Special Education Teacher - Behavior Intervention

POSITION Special Education Teacher - Behavior Intervention

LOCATION Centennial Middle School

FTE 1.0

DAYS/YEAR 184

CONTRACT Continuing

SALARY Per the WVEA Salary Schedule

* Dependent on verified education and experience

* Prorated for partial FTE positions

* Additional compensation and benefits as outlined in the WVEA CBA

* Placement according to verified education & experience

* Pay is annualized over 12 months

JOB TYPE Exempt

UNION/CONTRACT West Valley Education Association (WVEA)

START DATE  School Year

SUMMARY

The Behavior Intervention Special Education teacher will work to support students with behavioral disabilities within a school-wide intervention system. The teacher in this position is a critical member of a collaborative intervention team and will collectively make decisions regarding how to meet the needs of students, specifically those with behavioral challenges.

PREFERRED QUALIFICATIONS

* Experience in behavior modification and working with students with complex behaviors.

* Experience managing Special Education caseload.

* Knowledge of Best Practices around Inclusion.

* Experience in Positive Behavioral Interventions and Supports (PBIS).

* Background in Behavior Education or work in a related field.

REQUIRED QUALIFICATIONS

* Valid Washington State Teaching Certificate with endorsement in Special Education.

* Demonstrate value and respect for all students, staff, and families, including typically underserved students.

* Demonstrate mature behavior and ability to use sound judgment in working with students, parents, staff, and the community.

* Experience relating positively with diverse populations of students, families, and staff, including various abilities and disabilities.

* Excellent written and oral communication skills with students, staff, administrators, and parents/guardians.

* Experience with integrating technology into learning, planning, teaching, and record-keeping.

* Experience effectively collaborating with colleagues to fulfill common departmental/program goals and objectives.

* Knowledge of effective teaching strategies related to the appropriate age of instruction and demonstrated ability to apply this knowledge in a classroom setting.

* Advanced training in providing specialized services to students with various disabilities.

* Successful experience in working with students who have a wide range of disabilities.

ESSENTIAL FUNCTIONS

* Center instruction on high expectations for student achievement by providing clear learning goals and scales, celebrating success, and understanding student interests and backgrounds.

* Demonstrate value and respect for all students, staff, and families, including typically underserved students.

* Use effective teaching practices that allow students to effectively interact with new knowledge, practice, deepen knowledge, and engage in cognitively complex tasks.

* Use effective teaching practices, including asking questions of students, probing incorrect student responses, noticing when students are not engaged, and implementing effective re-engagement strategies.

* Use effective teaching practices by helping students use and apply academic vocabulary and evaluate the effectiveness of individual lessons and units.

* Recognize individual students' learning needs and develop strategies to address those needs by using effective scaffolding of information with a lesson and planning and preparing for the needs of all students.

* Provide clear and intentional focus on subject matter content and curriculum using established content standards, approved curricular resources, and educational technology.

* Foster a safe, positive learning environment by creating a welcoming classroom space, organizing the physical layout of the classroom, and establishing classroom rules, procedures, and expectations.

* Manage a safe, positive learning environment by demonstrating with-it-ness, acknowledging adherence to rules and procedures, applying consequences for lack of adherence, and displaying objectivity and control.

* Use multiple data elements to track student progress and modify instruction to improve student learning by designing instruction informed by ongoing formative and summative assessments.

* Communicate and collaborate with parents and the school community through positive interactions.

* Exhibit collaborative and collegial practices focused on improving instructional practices and student learning by seeking mentorship for areas of need or interest, promoting positive interactions with colleagues, participating in district initiatives, and monitoring progress relative to the professional growth and development plan.

* Encourage students to think independently, problem-solve, and express original ideas.

* Establish and maintain standards of student behavior needed to provide an orderly, productive classroom environment.

* Evaluate student academic and social growth, keep appropriate records, and prepare progress reports.

* Communicate with parents and school counselors on student progress.

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