Special Education Teacher - Strat II (BD) - Washington

About the role

This position provides instruction in curricular and social, emotional behavior areas to students grades 9-12th. Endorsements include Special Education- Instructional Strategist II BD/LD (K-12).

Qualifications

• Essential duties must be performed on site.
• Develops and implements programming associated with core and social skills curriculum to be delivered in a classroom setting for assigned students.
• Effectively works with students in a variety of group settings (i.e., individual, small group, or whole class).
• Supports and implements the district curriculum, standards and benchmarks.
• Teams with school staff to provide strategies that support and meet students' needs and achievement of academic goals.
• Provides active communication and positive relationships with parents and community members, including but not limited to, Individual Education Plans (IEPs), Functional Behavioral Assessments (FBAs) and Behavior Intervention Plans (BIPs).
• Assists in planning and delivery of social/emotional/behavioral school-wide programming.
• Maintains appropriate records and protects the confidentiality of data.
• Maintain with district support, Non-Violent Crisis Prevention and Intervention (CPI) Certification.
• Conducts IEP meetings and completes corresponding paperwork according to IDEA and state/district requirements.
• Student supervision required.
• Ensures student safety required.
• Reports to work as scheduled on a regular and reliable basis.
• Attends work as scheduled and arrives on time fully prepared to begin work.
• Follow established building/department procedures if there is a need to arrive late, be absent, or leave the workplace.
• Other duties as assigned.

Essential Functions

• To perform this job successfully, an individual must be able to perform each essential duty satisfactorily.
• The requirements listed below are representative of the knowledge, skill and/or ability required.
• Reasonable accommodation(s) may be made to enable individuals with disabilities to perform the essential functions.

Education and/or Experience

• Bachelor's degree in Education required.
• Experience in classroom teaching preferred.

Languages Skills

• Ability to read, analyze, interpret, and implement ideas contained in technical documents, assessment data, professional journals and regulations.
• Ability to effectively write reports and communications to students, colleagues, parents and staff.
• Ability to effectively present information orally and respond to questions from administrators, teachers, staff and students.
• Ability to assist students in the areas of language and literacy.

Mathematical Skills

• Ability to perform basic mathematical functions such as addition, subtraction, multiplication, division, percentages, decimals and fractions.

Reasoning Ability

• Ability to solve problems effectively.
• Ability to interpret a variety of instructions furnished in written, oral, diagram or schedule form.

Required Dispositions

• Believes that all children can attain high levels of learning.
• Takes responsibility for the learning of our children and his/her own performance.
• Possesses the knowledge and skills to build effective educational experiences that benefit all children.
• Applies the principles of continuous improvement through the use of quality tools and processes.
• Functions as an effective member of the educational/school team.
• Won't shy from today's educational challenges.
• Understands and accepts the physical risk that may be associated with working with students with behavioral issues.
• Utilizes effective interpersonal skills.
• Has a track record of success.
• Works with great integrity.

Other Skills and Abilities

• Ability to apply knowledge of current research as it relates to the support of the Educational Goals of the District.
• Ability to establish and maintain effective working relationships with students, staff and the school community.
• Ability to speak clearly and concisely both in oral and written communication.
• Ability to perform duties with awareness of all district requirements and Board of Education policies.

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.
• Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
• The noise level in the work environment is usually quiet.
• The position requires the commitment of professional working hours that may require the employee to extend beyond a typical 8:00 a.m. to 4:00.p.m. or 7:30 a.m. to 3:30.p.m. workday.
• The employee will frequently work in different areas of the classroom including in/at desks, on or near the floor, standing, in movement while supervising indoor and outdoor activities, etc.
• The employee will usually work in indoor temperatures but will work outdoors when supervising students outside of the classroom.

Work Environment

• The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job.
• Reasonable accommodations may be made too enable individuals with disabilities to perform the essential functions.
• The noise level in the work environment is usually quiet.
• The position requires the commitment of professional working hours that may require the employee to extend beyond a typical 8:00 a.m. to 4:00.p.m. or 7:30 a.m. to 3:30.p.m. workday.
• The employee will frequently work in different areas of the classroom including in/at desks, on or near the floor, standing, in movement while supervising indoor and outdoor activities, etc.
• The employee will usually work in indoor temperatures but will work outdoors when supervising students outside of the classroom.