Teacher, Special Education Preschool - MR2210

Kent School District

Kent, Washington

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Date Posted August 03, 2022
Industry K-12: Public Schools
Specialty Not Specified
Certification Needed
Job Status Full-time
Salary Not Specified

Description:

This position is 1.0 FTE (7.5 hours per day, 9 months per year) at Meadow Ridge Elementary. This posting has been reopened and will be open until filled. If you have already submitted an application, you do not need to apply again.

Meadow Ridge Elementary School is a facility designed to stand the test of time and provide the greatest opportunities for students who pass through its hallways. Meadow Ridge is an inviting, highly personalized “learning community” that supports diverse educational programs and activities in a setting conducive to successful teamwork.

Meadow Ridge is designed to accommodate a wide range of educational programs, services, and activities needed to ensure each student’s success in school and preparation for adult life. The school program integrates academic, social skills, and special needs with an emphasis on “all students can learn”. Students and staff members are provided access and ease of use of diverse technologies that support teaching and learning to prepare students for future changes in educational requirements and needs.

The mission of Meadow Ridge Elementary, in partnership with our communities, is to develop ethical members of society who value learning, respect diversity, and have the skills to acquire, use, and share knowledge in an ever-changing world.

This will be accomplished in an educationally stimulating environment designed to support and promote learning.

ASSIGNMENT: Young children (3 through 5) who qualify for special education are provided services in a variety of ways. For young children attending toddler/preschool program (e.g., Headstart, ECEAP), special education is frequently delivered within these programs by Kent special education staff. The Special Education Preschool Teacher will work collaboratively with a multidisciplinary preschool team, serving special education preschool students in inclusive settings. The program has an emphasis on providing Specially Designed Instruction within regular preschool activities. Children may need goals in adaptive skills, language development, cognition, social-emotional development, motor skills and school readiness. This program encourages enrolling community peers from the school or neighborhood community, but it is not mandatory.
The teacher will be responsible for planning and implementing developmentally appropriate interventions while teaming with classroom lead teachers, Teacher Assistants, Occupational Therapists, and a Speech Language Pathologists as well as families.
Other duties of this position include writing, implementing and monitoring IEPs, data collection and effective communication with a diverse population of families. Applicants need to have experience with a variety of instructional methods including visual supports, the picture exchange communication system (PECS), positive behavioral supports and other instructional methods that are considered "best practice" in the preschool special education classroom.
Specific knowledge-based competencies required to satisfactorily perform the functions of the job include:
  • Typical and atypical child development; family support theory,
  • Part C and Part B of Individuals with Disabilities Education Act (IDEA),
  • Headstart Child Outcomes Framework and general Headstart requirements
  • Inclusive early childhood education practices; individual and classroom interventions, teaching strategies; and accommodations for young children with disabilities
  • Cultural competency regarding disabilities and professional and ethical standards.
  • Data collection strategies in regular classroom settings
  • Basic job-related computer programs
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. Must be deemed highly qualified per NCLB standards in any core subjects taught.
3. 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. Recent experience teaching preschool-aged handicapped children
  4. Thorough knowledge of special education laws and the ability to plan, implement and evaluate individualized programs for students.
  5. Background/experience in team teaching (in-class and pull-out models) and be willing to work with high needs students.
  6. Ability to establish rapport with staff, students, community, and create strong interagency linkages.
  7. 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.
  8. Knowledge of differing student learning styles.
  9. Comfortable with team teaching, integration with regular classroom, inclusion, and some small groups.
  10. Demonstrated strength in a variety of behavior management approaches.
  11. Ability to exhibit multicultural and ethnic understanding and sensitivity with the ability to communicate effectively with all cultural groups in the school community.
  12. Experience working with a diverse student population and the specific school demographics
  13. 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.