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Position Summary
The teacher is primarily responsible for effective teaching and learning of the assigned subject(s) following district approved curriculum, instruction and assessment practices.
As a special education teacher, teacher may teach in a variety of elementary and / or secondary educational settings to include but not limited to Life Skills, Behavior Development, Structured Communications, and Learning Resource / Support.
Primary responsibility shall include student safety and appropriate collaboration and attention to each student’s readiness to learn including needed guidance, discipline, and welfare.
The District represents a diverse community with a population of approximately 40% students with diverse backgrounds. We seek an individual who has successful experience in working with culturally diverse families and communities.
Part II : Supervision and Controls over the Work :
The teacher works with a high level of independence and professional discretion under the general supervision of a designated school administrator.
Teacher may also receive direction and / or supervision from a district special education administrator. The teacher’s work is governed, controlled, and evaluated by acceptable professional practice, school and district policies and regulations, provisions of Washington Administrative Code and Revised Code of Special Education
Washington, direction of the supervisor, and performance standards and expectations as set forth in the collective bargaining agreement.
Part III : Major Duties and Responsibilities listed may include, but are not limited to the following :
The teacher plans for student success based on assessed needs of individual students and the use of data and information to determine each student’s current knowledge and skill level, set student learning goals, and assess student progress.
In assessing student needs, the teacher applies or uses district approved assessment tools and strategies. As part of the planning process, the teacher leads or assists in identifying and in complying with teaching and learning and student accommodation requirements under Individual Education Program (IEP) and 504 accommodation requirements.
The teacher uses research-based instructional strategies in planning lessons to make the teaching and learning more relevant to students (.
contextual learning opportunities).
The teacher maintains and provides reasonable and meaningful student grading and evaluation consistent with school and district policy and regularly and effectively communicates such information to students and parents.
Reporting may include regular posting to and maintenance of electronic grade systems with parent and student access.
Acceptable student behavior and related discipline procedures are well understood by students and consistently enforced to maintain a positive learning environment.
The teacher actively participates in faculty, grade level, department, and curriculum meetings; assists building efforts to plan, implement, and evaluate the school’s program and to do related work as required.
In carrying out these responsibilities, the teacher applies school policy and procedures, standard practices, state requirements, and approved curriculum, and actively and positively supports the school vision.
The teacher is constantly observant of the needs and challenges of students and promptly engages an administrator or appropriate educational staff associates when the teacher suspects or reasonably believes that a student is at risk or in danger due to such issues as bullying, sexual harassment / misconduct, depression or suicide ideation, or academic failure.
The teacher serves as a positive role model for students and practices the behaviors that are expected of students.
The teacher assists in the supervision of students at school activities and events. The teacher remains vigilant of students throughout the school day and the school location, taking the initiative to engage students when students are acting inappropriately or in inappropriate locations for the time of day.
Teachers understand the nature of student misbehavior to include student-to-student bullying, harassment, and / or discrimination and takes steps to intervene in such situations and / or engage the assistance of a school administrator.
Part IV : Minimum Qualifications :
Ability to use varied educational / developmental assessment instruments including, but not limited to : Woodcock-Johnson Reading, Woodcock-Johnson Psycho-Educational Battery.
For Early Intervention : capacity to develop a comprehensive understanding of IFSP process and Part C of IDEA. Early Childhood Education endorsement.
Possess analytical and diagnostic skill to assess student special needs and translate such needs into an effective instructional plan for the student.
Demonstrated ability to effectively communicate the individual development plan and to coach and support staff and teacher colleagues so that they may effectively implement their responsibilities under the plan.
Specific to VOICE Program :
Specific to Early Intervention Program :
Specific to Visually Impaired :
Ability to teach pre-Braille readiness, Braille reading / writing, handwriting and typewriting skills.
Specific to Deaf and Hard of Hearing Program :
Part V : Desired Qualifications :
Part VI : Physical and Environmental Requirements of the Position :
The physical demands and work environment described here are representative of those that must be met by a teacher to successfully perform the essential functions of this job.
Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the teacher is frequently required to sit, move about, hear and speak, and be visually vigilant of classroom behavior and learning activities.
The teacher must regularly lift and carry items weighting up to 50 pounds or more and occasionally lift, restrain, or move up to 100 pounds most typically when required to intervene in student safety issues.
Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.
The noise level in the work environment is usually moderate but can be loud on occasion.
While performing the duties of this job, the teacher may occasionally work in outside weather conditions and be exposed to wet and / or humid conditions, temperature fluctuations, fumes or airborne particles, toxic or caustic chemicals commonly used in instruction and / or cleaning.
It may be expected that the individual could be exposed to blood or other potentially infectious materials during the course of their duties.
The teacher may be exposed to aggressive student behaviors to include biting, hitting, kicking, and throwing of objects.
May be required to wear and utilize safety equipment designed to minimize the risk of injury to the teacher and to the student.
The teacher may be exposed to bodily fluids and waste while performing duties in life skills, multi-handicapped, and some one-on-one situations.
The teacher may be exposed to infectious disease as carried by students, exposed to student noise and learning resource noise levels, may sit or stand for longer than 2 hours at a time, may lift objects repeatedly, and may undertake repeated motions.
THIS IS A UNION POSITION
Last updated : 2024-04-23
Full Time
$52k-86k (estimate)
04/24/2024
07/22/2024
nthurston.k12.wa.us
Olympia, WA
500 - 1,000
The job skills required for Special education teacher include Special Education, Planning, Communicates Effectively, Collaboration, Early Childhood Education, Initiative, etc. Having related job skills and expertise will give you an advantage when applying to be a Special education teacher. That makes you unique and can impact how much salary you can get paid. Below are job openings related to skills required by Special education teacher. Select any job title you are interested in and start to search job requirements.