Elementary SPED Resource Room Teacher (0.5 FTE) and Special Education Transition Teacher (0.5 FTE) – 18–22 Program

Quincy School District • Quincy, WA

2d

About The Position

(0.5 Special Education Resource Room - George) The job of an elementary school teacher is to prepare learning objectives and standards for assigned academic and enrichment subject areas and grade levels, to teach and instruct students to promote student achievement, to provide guidance, counsel, supervision and discipline to students, and to assess and evaluate performance and progress to enhance effective learning. Position Summary: The Special Education Transition Teacher provides specialized instruction and transition services to students ages 18–22 with disabilities who are receiving services through an Individualized Education Program (IEP). The teacher supports students in developing skills necessary for successful post-school outcomes, including employment, independent living, community participation, and continued education or training. This position requires collaboration with families, adult service agencies, employers, and community partners to ensure meaningful transition planning and implementation.

Requirements

• Currently have or will have by the start date a valid Washington State Teaching Certificate with a Special Education related endorsement required. Other degrees and certifications may be considered.
• Extensive knowledge of subject areas and ability to have effective behavior classroom techniques; effective instructional techniques.
• Proficiency in reading, writing, and oral communications.
• Valid Special Education Teaching Certificate
• Endorsement in Special Education (or applicable credential per state requirements)
• Experience working with students with disabilities
• Knowledge of transition services, community-based instruction, and vocational training
• Ability to collaborate effectively with families and community partners
• Establish and maintain effective, positive communication and working relationships with students, parents or guardians, staff and administrators.
• Knowledge of Special Education compliance and required IEP elements and assessments/screenings.
• Designing and implementing lesson plans for students having a wide range of achievement.
• Strong technical and word processing skills required.
• Ability to deal with students in a positive and confident manner; be fair and consistent when working with a culturally, racially, and economically diverse student population; adapt to change and remain flexible; organize activities; manage student behavior; use good judgment to maintain a safe learning environment; provide instruction and demonstrate techniques.
• Use necessary equipment, computers, machinery, tools, or software.
• Ability to consult, supervise and motivate paraeducators in program requirements and guidelines; in some positions, administer first aid and CPR.
• Sets and maintains high expectations of students.
• Ability to gain respect and confidence of students and community through the modeling of appropriate behavior, methods and attire.
• Ability to meet and maintain punctuality and attendance expectations.

Nice To Haves

• Experience working with students ages 18–22
• Experience developing community-based or vocational programs
• Knowledge of adult service systems and transition planning
• Training in functional curriculum, life skills instruction, or supported employment

Responsibilities

• Teach students the skills and attitudes to be successful in the subject matter in accordance with state statutes, district policy and adopted curriculum, to help prepare students for lifelong learning and success.
• Foster an educational environment conducive to the learning and maturation process of assigned students; plans and instructional program designed to meet individual student needs and whole groups which may include at risk or special needs youth.
• Creates positive classroom atmosphere to encourage and motivate students to learn essential skills, develop essential attitudes and experience.
• Plans and prepares well organized series of learning opportunities and activities; established objectives to ensure mastery of district outcomes.
• Assess and evaluates student achievement; adapts and modifies techniques and material for effectiveness as necessary for student progress and success; seeks and recommends special assistance as appropriate.
• Assists students in developing self-esteem and responsible behaviors; models appropriate behavior; maintains and provides fair and consistent classroom management.
• Acknowledges, discusses rewards and corrects student behavior; disciplines students as necessary and maintains student safety.
• Evaluates and records student progress; prepares progress and grade reports as required; administers tests as necessary.
• Attends or participates in all required staff meetings, committees, team building, field trips and other activities (may include overnight stay) deemed necessary by the District and/or building principal, in order to accomplish the objectives of the position and for professional achievement.
• Performs related tasks consistent with the scope and responsibility of the position.
• Must have good human relations and interpersonal skills, demonstrated ability to keep confidentiality and show initiative when appropriate.
• Other duties as assigned by the Building Principal or Superintendent.
• Provide individualized and small group instruction aligned to students’ transition goals in areas such as: Employment and job readiness Functional academics Independent living skills Social and communication skills Community access and participation
• Develop and implement community-based instruction and work-based learning experiences
• Supervise students in community settings, job sites, and vocational training environments
• Monitor student progress and adjust instruction based on data and student needs
• Ensure instruction aligns with transition services identified in students’ IEPs
• Serve as case manager for assigned students in the 18–22 program
• Develop measurable postsecondary goals and transition services within the IEP
• Collect and maintain data on student progress toward IEP goals
• Facilitate and participate in IEP meetings and transition planning conferences
• Ensure compliance with state and federal special education regulations
• Collaborate with families to support transition planning and adult life readiness
• Coordinate services with community agencies such as: Vocational rehabilitation Developmental disability services Community colleges or training programs Employers and job coaches
• Work collaboratively with related service providers, paraprofessionals, and support staff
• Provide guidance and directions to instructional assistants supporting transition services
• Develop and maintain partnerships with local businesses and community organizations
• Support job development, job coaching coordination, and workplace readiness
• Assist students in learning workplace expectations, communication, and safety skills
• Facilitate transportation training and community navigation skills as appropriate
• Maintain required documentation for transition services and community-based instruction
• Ensure student safety in school and community settings
• Participate in program planning, staff meetings, and professional development
• Support program evaluation and continuous improvement of transition services

Benefits

• Health insurance benefits include medical, dental, vision, life and long-term disability plans through the School Employees Benefits Board (SEBB).
• Retirement benefits are provided through the WA State Department of Retirement Systems (DRS).
• Paid leave benefits include 12 day of sick leave and 3 personal leave days.
• Benefits may be prorated based upon date of hire/FTE.

What This Job Offers

• Job Type: Part-time
• Career Level: Entry Level
• Education Level: No Education Listed