TEACHER - SPECIAL EDUCATION - DI @ LOGAN ELEMENTARY SCHOOL, 1.0 FTE, CONT. (ONE OR MORE)

Description

Spokane Public Schools is seeking qualified candidates who are prepared and excited to provide a 21st century learning environment that effectively addresses the emerging necessity of social emotional supports and blending learning strategies.

ONE OR MORE OPENINGS

• FTE : 1.0
• CONTRACT TYPE : CONTINUING
• ANTICIPATED START DATE : 2024-2025 School Year
• POSITION REQUIREMENT : This position requires a Washington State Teaching Certificate with the appropriate Endorsement to teach in the content area advertised in this posting. The Professional Education Standards Board (PESB), can provide additional endorsement requirement information through their site;
• ENDORSEMENT : Special Education
• Benefits--Medical/Dental/Vision through SEBB (School Employee Benefits Board) are provided for employees who work at least 630 hours per academic year.
• Additional benefits may include vacation, sick, personal days, and paid holidays.
• Most positions have additional pay provisions above what is represented on the salary schedule, all in accordance with the applicable collective bargaining agreements as negotiated.

SALARY: Salary depends upon applicable prior certificated experience, approved credits, earned degrees, and the FTE of the position. Click here to view current salary and stipend information.

Responsibilities

• Serve as a cooperative member of district multidisciplinary team, assisting in the 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, implement, and evaluate IEPs that focus on assessment data and evaluate student progress on a data based decision-making model.
• Design and monitor specially designed instruction to students taking into consideration individual learning styles, abilities, and achievement levels that appropriately address each child's academic deficiencies, increase communication and socialization skills, and decrease behavior which disrupts the educational environment or is detrimental to self and others. Develop and implement post secondary transition plans and services for students 16 years and older.
• 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.
• Understand the concepts of Applied Behavior Analysis (ABA) as the basis for instructional strategies used in the classroom and school environment.
• 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.
• 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.
• Follow district policies, procedures, and administrative directives as they pertain to WAC 392-172A and P.L. 105-17.
• Provide an orderly and structured environment with a positive climate that motivates students to achieve, effectively manage and instruct students in groups and individually.
• Effectively manage, instruct, and supervise the activities of instructional assistants, 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 on a regular basis but not less than once a week.
• 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.
• Integrates technology into planning, learning, and record-keeping activities.
• Meet on an ongoing basis as part of an intervention team composed of personnel who will review student performance relevant to academic, social, emotional, and communication gains of the student and adjust instructional strategies as needed.
• Crisis Prevention Institute (CPI) Training : Be trained, meet 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.
• Serve as a member of the building crisis response team including restraining students who are physically aggressive and/or assaultive in nature or are substantially disrupting the educational process.
• Students enrolled in the district's Designed Instruction program may be aggressive and assaultive by nature and the risk of physical injury to staff exists. While the district does not condone aggressive or assaultive student behavior, staff accepting this assignment agree and support the position that students will not be transferred to other locations within the district if they assault staff. Students will remain in the program until the IEP team determines the student is ready to begin transition back to his/her home school or other appropriate placement.
• Maintain professional knowledge and expertise; attend, participate and implement district level program requirements of IDEA, NCLD and Statewide Assessment requirements.
• Perform other duties as assigned or required by the supervisor.

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. Required: Special Education K-12 .
• 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.
• Assesses needs of students, prescribes and implements effective lessons to meet students' needs through the use of appropriate and current instructional skills, develops and implements individualized programs.
• Advanced training in providing specialized services to students of various disabled conditions.
• Successful experience in working with students exhibiting a wide range of disabled conditions.
• Ability to administer, interprets, and utilizes assessment procedures/tests in placement of students.
• Gains the respect and confidence of students, parents, and staff through modeling appropriate demeanor, behavior, and attire.
• Sets and attains 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 interested in the welfare of all students.
• Uses democratic processes to work out problems in a supportive and understanding nonauthoritarian manner.
• Knowledge of effective teaching strategies related to the appropriate age of instruction and demonstrated ability to apply this knowledge in a classroom setting.
• Willingness and commitment to participate in professional collaboration and student supervision.
• Valid Washington teaching certificate with special education endorsement or 25 quarter hours of preparation in special education.
• Experience as a special education instructor or in a closely related field within a public school setting.
• Demonstrated understanding of the essential requirement with P.L. 101-457 and its application to the provision of compliant services for the disabled.
• Ability to work cooperatively with parents, teachers, and administrators in providing direct and indirect services to special needs students.
• Ability to express thoughts concisely and effectively.
• Demonstrated ability to work effectively with a diverse group of students, teachers, parents, and administrators in a confidential manner.