learning to enable students to meet their IEP goals.  

• Develops and implements annual Individualized Educational Program (IEP) plans for students to include: present levels of educational performance, special education needs, instructional goals and objectives, and the special education and related services required to meet those goals.  

• Schedules team meetings and works cooperatively with team members and others in developing instructional goals and strategies.  

• Coordinates the delivery of special education services in each student's IEP.  

• Creates a positive learning experience with emphasis in individualized instruction using appropriate resources.   

• Serves as primary contact for the parent as case manager. 

• Collaborates with school psychologist on special education evaluations and reevaluations.  

• Complies with School Board policies and all state/federal rules and regulations.

• Completes all district and state reporting requirements, progress reporting semesterly. 

• Collaborates and consults with educational professionals and community service providers (i.e., social services, public health, medical providers etc.) regarding the needs of students.  

• Provides 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 disabilities. 

• Excellent communication and collaboration skills to work effectively with colleagues, students, parents, and community partners. 

• Commitment to fostering a culturally responsive and inclusive learning environment. 

• Passion for supporting the academic, social, and emotional development of all students. 

• Take accurate attendance in a timely manner when applicable. 

• Willingness to participate in ongoing professional development related to school wide initiatives and goals.

• Be able to effectively teach students of varying abilities.

• Be able to maintain classroom discipline and use effective classroom management skills.

• Follow all district safety rules and procedures, including constant supervision of students at all times. 

• Utilize and maintain district/building curricular and student learning objectives.

• Prepare and maintain long-range and weekly lesson plans. Lesson plans turned in weekly. 

• Maintain appropriate student records. Including up to date and accurate grades in alignment with district policy. 

• Maintain communication records, communicate with parents/ guardians regularly. 

• Work as an effective member of the department to evaluate and improve the program.

• Communicate and interpret school programs to stakeholders, be an advocate for our school.

• Communicate student progress to parents.

• Be familiar with state essential learnings, district targets, qualifying standards, testing, etc.

• Work as an effective member of the grade level, staff, and community to evaluate and improve student learning.

• Provide complete and meaningful sub plans when absent from work 

• Maintain professional boundaries with all stakeholders 

• Participate in PLC meetings 

• Participate in school and district enrollment events as assigned 

• Supervision duties as assigned  

• Work collaboratively with the school psychologist to develop FBA when necessary. 

• Participate as needed in the district MTSS process. 

• Fulfill other responsibilities as assigned by the building administration.

MINIMUM QUALIFICATIONS:

• Qualifies for a Washington State teaching certificate with appropriate endorsements as required by law and regulations. If possessing an initial or provisional certificate, the candidate must hold the appropriate endorsement.

• Cultural competency and ability to work comfortably in a diverse community.

• Ability to work successfully in a collaborative and cooperative teaching environment.

• Must be willing to be part of a teaching team.

• Demonstrates classroom management procedures that provide for large and small groups, and individuals, and provides an environment conducive to learning.

• Uses appropriate disciplinary procedures, establishes clear parameters for student behavior, responds properly when problems occur, and helps students toward self-discipline.

• Demonstrates ability to communicate clearly and effectively in both written and oral form.

• Flexible in learning new concepts, cooperates with others, and adapts to a variety of assignments and conditions.

• Enthusiastic and displays an overall optimism toward teaching and student learning.

• Assesses needs of students, prescribes and implements effective lessons to meet students' needs through the use of appropriate and current instructional skills.

• Gains the respect and confidence of students, parents, and staff through modeling appropriate demeanor, behavior, and attire.

• Sets and attains a high level of expectations with a commitment to using available resources so that accomplishment and growth occurs.

• Develops favorable relationships with students; listens to, cares for, and works collaboratively with them.

• Relates positively to youth and adults of varying socioeconomic, cultural, ethnic backgrounds, different learning styles, and various disabilities.

• Demonstrates the ability to learn new ideas and skills and to solve problems; the possession of a minimum cumulative GPA of at least 2.5 is expected. (This requirement may be waived if an inadequate pool of fully qualified applicants for a specific position exists.)

• Aware of current educational developments and applications, works collaboratively with others; believes in the importance of education, and is interested in the welfare of all students.

• Integrates technology into planning, learning, and record-keeping activities.

• Knowledge of effective teaching strategies related to the appropriate age of instruction. Demonstrated ability to apply this knowledge in a classroom setting.

• Willingness and commitment to participate in professional collaboration and student supervision.

• Demonstrated ability to work effectively with a diverse group of students, teachers, parents, and administrators in a confidential manner. 

• Ability to demonstrate a thorough understanding of the instruction/learning process.

• Be trained in Right Response and as a point of contact in crisis management.