Non-Continuing Position, for the remainder of the 2017-2018 school year only.

Starting January 2nd, 2018


Primary Purpose

The primary purpose of this position is to provide students with instruction which enables them to meet their goals and objectives as describe in their Individualized Education Programs (IEPs). 


Directly Responsible toBuilding Principal and Director of Special Services


Essential Functions

* The list of essential functions in this job description is not exhaustive and may be supplemented as necessary by determination of an appropriate administrator and Human Resources. 


 Other Functions

 Working Relationships

Communicates regularly with students, parents/guardians, and teaching staff.  Required to deal with a wide range of student behaviors; required to deal with a wide range of physical and emotional disabilities; may occasionally deal with distraught or difficult students. 


 Working Conditions

The daily work is performed in a classroom/office setting.  The job incumbent is often required to stand or sit for prolonged periods; be exposed to computer display terminal for prolonged periods; and meet externally imposed and inflexible deadlines.  May be required to work outdoors in inclement weather; lift, move, and position students and equipment; supervise the playground, bus loading/unloading; attend to students’ personal hygiene; may be required to deal with distraught, angry, or hostile individuals; may need to take precautions to avoid exposure to student bodily fluids and cleaning or disinfecting compounds; required to work in non-routine positions for extended periods. 


 Required Skills, Knowledge, and Abilities

Working Environment

The usual and customary methods of performing the job’s functions require the following physical demands: occasional lifting (able to lift 50 pounds and assisting in lifting over 50 pounds), carrying, pushing, and/or pulling; some stooping, kneeling, crouching, and/or crawling; and significant fine finger dexterity.  Generally the job requires 34% sitting, 33% walking, and 33% standing. 



Valid Washington State teaching certificate with special education endorsement are required.  Must be able to meet the “highly qualified” standards under NCLB.  Successful previous evaluations and strong classroom management skills are required.  Knowledge of common core state standards and state assessments (including the WAAS portfolio) is required.  Previous experience writing behavior plans is required.  Experience in or willingness to be trained in Right Response and/or other required programs.  Demonstrated success with non-traditional learners and at-risk students.  Previous experience working with self-contained students and students who have autism is preferred.  Proven capability to design and implement specially designed instruction for students with a spectrum of deficits in reading, writing, math, and functional skills, including monitoring and reporting of progress are required.  Preference will be given to candidates who have successful elementary teaching experience with supportive references. 


Bilingual Preferred


Continuing Education/Training