ESY - Homebound Special Education Teacher - Temporary; Internal

ESY
- Homebound Special Education Teacher
- Temporary (Internal Only)

MUST BE A CURRENT EMPLOYEE WITH THE DISTRICT

Employment begins: 2025-26 School Year

ESY runs from July 14 – July 30. In addition, Monday, July 13 is designated for preparation and training with the ESY coordinator and para‑educators.

Classes are held Tuesday through Thursday from 8:30 am–11:30 am and 12:30 pm–3:30 pm. Certificated staff report 30 minutes before student arrival and stay 30 minutes after.

The teacher is responsible for effective teaching and learning of assigned subject(s) following district‑approved curriculum, instruction, and assessment practices. The teacher may work in elementary or secondary settings such as Life Skills, Behavior Development, Structured Communications, and Learning Resource/Support. Primary responsibilities include ensuring student safety and collaborating to support each student’s readiness to learn.

• The teacher plans for student success based on assessed needs, sets learning goals, and assesses progress using district‑approved assessment tools.
• Works collaboratively in a professional learning community with teachers, support staff, and multi‑disciplinary teams.
• Regularly plans lessons using research‑based instructional strategies consistent with district curriculum.
• Maintains grading and evaluation consistent with school and district policy and communicates this to students and parents.
• Integrates district‑approved technology into planning, learning, progress reporting, and record‑keeping, including IEP preparation.
• Creates and enforces classroom management practices that engage students and maintain a positive learning environment.
• Actively participates in faculty, grade‑level, department, and curriculum meetings, supporting the school vision.
• Monitors student well‑being and promptly engages an administrator when a student is at risk or in danger.
• Assists in supervising students during school activities and events, intervening in inappropriate behavior.
• Plans time for professional reflection to establish and review a professional growth plan.
• Follows Board policies and stays abreast of updates.
• Performs other duties as assigned.

• Ability to use varied educational/developmental assessment instruments, including Woodcock‑Johnson Reading and Psycho‑Educational Battery.
• Successful experience working with culturally diverse families and communities.
• Completion of a teacher certification program at an accredited college or university and valid Washington state certification(s) and/or endorsement(s).
• Commitment to meet highly qualified ("HQ") criteria including praxis requirements.
• Demonstrated ability to teach in a special education environment and apply IDEA and 504 requirements.
• Effective communication with parents, students, and staff verbally and in writing.
• Collaboration and teamwork within a professional learning community.
• Classroom management skills that maintain acceptable student behavior.
• Knowledge of multiple assessment, instruction, and evaluation techniques.
• Knowledge of child and adolescent development applied to curriculum selection.
• Knowledge and skill in culturally responsive teaching.
• Technical proficiency to aid instruction, assessment, and learning.
• Evidence of continuous professional learning and commitment to growth.

• Bilingual skills.
• Successful experience teaching in a diverse student environment.
• Successful experience in a team‑teaching environment.
• Successful experience in the grade level(s) and/or content area(s).

VOICE Program

• Conduct vocational interest and aptitude assessments.
• Implement academic, physical, self‑help, leisure/recreation, social/emotional, and pre‑vocational programs.
• Coordinate and supervise community‑based work and travel programs.
• Coordinate with adult service providers.

Early Intervention Program

• Participate in transition activities between early interventions and preschool placements.
• Develop Individual Family Service Plans with Parent to Parent and monitor outcomes.
• Provide direct and/or consultative services to assist parents with child’s needs.

Visually…