Special Education Teacher - Behavior Intervention

Special Education Teacher – Behavior Intervention

West Valley School District #363 – Centennial Middle School, Spokane Valley, Washington
Starting Date: August 20, 2026

The Behavior Intervention Special Education teacher will support students with behavioral disabilities within a school-wide intervention system. The teacher is a critical member of a collaborative intervention team and will collectively make decisions on how to meet students’ needs, particularly those with behavioral challenges.

• Experience in behavior modification and working with students with complex behaviors.
• Experience managing Special Education caseloads.
• Knowledge of best practices around inclusion.
• Experience in Positive Behavioral Interventions and Supports (PBIS).
• Background in Behavior Education or a related field.

• 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 use sound judgment when working with students, parents, staff, and the community.
• Experience relating positively with diverse populations of students, families, and staff.
• Excellent written and oral communication skills with students, staff, administrators, and parents/guardians.
• Experience integrating technology into learning, planning, teaching, and record‑keeping.
• Experience collaborating effectively with colleagues to fulfill common departmental and program goals.
• Knowledge of effective teaching strategies related to the appropriate age of instruction and ability to apply this knowledge in a classroom.
• Advanced training in providing specialized services to students with various disabilities.
• Successful experience working with students who have a wide range of disabilities.
• Accountability for maintaining professional competence through district and self‑selected growth activities.

• Center instruction on high expectations for student achievement by providing clear learning goals, celebrating success, and understanding student interests and backgrounds.
• Use effective teaching practices that allow students to interact with new knowledge, practice, deepen knowledge, and engage in cognitively complex tasks.
• Ask questions, probe incorrect responses, notice disengagement, and implement re‑engagement strategies.
• Help students use and apply academic vocabulary and evaluate the effectiveness of lessons and units.
• Recognize individual students’ learning needs and develop strategies using effective scaffolding and planning.
• Provide clear focus on subject matter content and curriculum using standards, approved resources, and technology.
• Foster a safe, positive learning environment, create a welcoming classroom space, organize layout, and establish rules, procedures, and expectations.
• Maintain classroom safety and order, applying consequences for lack of adherence and displaying objectivity and control.
• Use multiple data elements to track progress, modify instruction, and design instruction informed by formative and summative assessments.
• Communicate and collaborate with parents and school community through positive interactions.
• Engage in collaborative and collegial practices, seeking mentorship, promoting positive interactions, participating in district initiatives, and monitoring progress relative to professional growth.
• Encourage independent thinking, problem‑solving, and original ideas.
• Establish and maintain behavior standards needed for an orderly, productive classroom.
• Evaluate academic and social growth, keep records, and prepare progress reports.
• Communicate student progress with parents and school counselors.
• Requisition instructional materials and maintain inventory records.
• Supervise students during out‑of‑classroom activities as required.
• Administer or monitor standardized tests in accordance with district and state programs.
• Participate in curriculum and developmental programs at the school or district level.
• Direct activities of assigned non‑certificated personnel and attend to students’ physical, emotional, behavioral, medical, or…