Teacher

Position Type:
Candy Mountain Academy/Candy Mountain Academy Teacher

Date Posted:
11/10/2026

Location:
Pasco
Position Title: Candy Mountain Academy Teacher - Special Education
Department: Instructional Services
Reports To: Candy Mountain Academy Director
Classification: Exempt (Full-Time 185 days per year)
Starting Salary 26-27: $65,719.40 - 82,049.35 (BA / 0-10 yrs) - $78,863.65 - 95,293.50 (MA / 0-10 yrs) based on Salary Schedule Placement

Position is open until filled

SUMMARY: ESD 123 is looking to hire two special education teachers to work within our Candy Mountain behavior Academy. The purpose of this position is to provide instruction, individualized programming, services, and support to meet the needs of students enrolled in Candy Mountain Academy. This job is distinguished from similar jobs by the following characteristics: Per the essential functions and educational requirements listed below.

ESSENTIAL FUNCTIONS:

• Accepts responsibility for the general supervision of students at school, at school-sponsored activities or events, and for community based education placements for the purpose of assisting staff in providing a safe learning environment.
• Assumes responsibility to participate as a building team member in the planning, implementation, and evaluation of school programming for the purpose of maintaining positive interactions with parents and meeting IEP progress reporting requirements.
• Attends to the health and safety of the students in the instructional setting for the purpose of assisting staff in providing a safe learning environment.
• Collaborates and communicates with multi-disciplinary team members for the purpose of educational planning for student achievement.
• Communicates program rationale and procedures to staff, community, and students for the purpose of establishing consistency amongst all stakeholders.
• Conducts parent and/or parent-student conferences to interpret students' educational, social, behavioral, and physical performance for the purpose of maintaining positive interactions with parents and meeting IEP progress reporting requirements.
• Confers with students on an individual and group basis regarding their educational, behavioral, social and physical performance for the purpose of maintaining appropriate adult relationships with students.
• Coordinates and collaborates programs and instruction including community based options for the purpose of meeting individual needs of students as addressed by their IEP.
• Creates legally appropriate goals and objectives (e.g. to include, but not limited to academic, social, behavioral and life skills, etc.) for the purpose of meeting compliance requirements including Safety Net funding.
• Creates and maintains classroom atmosphere and discipline appropriate to the situation for the purpose of increasing student achievement through collaborative problem solving techniques.
• Develops interpersonal relations with the staff, parents and students for the purpose of establishing a positive school culture.
• Develops and consistently implements functional life skills programming for the purpose of meeting individual needs of students as addressed in their IEP.
• Evaluates student progress toward instructional goals and objectives continuously and adjusts programming relative to that monitoring for the purpose of assisting in providing students with an appropriate education in their least restrictive environment.
• Evaluates students and interprets the results of evaluations to appropriate stakeholders for the purpose of assisting in program improvement planning.
• Evaluates, monitors, provides, designs, and supervises the provision of both regular and special education to meet the aptitude, interest, level of achievement and instructional needs of students for the purpose of assisting in program improvement planning.
• Keeps current with educational development within the profession for the purpose of conveying and/or receiving information to develop or enhance skills.
• Leads a multi-disciplinary team in the development of appropriate IEP's and shares goals with the sending district for the purpose of establishing and communicating a collaborative environment with districts.
• Provides appropriate preparation for state mandated testing for the purpose of state and federal compliance reporting.
• Utilizes state and district standards in developing IEP's and lessons for the purpose of assisting in providing students with an appropriate education in their least restrictive environment.
• Utilizes building, district and community resources and support personnel for the purpose of assisting in maintaining sound fiscal responsibility.
• Follows all applicable Board policies and procedures.
• Maintains Confidentiality.

Supervisory: None

OTHER JOB FUNCTIONS:
Performs related duties as assigned.*
*Related duties as required are duties that may not be specifically listed in the Position Description but are within the general occupational series and responsibility level typically associated with the employee's classification of work.

REQUIRED SKILLS KNOWLEDGE AND ABILITIES:

SKILLS are required to perform single tasks with a potential need to upgrade skills in order to meet changing job conditions. Specific skill based competencies required to satisfactorily perform the functions of the job include: skills in human relations which demonstrate sensitivity to needs and concerns of others; establishes and maintains positive relationships with students, parents, and colleagues.

KNOWLEDGE is required to perform basic math, including calculations using fractions, percent's, and/or ratios; read technical information, compose a variety of documents, and/or facilitate group discussions; and analyze situations to define issues and draw conclusions. Specific knowledge based competencies required to satisfactorily perform the functions of the job include: knowledge of current approaches to teaching and willingness to model behavior deemed appropriate by the district and community; uses a variety of informal teacher-made tests to assess pre-academics, academics, fine motor, gross motor, social/behavioral, pre- vocational, self-help, and language skills; understands and uses collaborative problem solving; identifies through formal and informal testing the strengths and areas of growth in the self-help and prevocational areas; demonstrates growth in academic, fine motor, gross motor, self-help, prevocational, language, social and behavioral areas.

ABILITY is required to schedule activities, meetings, and/or events; gather, collate, and/or classify data; and use basic, job-related equipment. Flexibility is required to independently work with others in a wide variety of circumstances; work with data utilizing defined but different processes; and operate equipment using defined methods. Ability is also required to work with a diversity of individuals and/or groups; work with a variety of data; and utilize specific, job-related equipment. Independent problem solving is required to analyze issues and create action plans. Problem solving with data frequently requires independent interpretation of guidelines; and problem solving with equipment is limited. Specific ability based competencies required to satisfactorily perform the functions of the job include: flexibility; organizes time, materials, etc.; projects enthusiasm; expresses ideas clearly; learns new ideas and skills; ability and willingness to develop favorable relationship with students; uses the principle of learning for program development; relates in a positive way with students, staff, parents, and the community; effectively communicates orally and in writing with clarity and conciseness; works cooperatively with staff, administration and support personnel in a team approach to solving individual learning problems; maintains high ethical standards through all duties; uses a variety of educational development assessment instruments; assists the OT/PT in building

skills as needed to meet IEP goals; assists the SLP in teaching receptive, functional and expressive language skills; carries out and modifies behavior modification programs; provides parents/families specific techniques or programs to intervene, maintain and/or change identified strengths/areas of growth; displays commitment to professional growth; follows established policies and procedures; lifts 100 pounds occasionally with assistance; performs the essential functions of the job with or without reasonable accommodations.
accommodations

QUALIFICATIONS:

• Bachelor's degree in education or related field.
• Washington State Secondary Teaching Certificate. An endorsement in special education is preferred.
• Valid Driver's license & evidence of insurability.
• Valid endorsement in appropriate core subject area.
• Valid, or ability to attain, WA State Secondary Teacher Certificate.
• Experience in assessment and current best practices preferred.
• Experience, aptitude, and interest in serving students with behavioral disabilities preferred.
• Experience working with at risk youth and their parents preferred.
• Experience with barrier reduction for vulnerable youth preferred.
• Experience teaching to meet the unique learning needs of each student preferred.

WSP/ FBI background clearance required.

POSITION BENEFITS:

• Access to full benefits SEBB medical, vision, and dental insurance; WA DRS TRS retirement plan; medical reimbursement account; life and long-term disability insurance; etc.).
• Access to the agency's wellness and employee assistance program.
• 12 days paid sick leave per year (accrued monthly).
• 2 paid personal days per year.
• Customary winter, spring, and summer breaks off.

TRAITS THAT YOU MUST POSSESS:

• Proactive self-starter. A strong sense of taking initiative moving forward without waiting to be told what to do and how to do it.
• Flexible and can thrive in a fast paced environment where you may have to wear several hats.
• Possess confidence while being humble- lack excessive ego or concern about status. Willing to share credit, emphasize team over self and define success collectively rather than individually.
• Hungry- always looking for more. More things to do, learn, and take responsibility for. Constantly thinking about the next step an opportunity.
• Smart- have common sense about people. Good judgement and intuition around the subtleties of group dynamics and the impact of your words and actions.

THESE STATEMENTS MUST RESONATE WITH YOU:
"Yes, that is possible. Let me handle it, I'll figure it out."
"I am not sure, but I will find out for you."
"I have not done that before, but I can do it."
"I take a see-it, own-it, solve-it, do-it approach."

WORKING CONDITIONS/PHYSICAL REQUIREMENTS:

The usual and customary methods of performing the job's functions require the following physical demands: occasional lifting, carrying, pushing, and/or pulling, some stooping, kneeling, crouching, and/or crawling and significant fine finger dexterity. Generally, the job requires 20% sitting, 40% walking, and 40% standing. The job is performed under minimal temperature variations and in a generally hazard free environment. The job is performed in a clean atmosphere. May require lifting 100 pounds occasionally with assistance.