Independent Skills Center; ISC -Special Education Teacher; Elementary

Independent Skills Center (ISC) – Special Education Teacher (Elementary)

Starting Date: Immediately

One Compass, One Crew, One Mission

The Coos Bay School District is accepting applications for experienced teachers for our Independent Skills Center (ISC). This position begins with the  school year. This is a full‑time, represented position. The ISC teacher is responsible for providing instruction and support to students with disabilities, focusing on the development of academic readiness, adaptive skills and self‑regulation. The teacher will work with students to enhance their social communication, self‑care, and academic skills, tailored to their individual needs.

Instructional Delivery

• Scaffold instruction aligned with IEP goals and services.
• Regularly monitor and assess the effectiveness of interventions, using data‑driven decision‑making to adjust strategies as needed.
• Utilize research‑based strategies and programs to support student growth across academic and functional areas.
• Deliver targeted small‑group, one‑on‑one, push‑in instruction to students as they build skills in a variety of areas.
• Support individualized student learning by building capacity in social interactions, functional daily living skills, academic abilities, community integration and problem‑solving skills to build independence within the school setting.

Classroom Management and Engagement

• Establish a consistent routine, clear visual cues, and a supportive classroom atmosphere to minimize disruptive behaviors.
• Provide students with opportunities to practice skills in a safe, supportive environment, gradually increasing independence as abilities grow.
• Use role‑playing, peer interactions, and group activities to reinforce positive social behaviors.
• Manage classroom behavior with positive reinforcement, individualized strategies, and clear expectations.
• Implement strategies to support students in managing emotions, improving focus, and understanding social cues.
• Use visual aids, consistent routines, and clear instructions to help students understand expectations and feel secure.

Advocacy and Independence

• Advocate for students' needs, ensuring they receive appropriate resources and support.
• Work to create an inclusive environment where students with disabilities can thrive academically and socially.
• Increase student independence through effective use of augmentative and alternative communication.
• Tailor AAC devices, apps, or communication boards to match the student's unique cognitive, motor, and sensory needs.
• Help students develop a sense of independence by teaching them how to use their AAC system on their own; encourage self‑advocacy.
• Advocate for the use of AAC within the school environment and promote its importance for students with complex communication needs.
• Assist students in personal and physical care as needed, including hygiene, toileting, and medically specific feeding protocols.

Professional Collaboration and Communication

• Collaborate with general education teachers, special education staff, and other school professionals to integrate ISC education into the school community.
• Communicate regularly with parents and guardians to discuss student progress, challenges, and strategies for supporting growth at home.
• Participate in IEP meetings and contribute to discussions on how to best support students in the school environment.
• Maintain accurate records of student progress, interventions, and outcomes for reporting purposes.
• Collaborate with building administrators to address systemic or classroom‑specific issues related to special education.
• Provide support and resources to educational assistants regarding IEP procedures and compliance.
• Stay updated on current research, trends, and best practices in intervention strategies.

Other Duties as Assigned

• Current Oregon Teaching License with Special Education endorsement.
• Strong ability to work as a team member.
• Strong ability to direct assistants within the classroom.
• Must possess excellent oral and written communication skills.
• Knowledge of instructional practices and effective classroom management strategies for students with disabilities.
• Proficienc…