2026-27 - 1.0 Special Education Resource Teacher - Timberline High School - Internal Applicants Only

North Thurston Public Schools•Lacey, WA

11h•Onsite

About The Position

The teacher serves as a teacher leader and specialist in math, reading, writing, or other specialized content area. As a leader and specialist, the teacher works with, coaches, and trains other teachers and support staff in identifying, developing, and applying assessment and instructional intervention strategies designed to improve student learning in specific areas. Resource teachers may be assigned a specific classroom assignment in addition to the resource teacher role. As a resource teacher, the teacher may work in a variety of elementary and/or secondary educational, individual or team teaching settings. Resource teachers share in the responsibility for student safety and appropriate collaboration and attention to each student’s readiness to learn including needed guidance, discipline, and welfare. The District represents a diverse community with a population of more than 50% of students with diverse backgrounds. We seek an individual who has successful experience in working with culturally diverse families and communities. The selected candidate must demonstrate a commitment to strengthening community engagement and communication with the District’s diverse populations.

Requirements

Ability to use varied educational/developmental assessment instruments including, but not limited to: Woodcock-Johnson Reading, Woodcock-Johnson Psycho-Educational Battery.
Incumbents must have successful experience in working 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 Washington state certification(s) and any required endorsement(s) in the specific content area(s).
Successful completion of or commitment to timely complete, highly qualified (“HQ”) criteria including praxis requirements.
Advanced knowledge and skill in teaching the assigned subject(s)/level(s).
Advanced skills in assessment and the use of data to inform and support intervention strategies targeted to the needs of individual students.
Knowledge and skill in the application of specialized content area assessment instruments and strategies.
Demonstrated ability to function effectively as a teacher leader to include gaining the confidence and support of all members of the professional learning community.
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.
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 the use and strategies necessary to meet the diverse needs of students.
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.
Any position specific special qualifications indicated in the recruitment process.

Nice To Haves

Bilingual skills.
Successful experience teaching in a diverse student environment.
Successful experience in a team teaching environment.
Successful experience in the grade level(s) and/or content area(s).

Responsibilities

Collaborates with and coaches assigned classroom teachers in planning for specific student learning outcomes based on assessed needs of individual students and the use of data and information to determine each student’s current knowledge and skill level, set student learning goals, and assess student progress.
Leads or assists in identifying and in complying with teaching and learning and student accommodation requirements under Individual Education Program (IEP) and 504 accommodation requirements.
Conducts classroom instruction either for direct learning by students or for demonstrating effective intervention and teaching practices for classroom teachers.
Works collaboratively in a professional learning community with other teachers, support staff, and others as appropriate, in addressing the needs of students, developing effective teaching and learning practices, and developing and implementing best practices.
Assists teachers in using research-based instructional and learning strategies and content specific differentiated instruction in assisting teachers in planning, delivering, and assessing lessons and individual student success.
Develops, obtains, maintains and provides student data related to the specific content area(s).
Provides leadership in assessing the data on a school-wide basis to participate in and support the school improvement plan.
Integrates district approved and/or required technology into planning, learning, progress reporting, and required record-keeping activities including the preparation of IEP’s in the case of students with special needs.
Actively participates as an advisor, resource specialist, and facilitator in faculty, grade level, department, and/or professional learning community meetings.
Is constantly observant of the needs and challenges of students and promptly engages an administrator or appropriate educational staff associates when the teacher suspects or reasonably believes that a student is at risk or in danger due to such issues as bullying, sexual harassment/misconduct, depression or suicide ideation, or academic failure.
Serves as a positive role model for students and practices the behaviors that are expected of students.
Assists in the supervision of students at school activities and events.
Remains vigilant of students throughout the school day and the school location, taking the initiative to engage students when students are acting inappropriately or in inappropriate locations for the time of day.
Develops and presents training to administrators, teachers, and support staff in assessment and intervention strategies to improve learning for students struggling or lagging behind in the content area.
Establishes a professional growth plan and annually reviews the plan and progress with the administrator.
Follows Board policies and stays abreast of updates and changes.
Performs other duties as assigned.