Teacher, Special Education, Integrated Program 0.6 FTE - CC1702

Carriage Crest Elementary School, Kent, Washington

Date PostedJanuary 11, 2018
IndustryK-12: Public Schools
Job StatusPart-time
SalaryNot Specified
Description:

Carriage Crest Elementary is located in the north end of the Kent School District, the Fairwood area of Renton, and serves a population primarily consisting of single-family housing. The school opened in 1990 with a commitment to establishing an educational team consisting of the entire staff of the school. Carriage Crest offers programs to meet the needs of our students, including an Intervention Reading and Math Program (RTI), English Language Learners (ELL), Full Day Kindergarten Program, a Special Ed. Integrated Program (IP) and both a Primary and Intermediate Self-Contained Special Education Program (SC) serving high needs disabled students. Balanced Literacy Instruction and Mathematics are the core of our academic program. National and State Standards guide the focus of student instruction through a collaborative team effort of the staff. The staff is committed to a child centered approach to learning, a collegial Professional Learning Community, a student behavior management system with logical consequences and to creating a caring atmosphere for all stakeholders. There is a very strong community support with an active PTSA and a large core of parent volunteers. The school’s motto is: Believe, Unite, Inspire!

ASSIGNMENT: Our integrated program is specially designed instruction within general education classes. Candidate will plan, coordinate and provide services for students, parents and staff to assess and improve the effectiveness of education within the Kent School District; work with staff, families and/or agencies to develop needed service options; cooperate with the special education director, principals, staff members and community in implementation of a comprehensive instructional program for special needs students.
ADDITIONAL INFORMATION: This position is part of the KEA bargaining unit.
REQUIRED QUALIFICATIONS:
1. Appropriate Washington State teaching certification with appropriate endorsements required (must include Special Education) and must be on file prior to beginning work.
2. Ability and willingness to provide medical or health services such as catheterization, diapering, toileting, feeding, tube feeding and assisting students with other activities involving self-care, which may be required.
PREFERRED QUALIFICATIONS:
1. Bachelor’s or master’s degree with major/minor in special education
2. ELL endorsement
3. Thorough knowledge of special education laws and the ability to plan, implement and evaluate individualized programs for students.
4. Background/experience in team teaching (in-class and pull-out models) and be willing to work with high needs students.
5. Ability to establish rapport with staff, students, community, and create strong interagency linkages.
6. Possess strong management skills and the ability to develop and implement programs based on individual student needs (physical, personal hygiene, feeding, communications, transition, etc.), establish goals, and plan in-service and activities to meet those stated goals.
7. Knowledge of differing student learning styles.
8. Comfortable with team teaching, integration with regular classroom, inclusion, and some small groups.
9. Demonstrated strength in a variety of behavior management approaches.
10. Ability to exhibit multicultural and ethnic understanding and sensitivity with the ability to communicate effectively with all cultural groups in the school community.
11. Experience working with a diverse student population and the specific school demographics
12. Desired teacher characteristics are: flexibility; ability to organize ideas, time and materials to accomplish goals; enthusiasm; ability to express ideas clearly and understand concepts being discussed; ability to learn new ideas and skills; ability and willingness to develop favorable relationships with students; knowledge of current approaches to teaching; and willingness to model behavior deemed appropriate by the school district and the community.

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