*Total Possible Salary Range: $74,075/yr - $139,613/year
Contracted Days: 183
FTE - 1.0
IDENTIFYING INFORMATIONJob Title: Classification Level: Teacher on Special Assignment (TOSA) Teacher Salary Schedule
- Special Education
Reports to: Working Title: Special Education Director Teacher on Special Assignment- SpEd
or Special Education Supervisor
SUMMARY OF ASSIGNMENT This position provides training, consultation, and support to administrators, teachers, and school-based leadership teams to facilitate the implementation of a Special Education Services, including Inclusionary Practices, 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:
1) building the capacity of Special Education teachers and staff to meet the learning needs of all students and attain the district's and school's improvement goals;
2) working with Special Education teachers and staff to monitor program compliance requirements for Individualized Education Plans;
3) assit 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
ESSENTIAL FUNCTIONS - Developing, leading, implementing, monitoring, and collaborating 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 within and across grade levels and service areas. 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. Assists teachers in using state standards, scoring rubrics and item analysis data utilizing a backwards design approach to standards based curriculum for all learners. Works with teachers on data interpretation and appropriate instructional decisions so that all students meet grade level and service area standards. Uses data in building/grade level team meetings and planning, and professional development.
- Disaggregates data for audience and purpose -SBA, MAP, Curriculum/Benchmark, Common Assessments, on-going Assessments. Disaggregates data for individual teachers, teams, departments to use. Supports teachers in setting clear student achievement goals: grade level, classroom, individual student. Assists teachers in analyzing data for monitoring student progress towards achievement goals. Uses progress monitoring data to supports 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 buiilding 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 principal, content teams, service area teams, grade-level teams and department chairs 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.
MINIMUM QUALIFICATIONSEducation and Experience - 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
- Academic and behavior interventions to support high quality instruction for all students and to meet student's individual needs.
- 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
Required Knowledge, Skills and Abilities - 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.
- Ability to communicate effectively with students, staff, parents and volunteers in a diverse environment.
- 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.
Certification and Licenses - Washington State Teaching Certificate with appropriate endorsement(s) or related ESA endorsement.
- Must have a valid Washington State driver's license, use of personal vehicle and proof of insurance.
- Completion of Criminal History, Declaration form and fingerprinting.
DESIRABLE QUALIFICATIONS - 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
WORKING CONDITIONS Work is performed in various locations throughout the school District. Teamwork and high productivity requirements create frequent extra hour days, attendance at meetings before and after work, and weekend work. Must be able to talk and use fingers, hands, and arms and to listen carefully and focus while filtering out normal office noise. May involve negotiating steps, ramps, uneven surfaces, and going outdoors in all types of weather to reach some classrooms or other buildings. Tolerance of occasional loud noises and ability to sit and/or stand for prolonged periods of time are required.
FLSA: Exempt
AFFILIATION: CPEA
JOB CLASS: Teacher
WORK YEAR: 183
CONDITIONS OF EMPLOYMENTEmployment with Clover Park School District is conditional pending completion of a Washington State Patrol and Federal Bureau of Investigation fingerprint background check as required by RCW28A.400.303. (NOTE: All associated background check fees are the employee's responsibility.) The fingerprint scan must be completed prior to the first day of employment.
Insurance BenefitsEmployees who are anticipated to work 630 hours during the school year (September 1 through August 31) are eligible for medical, dental, vision, long term disability and basic life insurance benefits.
Clover Park School District benefits are administered by the Washington State Healthcare Authority under the School Employees Benefits Board (SEBB). Click on the link https://www.hca.wa.gov/employee-retiree-benefits/school-employees for information on available benefit options.
Retirement and Deferred CompensationEligible employees are required to be a member of the Washington State Department of Retirement Systems Plan. . For eligibility information, check on the link to the Department of Retirement Systems' web site.
Employees also have the ability to participate in tax deferred 403(b) and 457 Deferred Compensation Plans (DCP). These are supplemental retirement savings programs that allows you control over the amount of pre-tax salary dollars you defer as well as the flexibility to choose between multiple investment options.
Clink on the link https://www.drs.wa.gov/plan/dcp/ for information on 457 plan (DCP) with the Department of Retirement Systems.
To enroll in an eligible 403(b) plan, employees must consult with their own financial planner that is an approved vendor.
