Elem Teacher, Transitional Learning Ctr/Behavior, Gr K-2, (1.0 FTE), Perm

North Clackamas Schools•Oak Grove, OR

22h•Onsite

About The Position

The North Clackamas School District strives to create an inclusive environment that welcomes and values the diversity of our staff and students. We foster equity and inclusion to create a workplace environment where everyone is treated with respect and dignity. We are most interested in finding the best candidate for the job, and that candidate may come from a less traditional background. We would encourage you to apply, even if you don't believe you meet every one of our qualifications described. If you are unsure whether you meet the qualifications of this position, or how this would be determined, please feel free to contact Human Resources to discuss your application. The employee is primarily responsible for effective teaching and learning of the assigned subject(s) following district approved curriculum, instruction and assessment practices. As a special education teacher of a specialized program, employee may teach in an elementary and/or secondary Structured Learning Center- Academics or Transitional Learning Center- Behavior. The Transitional Learning Center Classrooms work with students on social, emotional and behavioral skills with approximately a 4:1 student to staff ratio. Students are supported by a structured predictable schedule and data based behavior support plans. Primary responsibility shall include student safety and appropriate collaboration and attention to each student's readiness to learn including needed guidance, discipline, and welfare.

Requirements

Must hold or be able to obtain a valid Oregon Teaching License with a Special Education: Generalist endorsement.
Successful experience working successfully with culturally diverse families and communities, or have otherwise demonstrated a commitment to strengthening engagement of a diverse community and skill in communicating with a diverse population.
Successful completion of a teacher certification program at an accredited college or university, and valid state certification(s) and/or endorsement(s).
Successful teaching experience or demonstrated potential to effectively teach in a special education environment and knowledge and skill in applying IDEA requirements and procedures.
Possess analytical and diagnostic skill to assess student special needs and translate such needs into an effective instructional plan for the student.
Demonstrated ability to effectively communicate the individual development plan and to coach and support staff and teacher colleagues so that they may effectively implement their responsibilities under the plan.
Ability to effectively communicate with parents, students, and staff verbally and in writing.
Commitment to collaboration and teaming and effectiveness in working within a professional learning community.
Skill in classroom management and ability to achieve, support, and maintain acceptable student behavior through highly structured classroom environments infused with positive behavioral supports.
Knowledge of and ability to use appropriate and multiple assessment, instruction, and evaluation techniques.
Knowledge of child and adolescent development and ability to apply that knowledge to the selection and application of curriculum materials and instructional practices.
Knowledge and skill in culturally responsive teaching and learning.
Skill and ability to utilize technology to aid instruction, assessment and learning.
Evidence of continuous professional learning and a commitment to participate in professional growth opportunities and self-reflection on professional practice.
Ability to demonstrate proficiency in District adopted deescalation, restraint and seclusion methodology as assessed by a certified trainer.
Any position specific special qualifications indicated in the recruitment process.

Nice To Haves

Certified by NBPTS (National Board for Professional Teaching Standards).
Hold a PhD or EdD.

Responsibilities

Effective teaching and learning of the assigned subject(s) following district approved curriculum, instruction and assessment practices.
Teach in an elementary and/or secondary Structured Learning Center- Academics or Transitional Learning Center- Behavior.
Work with students on social, emotional and behavioral skills.
Support students with a structured predictable schedule and data based behavior support plans.
Ensure student safety and appropriate collaboration and attention to each student's readiness to learn including needed guidance, discipline, and welfare.
Assess student special needs and translate such needs into an effective instructional plan for the student.
Effectively communicate the individual development plan and to coach and support staff and teacher colleagues so that they may effectively implement their responsibilities under the plan.
Effectively communicate with parents, students, and staff verbally and in writing.
Collaborate and team effectively within a professional learning community.
Utilize classroom management skills to achieve, support, and maintain acceptable student behavior through highly structured classroom environments infused with positive behavioral supports.
Use appropriate and multiple assessment, instruction, and evaluation techniques.
Apply knowledge of child and adolescent development to the selection and application of curriculum materials and instructional practices.
Utilize a variety of instructional methods designed to meet students at their instructional level, including direct instruction, discrete trial, pivotal response training, small group instruction, and use of technology.
Apply culturally responsive teaching and learning.
Utilize technology to aid instruction, assessment, and learning.
Participate in professional growth opportunities and self-reflection on professional practice.
Demonstrate proficiency in District adopted deescalation, restraint and seclusion methodology as assessed by a certified trainer.