Long Term Sub - Special Education Teacher

Long Term Sub - Special Education Teacher

Position Type:
Special Education Services / Special Education Teacher

Anticipated Dates: 8/24/2026 - 1218/2026

Long Term Sub for the Integrated Social Emotional Learning (iSEL) program at Lacamas Elementary.

Under the general supervision of the building principal, performs a variety of tasks, with the major responsibility being the instruction and supervision of students. Demonstrates a competent level of knowledge and skill in planning for and implementing instruction, student achievement, and creates a positive classroom environment. Demonstrates a commitment to continual professional growth and the accomplishment of building, district, and state goals as related to the education of students.

• A. Lesson Planning and Design:
  • Develop lessons based on Universally Designed Learning (UDL) with clear objectives focusing on Common Core State Standards (CCSS), concepts, skills, and strategies.
  • Incorporate data-driven reflection and assessment results, including student self-assessments, to improve lessons.
  • Meet the learning needs of the students by planning culturally responsive instructional strategies and practices appropriate to the students involved, the subject matter, and the desired learning objective.
  • Select and organize instructional materials and equipment for the unit of instruction.
  • Ensure a positive and supportive school environment that engages all students and includes multiple pathways for success.
  • Plan and conduct lessons to promote educational equity for all students in order to eliminate disproportional racial and socioeconomic predictability of academic success.
• B. Classroom Environment:
  • Create a sense of belonging and sustain practices ensuring a welcoming and inclusive learning environment for all members of the learning community.
  • Establish management practices that result in routines, transitions, and minimal loss of instruction time through the use of Positive Behavior Interventions and Supports (PBIS).
  • Establish and maintain open communication with students and caregivers, clearly communicating parameters for student behavior.
  • Use the Multi-Tiered System of Supports (MTSS) framework to provide behavioral supports and intervention and provide meaningful reinforcement when it occurs.
  • Manage student discipline fairly and in accordance with building regulations, school board policies, and legal requirements.
  • Use classroom time effectively to provide maximum time on learning tasks.
• C. Assessment:
  • Communicate clear assessment criteria and standards, allowing multiple opportunities for students to demonstrate their learning.
  • Assess and evaluate students in all areas of potential need, to determine eligibility and areas of service/need, and for purposes of providing feedback to students, caregivers and administration regarding students' progress, expectations and goals.
  • Assess the effectiveness of lessons to plan instruction and work toward improvement of instructional practices.
  • Evaluate and inform students and caregivers of student progress in a timely manner and provide opportunity for feedback.
• D. Instruction and Classroom Teaching Practice:
  • Create lessons that present the subject matter clearly and precisely, with multiple entry points to engage all students' learning preferences and abilities.
  • Give clear direction and persistently check for student understanding, providing appropriate accommodations, interventions, or support.
  • Use a wide variety of Evidence-Based strategies to differentiate student learning experiences.
  • Explain, demonstrate, provide practice and feedback so that students can comprehend and retain what is being taught.
  • Use inclusionary practices to accommodate and support varying ability and experience levels of students receiving services on Individualized Education Plans (IEP).
  • Provide specially designed instruction, support and related services to students including accommodations, supplemental services and modifications of general education curriculum to students.
  • Supervise special education paraprofessionals by offering clear direction on instructional objectives, implementing effective behavior management techniques, and reinforcing established classroom protocols to ensure a supportive and structured learning environment.
  • Collaborate with health staff to oversee general management of student's health and physical needs.
  • Implement services and supports focused on student's hygiene, health and basic needs.
• E. General Responsibilities and Professional Development:
  • Ensure all evaluations and Individualized Education Programs (IEPs) are completed within state-mandated timelines.
  • Maintain effective, respectful communication with all team members regarding student needs, programming, evaluations, and IEP development.
  • Complete required records and reports promptly, including attendance, grade reporting, progress monitoring data, and contributions to IEPs.
  • Communicate with caregivers professionally and in a timely manner, fostering…