Special Education Teacher - Resource Room, East Valley High School, 1.0 FTE Continuing

Job Title: Special Education Teacher - Resource Room, East Valley High School, 1.0 FTE

Reports to: Building Principal and Director of Special Programs

Work Schedule: 7.5 hours per day, 184 days per year, starting at the beginning of the 2024/2025 school year.

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

Job Summary:

This teaching position will provide direct and indirect services and support to students with identified disabilities. 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:

• Collaborate as part of the school's multidisciplinary team (MDT) to assess eligibility and create instructional and behavioral goals for students with disabilities across various service and instructional contexts.

• Design, execute, and assess Individualized Education Programs (IEPs) based on evaluation outcomes and assessment data. Monitor student progress using progress tracking techniques.

• Deliver customized instruction to students, leveraging diagnostic and assessment data to highlight their abilities and achievements. Utilize district-approved curriculum to foster growth and narrow the achievement gap.

• Demonstrate the capacity to assess student academic gaps, as well as evaluate communication, behavior, and socialization skills that could impact the learning environment or harm the student and others.

• Understand and apply Applied Behavior Analysis (ABA) principles to inform instructional strategies within the classroom and school setting.

• Perform Functional Behavioral Analysis (FBA) individually or as part of a team to understand the underlying function of a student's behavior. Create an effective Behavior Intervention Plan (BIP) that incorporates positive behavior strategies and interventions. Continuously collect and analyze data to assess intervention effectiveness and make adjustments as needed.

• Gather and document data for each student in specified goal areas. Utilize this information to assess the effectiveness of their Individual Education Plan (IEP) or Behavior Intervention Plan (BIP).

• Develop and monitor the effectiveness of all individualized instructional and behavioral plans, adjusting services as needed.

• Collaborate with general education teachers, parents/guardians, district personnel, and community agencies to facilitate students' successful transition into inclusive educational settings.

• Cultivate a positive classroom climate by creating an organized and engaging learning environment that inspires all students to excel academically.

• Supervise paraeducators, staff, volunteers, and students under your guidance. Ensure they receive training on instructional and behavioral plans and monitor their interactions with students weekly.

• Provide instructional staff, support personnel, administrators, and specialists with a daily/weekly schedule detailing staff assignments and student activities to ensure effective supervision for instructional and behavioral support.

• Regularly collaborate to assess student progress in academic, social, emotional, and communication domains. Adjust instructional strategies accordingly.

• Incorporate technology into lesson planning, learning activities, and maintaining records.

• Remain emotionally neutral during challenging circumstances.

• Complete training, certification, and ongoing education in restraint and de-escalation techniques as mandated by the district to ensure student and staff safety while minimizing potential injuries.

• Stay current in your field by participating in continuing education courses and professional development opportunities.

• Adhere to district-level program requirements outlined by the Individuals with Disabilities Education Act (IDEA) and Statewide Assessment mandates.

• Demonstrate physical capability, including core strength and endurance, to effectively work with students facing physical challenges.

• Exercise necessary and reasonable precautions to safeguard students, equipment, materials, and facilities.

• Adhere to School Board policies and follow administrative procedures.

• Consistently be present at the designated work site(s) and adhere to the regular work hours specified in the contract.

• Engage in professional interactions with colleagues, members of the public, and students.

• Follow district policies, procedures, and administrative directives as they pertain to WAC 392-172A and P.L. 105-17.

• Adhere to all district policies and comply with applicable laws.

• Carry out additional duties as directed by your supervisor.

Desired Skills:

• Preferred: Experience and/or education in teaching Math at the secondary level.

• Ability to create a trauma-informed classroom environment that prioritizes the holistic needs of each student during classroom design and instruction.

• Demonstrate an awareness of current educational trends and have the ability to apply diverse instructional methods.

• Ability to demonstrate a thorough understanding of the instructional/learning process and effective teaching strategies.

• Demonstrate adaptability by being open to learning new concepts, collaborating with others, and adjusting to diverse assignments and conditions.

• Exhibits proficiency in concise and effective communication, both verbally and in writing.

• Demonstrates proficiency in maintaining confidentiality and handling sensitive information with professionalism.

• Build constructive working relationships characterized by a high level of acceptance, cooperation, and mutual respect.

• Implements effective classroom management techniques by defining explicit guidelines for student conduct, consistently addressing behavior incidents in a fair and respectful manner, and empowering students to actively self-monitor their behavior.

• Exudes enthusiasm and maintains a positive outlook, fostering motivation in both teaching and student learning.

• Demonstrates a commitment to achieving high expectations by effectively utilizing available resources to ensure successful outcomes.

• Exhibits the capacity to collaborate effectively with a wide range of students, colleagues, parents, and administrators from diverse backgrounds.

• Demonstrates collaborative and collegial practices to promote a culture of professional inquiry in professional learning communities.

• Shows an active interest in engaging with school events, district projects, and community activities.

• Exhibits personal qualities such as adaptability, resilience under pressure, trustworthiness, timeliness, and the ability to handle confidential information.

• Demonstrates the capacity to uphold high standards of professionalism and diplomacy when interacting with the public and district staff.

• Ability to lift objects weighing up to 50 pounds or 33% of body weight, whichever is less.

• Demonstrates the capability to work autonomously within the job's boundaries, effectively organizing tasks, prioritizing, meeting deadlines, making informed decisions, paying attention to details, and completing various assigned tasks without requiring 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 Immigrations Reform and Control Act.

• Completion of all district required training within thirty (30) calendar days from hire date.

Classification History:

Job description developed: July 2014 mal

Job description revised: March 2024 klh lme

East Valley School District does not discriminate in any programs or activities on the basis of 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: Brian Talbott, 3830 N Sullivan Rd Bldg. 1, Spokane Valley, WA 99216, Phone: (509) 924-1830 talbottb@evsd.org. ADA/Civil Rights Compliance Coordinator: Jane Stencel, 3830 N Sullivan Rd Bldg. 1, Spokane Valley, WA 99216, Phone: (509) 924-1830 stencelj@evsd.org. Section 504 Coordinator: Heather Awbery, 3830 N Sullivan Rd Bldg. 1, Spokane Valley, WA 99216, Phone: (509) 924-1830, awberyh@evsd.org