Teacher - Special Education Resource Room; Internal @ Frontier Middle School

Teacher - Special Education Resource Room (Internal) @ Frontier Middle School

The Special Education Teacher plays a vital role in delivering individualized instruction and support to students with disabilities, ensuring their academic, social, and emotional success. The teacher collaborates with multidisciplinary teams, including para educators and specialists, to design and deliver instruction tailored to students’ unique needs, such as those with multiple disabilities, autism spectrum disorders, and behavioral challenges. The role requires strong communication skills, collaboration, data‑informed decision‑making, and a commitment to inclusive practices and equity for all learners.

• Bachelor's degree or post‑graduate work in Special Education;
  Master's degree preferred.
• Valid Washington State teaching certificate with endorsement in Special Education.
• Care Certification or willingness to obtain certification.
• Knowledge of current state and federal laws pertaining to the education of children with disabilities.
• Experience working with students with multiple disabilities, autism spectrum disorders, or behavior challenges.
• Skill in teaching academics, behavioral interventions, social behavior, and working with parents.
• Demonstrated understanding of research‑based instructional strategies and assessment practices.
• Recent experience modeling effective instructional strategies and assessment practices.
• Knowledge of the needs of diverse learners and strategies for addressing those needs.
• Experience with students from families in poverty.
• Experience writing IEPs and Behavior Plans using IEP Online.
• Commitment to confidentiality and integrity of student information.
• Proficiency in technology to enhance student learning.
• Strong organizational skills and follow‑through ability.
• Excellent interpersonal skills with students, teachers, administrators, support personnel, and community members.
• Effective oral and written communication skills.

Centering instruction on high expectations for student achievement by:

• Communicating expectations verbally and in writing for learning and achievement.
• Consistently conveying rigorous expectations to students and parents.
• Demonstrating how results impact daily instruction.
• Conducting learning activities aligned to lesson objectives and priority standards.

Demonstrating effective teaching practices by:

• Utilizing research‑based instructional practices.
• Aligning instructional behaviors with best practices of the learning process.
• Remaining current in content‑related pedagogy.
• Structuring and pacing to the appropriate level of learners.
• Using questioning that requires higher‑level thinking.
• Clearly articulating directions and teaching necessary procedures.
• Modifying curriculum and differentiating instructional practices to support learning.

Recognizing individual student learning needs by:

• Using appropriate intervention strategies.
• Differentiating activities to address developmental characteristics.
• Maintaining a persistent attitude that all students can learn.
• Communicating individual needs and clear learning targets.
• Providing a student‑friendly lesson and unit structure.
• Aligning materials and resources with learning targets.
• Activating prior knowledge to support learning.
• Identifying critical content within the time allotted.

Managing a safe, positive learning environment by:

• Establishing positive relationships with all students.
• Monitoring behavior and providing respectful feedback.
• Organizing the environment so transitions do not take away instructional time.

Using student data to modify instruction by:

• Using data to adjust instruction as needed.
• Assessing learning multiple times during lessons.
• Instructing self‑assessment and monitoring progress.
• Encouraging students to reflect on their learning.
• Using a variety of formative assessments.

Collaborating with parents and the school community by:

• Initiating communication beyond mandatory reporting.
• Communicating important aspects of the instructional program.
• Providing meaningful information about individual students.

Engaging in collegial practices by:

• Contributing to PLC/Data Team regularly.
• Seeking continuous improvement.
• Making…