Job Title: Special Education Teacher – Designed Instruction, Trentwood Elementary, 1.0 FTE

Reports to: Building Principal and Director of Special Programs

Work Schedule: 7.5 hours per day, 184 days per year, starting immediately after hire.

Salary: East Valley Certificated Salary Schedule, $56,397 - $113,589 depending on placement per degree, credits, and experience.

Benefits: Click Here to view Employee Benefit Information

Posting: Open until filled

 

Job Summary:

This teaching position will provide direct and indirect services and support to students eligible for special education services.  Services may range from a specially designed program to consultation and follow-up services regarding students who have transitioned to less restrictive environments.  The program will focus on providing students with positive academic, social, emotional, adaptive, and behavioral experiences through specially designed individual education programs in a safe, predictable, and supportive environment.  Under the direction and supervision of the director of special programs, principal or designee, this teaching position will plan instruction, teach, motivate, inspire, and assess students.  This teaching position will promote a high-quality education program that reflects state standards.  

 

Essential Job Functions:

This list of essential job functions is not exhaustive and may be supplemented as necessary.  Depending upon individual assignment, the employee may perform all or a combination of several of the following duties:

• Serve as a cooperative member of the school multidisciplinary team and team member of assessment for determination of eligibility, and the development of instructional and behavioral goals that support students with disabilities across a continuum of services and instructional settings.
• Develop, design and implement IEP’s using evaluation results and assessment data.  Assess student progress using progress monitoring strategies.
• Provide specially designed instruction to students in a self-contained setting based on diagnostic data, showing student’s abilities and achievement levels, planning using district approved curriculum to accelerate growth and close the achievement gap.  Appropriately consider student academic deficiencies, increase communication and socialization skills, and decrease behavior which disrupts the educational environment or is detrimental to self and others.
• Understand and apply the concepts of Applied Behavior Analysis (ABA) as the basis for instructional strategies used in the classroom and school environment.
• Conduct Functional Behavioral Analysis (FBA) individually or as a team member to identify the function of the student's behavior and to develop effective positive behavior supports and interventions (BIP). Collect and analyze data to determine the effectiveness of the intervention and modify when appropriate.
• Utilize Trauma Informed/Trauma Sensitive strategies to support students in developing effective social skills to manage and regulate their emotions.
• Ensure data is collected and records maintained for each student in designated areas to evaluate the effectiveness of the instructional intervention and behavior intervention plan or design.
• Maintain professional knowledge and expertise; attend, participate and implement district level program requirements of IDEA and Statewide Assessment requirements.
• Follow district policies, procedures, and administrative directives as they pertain to WAC 392-172A.
• Generate and monitor the effectiveness of instructional and behavioral programs for individual students and adjust services accordingly.
• Provide consultation and follow-up services to general education teachers, parents, other district personnel, and community agencies as needed and authorized to ensure the successful transition of students into a less restrictive environment.
• Provide an orderly and structured environment with a positive climate that motivates students to achieve. Maintain emotional objectivity in stressful situations.
• Effectively manage, instruct, and supervise the activities of paraeducators, other staff, volunteers, and students working under your direction. Ensure they are trained and monitored on instructional programs and behavior intervention strategies and their interaction with students is monitored regularly.
• Provide all instructional staff, support staff, administrators, and specialists a daily/weekly schedule of staff assignments and student activities to ensure supervision for instructional and behavioral supports.
• Collaborate on an ongoing basis as part of an intervention team to review student performance relevant to academic, social, emotional, and communication gains of the student and adjust instructional strategies as needed.
• De-escalation Training:  Attend training, obtain certification, and maintain a high level of competence in restraint and de-escalation techniques determined by the district to minimize possible injury to students, self or other staff members.
• Must be physically capable, have the core strength and endurance to work with physically challenging students.
• Implement adopted education programs and provide for individual learning needs of students.
• Develop lesson plans aligned to the Washington State Standards utilizing the district’s adopted curriculum and instructional program guidelines.
• Create a positive educational climate that establishes a culture of learning with high expectations for all students.
• Recognize individual student learning needs and implement strategies to address those needs.
• Promote the district’s educational goals through parent conferences and related activities.
• Responsible for constructive classroom management and an environment that is sensitive and respectful to individual student needs.
• Engage and communicate frequently with families about the instructional program and convey information about individual student progress.
• Plan and use formative and summative assessment aligned to the intended instructional outcomes to modify instruction and improve student learning.
• Maintain appropriate and accurate student records.
• Will actively participate in a professional learning community (PLC) using data to improve instruction and student learning in order to close the achievement gap.
• Maintain and promote personal professional growth through appropriate coursework, workshops, reading of professional materials, etc.
• Take necessary and reasonable precautions to protect students, equipment, materials, and facilities.
• The employee shall maintain a consistent presence at the assigned work site(s) and work the regular work hours specified by the contract.
• Professionally interact with colleagues, members of the public, and students.
• Comply with and uphold all district policies and all applicable laws.
• Fulfill other responsibilities as assigned by the supervisor.

Required Skills:

• May require a degree of physical strength and dexterity that exceeds the level required of general education and some other special education teachers.
• Demonstrate understanding and ability to implement a trauma informed learning environment where the needs of the whole child are accounted for in classroom design.
• Uses appropriate disciplinary procedures, establishes clear parameters for student behavior, responds properly when problems occur, and helps students toward self-discipline.
• Assesses needs of students, prescribes and implements effective lessons to meet those needs through the use of appropriate and current instructional skills.
• Develops favorable relationships with students; listens to, cares for, and works collaboratively with them.
• Uses democratic processes to work out problems in a supportive and understanding non-authoritarian manner.
• Demonstrates the ability to coordinate activities with related and specialist staff.
• Demonstrates a knowledge and understanding of current educational developments and has the ability to implement a variety of instructional methodologies.
• Ability to demonstrate a thorough understanding of the instructional/learning process and effective teaching strategies.
• Flexible in learning new concepts, cooperates with others, and adapts to a variety of assignments and conditions.
• Demonstrates ability to communicate clearly and effectively in both oral and written communication.
• Ability to handle confidential matters and information in a professional manner.
• Ability to establish cooperative working relationships with district staff to enhance the completion of assigned tasks.
• Demonstrates classroom management procedures by establishing clear parameters for student behavior; responds in a consistent, proportionate, and respectful way when student behavior occurs; and helps students take an active role in monitoring their own behavior.
• Enthusiastic and displays an overall optimism and motivation toward teaching and student learning.
• Sets and attains a high level of expectations with a commitment to using available resources in a way that accomplishment occurs.
• Demonstrated ability to work effectively with a diverse group of students, colleagues, parents, and administrators.
• Demonstrated collaborative and collegial practices to promote a culture of professional inquiry in professional learning communities.
• Demonstrated interest to participate in school events, district projects, and community events.
• Demonstrates personal characteristics of flexibility, high-stress tolerance, reliability, punctuality, dependability, and an ability to maintain confidentiality.
• Ability to maintain high standards of professionalism and diplomacy in dealing with the public and district staff.
• Ability to lift objects weighing up to 50 pounds or 33% of body weight, whichever is less.
• Ability to work independently within the parameters of the job to organize, set priorities, meet deadlines, make sound decisions, attention to detail, and follow through on a variety of assigned tasks, without the need for constant supervision.

Minimum Qualifications:

• Valid Washington State Teaching certificate, no later than the first contracted day of the 2024/2025 school year with appropriate endorsements as required by law and regulations.
• Special Education endorsement required.
• Successful Washington State Patrol and Federal Bureau of Investigation Fingerprint Clearance.
• Valid Washington State driver’s license or evidence of mobility.
• Proof of Immunization (if born 1/1/57 or later).
• I9 Employment Eligibility in compliance with the Immigration Reform and Control Act.
• Completion of all district required training within thirty (30) calendar days from hire date.

Work Environment:

The work environment characteristics described are representative of those an employee encounters while performing the essential functions of this job.  The employee may be required to deal with distraught and/or angry persons and may be exposed to infectious diseases carried by children. The noise level in the work environment is acceptable to this particular environment and can vary depending upon daily activity but will remain within acceptable ranges.

 

Evaluation:

This position shall be evaluated per the terms of the East Valley Education Association Collective Bargaining Agreement.  The process shall include an evaluation of the employee’s performance of the above essential job functions and required skills.

 

Classification History:

Job description developed: May 2017 klc, tjg, mmr

Job description revised: October 2024 lme

East Valley School District does not discriminate in any programs or activities based on sex, race, creed, religion, color, national origin, age, veteran or military status, sexual orientation, gender expression or identity, disability, or the use of a trained dog guide or service animal and provides equal access to the Boy Scouts and other designated youth groups. The following employees have been designated to handle questions and complaints of alleged discrimination; Title IX Compliance Coordinator: Jane Stencel, Phone: (509) 924-1830, stencelj@evsd.org; ADA/Civil Rights Compliance Coordinator: Jane Stencel, Phone: (509) 924-1830, stencelj@evsd.org; Section 504 Coordinator: Heather Awbery, Phone: (509) 924-1830, awberyh@evsd.org; Gender-Inclusive Schools Coordinator: Brian Talbott, Phone: (509) 924-1830, talbottb@evsd.org, 3830 N. Sullivan Rd, Bldg. 1, Spokane Valley, WA 99216.