Teacher, Special Ed Support Center, Intermediate grades 1.0 FTE - SH1706

Scenic Hill Elementary School, Kent, Washington

Date PostedMay 09, 2017
IndustryK-12: Public Schools
Job StatusFull-time
SalaryNot Specified
Description:

Scenic Hill Elementary serves students in Kindergarten – 6th grade. Currently the school serves approximately 600 students with approximately 87% of the student population receiving free and reduced lunch. The student population is diverse, with 41 languages spoken by students at home. Currently 43% of the students are served by the building’s ELL program, and 11 % of those students are L1 students based upon WLPT test data. Hispanic students represent the highest demographic population comprising 36% of the total student population. Of the total Scenic Hill student population, 14% are served in special education.

Located above the business district on Kent’s East Hill, Scenic Hill Elementary was opened in 1961 and is still housed in its original location. The campus was constructed originally as a single building campus, as the population has increased, additions have been added to the original structure. A new wing was added in 1991, and more recently a library and flexible use room were built. Portable classrooms have been added to support population growth as well. Construction on a new cafeteria and covered play area began in summer, 2011.

ASSIGNMENT: The purpose of Support Center classroom is to provide a special program emphasizing functional academic skills, survival skills and social skills for students who are unable to receive an appropriate education in the general education classroom with Integrated Program support. This position is teaching and providing special education services to students with a range of developmental disabilities. Special education teachers facilitate student programs (IEPs) within the special education and regular education classroom and provide direction to the instructional assistants working within the program. Special education teachers work closely with parents to develop a strong home-school partnership and work cooperatively with outside agencies.
ADDITIONAL INFORMATION: This position is part of the KAP 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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