Salary & Benefits

QUALIFICATIONS:

1. Bachelor's degree or post-graduate work in Special Education.  Master's degree preferred.
2. Valid Washington State teaching certificate with endorsement in Special Education.
3. Care certified or willingness to obtain certification.
4. Understand current state and federal laws pertaining to the education of children with disabilities.
5. Trained or experienced in working with students with multiple disabilities, autism spectrum disorders, or behavior challenges preferred.
6. Skilled in teaching academics, behavioral interventions, social behavior, and working with parents.
7. Demonstrated understanding of research-based instructional strategies and assessment practices that support effective instruction.
8. Recent successful experience working with educators in demonstrating and modeling effective instructional strategies and assessment practices.
9. Demonstrated knowledge of the needs of diverse learners and strategies for addressing these needs.
10. Experience working with diverse learners, including children of families in poverty preferred.
11. Experience writing IEPs and Behavior Plans using IEP Online.
12. Maintain integrity of confidential information relating to students, staff and district patrons.
13. Evidence/demonstration of use of technology to enhance student learning or willingness to learn.
14. Demonstrated organizational skills and commitment to follow through on tasks.
15. Demonstrated ability to establish and maintain excellent working relationships with students, teachers, school administrators, support personnel, and community members.
16. Demonstrated ability to effectively communicate orally and in writing.

ESSENTIAL JOB FUNCTIONS:

Centering instruction on high expectation for student achievement by:

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

Demonstrates effective teaching practices by:

1. Effectively utilizing research based instructional practices.
2. Aligning instructional behaviors with best practices of the learning process.
3. Remaining current in content related pedagogy.
4. Structuring and pacing to the appropriate level of the learners.
5. Utilizing questioning that requires higher level thinking skills.
6. Clearly articulating directions and teaching necessary procedures in order for students to be successful.
7. Effectively modify curriculum and differentiate instructional practices to support student learning.

Recognizes individual student learning needs and develops strategies to address those needs by:

1. Knowing and utilizing intervention strategies under the appropriate conditions.
2. Differentiating the learning activities to address the developmental characteristics of his/her students.
3. Demonstrating a persistent attitude that all students can learn.
4. Communicating the individual needs of students.
5. Communicating clear learning targets.
6. Providing a student friendly lesson and unit structure.
7. Ensuring instructional materials and resources are aligned and appropriate for the learning target.
8. Activating prior knowledge to support learning.
9. Identifying the critical content to be taught within the time allotted.

Fosters and manages a safe, positive learning environment by:

1. Establishing positive relationships with all students.
2. Consistently monitoring student behavior and rewarding and correcting frequently in a respectful manner.
3. Organizing the environment and the lesson to the extent that transitions between activities do not take away from instructional time.

Uses multiple student data elements to modify instruction and improve student learning by:

1. Using data to modify instruction as appropriate.
2. Assessing student learning multiple times throughout a lesson.
3. Instructing students to self-assess and monitor their own progress.
4. Frequently asking students to reflect on their own learning.
5. Using a variety of formative assessments.

Communicates and Collaborates with parents and school community by:

1. Initiating communication with parents beyond the mandatory reporting requirements.
2. Communicating important aspects of the instructional program to parents in order to engage them with their child's education.
3. Providing meaningful information to parents about individual students.

Exhibits, collaborates and engages in collegial practices by:

1. Contributing to the PLC/Data Team on a regular basis.
2. Consistently seeking ways to improve.
3. Demonstrating the ability to make decisions in the best interest of students.
4. Maintaining a positive relationship with his or her peers under all circumstances.
5. Consult with counselor/psychologist and designated staff to solve and plan interventions for children.
6. Coordinate and train paraeducators as necessary in literacy curriculum.

Provides inclusive opportunities for students within the general education classroom as outlined in their IEP.

1.  Provide direct support to students in a classroom by delivering instruction and ensuring learning through a variety of teaching models, collaboration and strategies.
2. Ensure appropriate accommodations to the curriculum, lessons and learning environment. Instruction may be provided within the regular classroom setting, resource setting, and/or small classroom setting.
3. Design engaging classroom activities and differentiated lessons ls so that all students may access the curriculum and benefit from the educational experience.
4. Formally and informally assess the student learning (rather than relying solely on standardized curriculum) to create a comprehensive learning program.
5.  Set high expectations that are suitable for the students. Assessments may be differentiated based on each individual student plan. This may require developing alternative assessments.
6. Work collaboratively with general education teachers, subject and grade-level teams and other staff to plan, share student work and ensure that instruction is aligned with identified  standards.
7. Build a partnership with families, encouraging their active participation in students’ learning.
8. Perform other duties as assigned by the principal and Director of Special Services

WORKING CONDITIONS/PHYSICAL REQUIREMENTS

1. May be required to travel between buildings and occasionally attend workshops and conferences with the region or state.
2. Required to work flexible hours and schedule which may include some evenings.  Expected to prepare the classroom for the start of school and prepare the workspace or room for summer cleaning after the last day of school.
3. Classroom/office environment which includes frequently walking, occasional lifting, and bending, stooping, kneeling and keyboarding.

The Moses Lake School District #161 does not discriminate in any programs or activities on the basis of sex, race, creed, religion, color, national origin, age, honorably discharged veteran or military status, sexual orientation, gender expression or identity, disability, or the use of a trained dog guide or service animal and provides equal access to the Boys Scouts and other designated youth groups. Inquiries regarding compliance and/or grievance procedures may be directed to the school district’s Title IX, Civil Rights, Affirmative Action, and Equal Opportunity officer, Michelle Musso, 1620 S Pioneer Way, Moses Lake, WA 98837, (509) 766-2650, mmusso@mlsd161.org; OR Section 504/ADA Coordinator, Samantha Burgess, 1620 S Pioneer Way, Moses Lake, WA 98837, (509) 766- 2670, sburgess@mlsd161.org