Special Education Teacher - Functional Core Program; FCP - Secondary

Functional Core Program Teacher

A functional core program (FCP) teacher works with identified disabilities that demonstrate primary learning needs in the functional life skills domain. They may need intensive specially designed instruction to learn how to independently manage self-care or to acquire basic academic and social-emotional skills needed to be successful in supervised or sheltered adult employment. Functional core programs are also for students with significant disabilities, including those who are medically fragile, who need to develop basic communication and skills for participating in daily support routines.

Essential duties and responsibilities include the following. This list is meant to be representative, not exhaustive. Some incumbents may not perform all the duties listed while in other cases related duties may also be assigned. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• Develop and maintain compliant individual education plans (IEPs) and other compliance documents.
• Develop, implement, and adjust appropriate programming to provide access to a student's least restrictive environment (LRE).
• Provide interventions and systematic purposeful instruction at students' instructional levels, linking district initiatives and grade level expectations to IEPs.
• Design and implement intervention based on student assessment and evaluation.
• Collect and utilize data and frequent ongoing progress monitoring systems to inform instructional decisions or revisions.
• Design and implement appropriate accommodations and modifications.
• Establish and communicate clear lesson and intervention purpose.
• Instruct students in daily living skills required for independent maintenance and economic self-sufficiency, such as hygiene, safety, and food preparation through classroom and community-based instruction.
• Train and supervise para educators.
• Provide individualized inclusion opportunities.

The preceding list of responsibilities is not exhaustive and may be supplemented as necessary.

Required qualifications:

Education and experience A current Washington state teaching certificate with a special education endorsement.

Additional requirements:

Provide medical or health services such as catheterization, diapering, toileting, feeding, tube feeding, and assisting students with other activities involving self-care, as required. Work scheduled hours on a consistent basis.

Preferred qualifications:

Training or experience in serving students with moderate to severe disabilities. Proficiency in conducting functional behavior assessments and developing behavior intervention plans. Bilingual.

Condition of employment:
Criminal background clearance. Washington State Driver's license and proof of insurance. Possess and maintain a current district-approved CPR/First Aid card within 90 days of employment. District approved courses must include hands-on and written exam. Complete the Right Response training at the advanced level at the next available class and maintain certification annually.

Knowledge of:
Special Education laws. School board policies and procedures. Computer systems and various software programs. Evidence-based classroom and behavior management practices.

Ability to:
Plan, implement, and evaluate individualized programs for students. Establish and maintain effective working relationship with staff, parents, and community members. Skill in operating a computer and ability to learn and use various software programs. Work effectively under varying levels of pressure. Intervene in situations of imminent likelihood of serious harm using district approved Right Response techniques, including de-escalation strategies and restraint when needed.

Comply with school board policies and follow administrative procedures. Organize and perform job responsibilities efficiently and independently without close supervision and able to pay strict attention to detail. Communicate effectively through spoken and written word; read and follow written or verbal communications. Practice effective safety and security within individual work routines. Develop and maintain positive relationships with staff and service providers.

Work collaboratively with District staff and promote teamwork with co-workers. Practice ethical and professional standards of conduct including the requirements of confidentiality. Relate effectively with parents, staff, students and community members in a multicultural and multiracial community. Perform job responsibilities with or without reasonable accommodations.

Required knowledge, skills and abilities related to cultural competence and equity:
Knowledge/awareness of own cultural identity and how this influences behavior, and desire to learn about the cultural identity of others. Ability to establish and nurture an environment that promotes cultural competence and equitable treatment of staff, students, and patrons of the District. Ability to understand and hold self and…