TOSA - Teacher - Early Childhood Special Education - 20272003

Clover Park School District • Lakewood, WA

23h • Onsite

About The Position

This position provides training, consultation, and support to administrators, teachers, and school-based leadership teams to facilitate the implementation of Special Education Services, including Inclusionary Practices, for preschool-age students at the district and school levels. Assistance activities may include observation and feedback, modeling, interpreting data, and other supportive assistance necessary to implement evidence based and compliant special education services. Under direction of the Special Education Director and/or Designee, this position is responsible for: Building the capacity of Early Childhood Special Education teachers and staff to meet the learning needs of all students and attain the district’s and school's improvement goals. Working with Early Childhood Special Education teachers and staff to monitor program compliance requirements for Individualized Education Programs. Assisting the Special Education Director and/or Designee in developing and implementing staff development to improve instruction, student outcomes, and state and federal compliance guidelines for teachers. Planning, scheduling, and communicating with stakeholders to facilitate smooth transitions from IDEA Part C to Part B services by the child's third birth. This role involves collaboration with families, community partners, and school-based professionals to ensure timely transitions for eligible students into school-based services. The Birth-3 Transition Teacher coordinates all related meetings with agency partners, schools, and families, and tracks timelines and compliance with all Part B service requirements.

Requirements

• Master’s degree in education, National Board Certification, or ten (10) years of successful teaching may substitute for Master’s degree.
• Endorsement in Special Education or ESA Certificate in related area.
• Three (3) to five (5) years of increasingly responsible experience in education as a special education teacher, program staff, and/or a building administrator
• 1 year of demonstrated experience in facilitating and training groups of adults in an educational setting
• Knowledge of and demonstrated successful experience with academic and behavior interventions to support high quality instruction for all students and to meet students’ individual needs.
• Knowledge of and demonstrated successful experience with measurement tools for various levels of assessment; including adaptive and curriculum-based measurement.
• Combination of formal education, training, and experience that demonstrates expertise in research and survey design, data analysis, assessment and evaluation.
• Valid Washington State driver’s license
• Advanced knowledge of current special education instructional strategies.
• Knowledge of current special education compliance and legal requirements.
• Ability and willingness to learn and implement special education initiatives.
• Demonstrated proficiency in oral and written communication.
• Ability to research issues and problems, interpret and analyze data, prepare comprehensive reports, and recommend sound conclusions.
• Excellent communication and human relations skills.
• Skilled in using data to monitor and change intervention strategies for students to achieve established goals.
• Ability to work on multiple tasks simultaneously and plan projects.
• Ability to work cooperatively in a diverse environment with teachers, administrators, support employees, parents, students and outside agencies.
• Ability to provide effective professional development to adult learners.
• Intermediate knowledge of and ability to use computers and technology in the classroom and for data collection and analysis.
• Excellent ability to work with a diverse group of people from different viewpoints and backgrounds.
• Ability to complete grant submissions.
• Ability to complete OSPI and Federal Data Report submissions.
• Ability to seek input from advisory groups, business, community groups and staff.
• Ability to coordinate special projects.
• Washington State Teaching Certificate with Special Education or Early Childhood Special Education endorsement(s) or related ESA endorsement.
• Must have a valid Washington State driver’s license, use of personal vehicle and proof of insurance.
• Fingerprinting and Background check.

Nice To Haves

• Special Education Endorsement
• Experience in Special Education Administration
• Evidence of professional growth by attendance at workshops, special classes and formal schooling related to the field.
• Experience providing professional development to an audience of adult learners

Responsibilities

• Coordinates and schedules Part C to Part B transition meetings and assessments across the district, involving families, educators, and service providers, including family resource coordinators from early intervention agencies.
• Maintains professionalism in interactions with families, students, colleagues and agency partners.
• Manages program logistics, documentation, and state/federal reporting, including transition-related paperwork under IDEA Part C and B.
• Demonstrates expertise in early childhood development, educational practices, and transition planning for children with developmental needs.
• Develops, leads, implements, and monitors professional learning activities with administration and school teams on specific, targeted goals and priorities which are determined by the District and School Improvement plans, including implementation of evidence based special education services and inclusionary practices.
• Facilitates the implementation of District curriculum alignment and instructional strategies for students with IEPs. This includes evidence based behavioral supports, PBIS school and classroom systems and supports, MTSS implementation and RtI academic support for students with IEPs.
• Works with school teams (Special Education, MTSS, Problem Solving, and Inclusionary Practice teams) and consults with Special Education teachers through the planning, observation and reflection cycle in instruction.
• Works with teachers to achieve measurable achievement goals, including goals in social/emotional/behavioral service areas.
• Provides training and models effective teaching and classroom management strategies in the classroom.
• Managing, analyzing, and utilizing student data (i.e., scoring probes, scheduling data collection, using collected data to drive student support).
• Works with Special Education teams to infuse student assessment data and appropriate instructional strategies to address the data into their teaching practice.
• Works with teachers on data interpretation and appropriate instructional decisions so that all students are making progress toward readiness for kindergarten.
• Uses data in department team meetings and planning, and professional development.
• Disaggregates data for audience and purpose (e.g. TSG, behavior data, Child Outcome Summary data, and screening data).
• Disaggregates data for individual teachers, teams, departments to use.
• Supports teachers in setting clear student achievement goals.
• Assists teachers in analyzing data for monitoring student progress towards achievement goals.
• Uses progress monitoring data to support building and service area teams in planning and instructing focused interventions.
• Reviews district, school and service area data as a means to direct efforts and monitor student progress and teacher practices.
• Provides data in accessible, usable formats to inform instruction.
• Gathers classroom-based data to support instruction and inform professional development: curriculum implementation, evidence based instructional practice, assessment initiatives.
• Models skillful use of data to inform decision making.
• Prepares reports with audience and purpose in mind to use with building teams, service area teams, departments and in professional development.
• Attends professional development and district-level committee meetings.
• Participates in grade level team, data and professional learning community meetings.
• Attends professional development to remain current in evidence-based practices.
• Plans and conducts building and district professional development to support student learning for Special Education and other teachers/staff.
• Collaborates with principals, content teams, service area teams, and administrators to develop and implement intervention and action plans to achieve District Improvement and school Improvement goals.
• Facilitates collaborative learning communities within the school.
• Works to establish a culture of inquiry in instructional practice.
• Demonstrates competency and skill in behavioral intervention and instructional skills.
• Monitors, evaluates, and supports changes in intervention systems as needed based on data.
• Models appropriate and innovative teaching methodologies, including classroom management strategies, through instructional strategies such as collaborative teaching and Universal Design for Learning (UDL).
• Provide behavioral support and training to teachers, students and staff in alignment with district policies and procedures.
• Trains and coaches staff in behavioral strategies around conflict and crisis management, anger control and goal setting.
• Plan and support implementation of the essential components of an instructional program for students with behavioral needs to include: early intervention, predictability and structure, functional analysis of behaviors, development of behavior intervention plans and systematic data monitoring.
• Work with building instructional staff, counselors/psychologists, building and district administrators, other staff members, parents, and the community in order to ensure appropriate educational services, and the ability to relate positively to students, staff and parents.
• Assist in monitoring special education services and supports to ensure compliance and adherence to district procedures, state guidelines, and federal regulations.
• Performs other duties as assigned by the supervisor.
• The essential functions listed above are not exhaustive and may be supplemented as necessary.
• The position may perform a variety of non-essential functions consistent with the scope and intent of the position.

Benefits

• medical, dental, vision, long term disability and basic life insurance benefits
• Washington State Healthcare Authority under the School Employees Benefits Board (SEBB)
• Washington State Department of Retirement Systems Plan
• tax deferred 403(b) and 457 Deferred Compensation Plans (DCP)

What This Job Offers

• Job Type: Full-time
• Career Level: Senior