Special Education HSLS Teacher - Woodland Elementary

Employment Begins: 2025-26 school year

HIGHLY SUPPORTED LEARNING SERVICES

HIGH INTENSITY SOCIAL EMOTIONAL LEARNING

PRESCHOOL

EARLY INTERVENTION

VOICE PROGRAM

TEACHER FOR VISUALLY IMPAIRED

DEAF AND HARD OF HEARING

ITINERANT SPECIAL ED. TEACHER

Classification:
Certificated

Location:

Assigned School(s)

Reports to:

Principal or Principal Designee FLSA Status:
Exempt

Bargaining Unit: NTEA

Part I:
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. The selected candidate must demonstrate a commitment to strengthening community engagement and communication with the District’s diverse populations.

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 works collaboratively in a professional learning community with other teachers, support staff, multi-disciplinary teams, and others as appropriate, in addressing the needs of students and developing effective teaching and learning practices.
• The teacher regularly conduct planning for lessons using commonly accepted professional practice (content, goals, assessment, re-teaching, etc.) and consistent with school/district approved curriculum and instructional practice. The teacher uses research-based instructional strategies in planning lessons to make the teaching and learning more relevant to students (e.g., 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.
• The teacher integrates district approved and/or required technology into planning, learning, progress reporting, and required record-keeping activities including the preparation of IEP’s in the case of students with special needs.
• The teacher creates, communicates, and maintains classroom management practices that effectively engage students in the learning process. Acceptable student…