1. Fosters an educational environment conducive to the learning and maturation process of assigned special education students; plans an instructional program designed to meet individual student needs; prepares individual student lesson plans; adapts and modifies programs and plans as necessary.
2. Uses necessary and appropriate instructional methods and materials, which are suited to the well-being of the students and to the nature of the learning activities, program and/or curriculum involved; implements established program or curriculum objectives as adapted and modified for the student population; attends in-service training and continues to improve professional growth through study and experimentation to remain current in methods and techniques for special education instruction.
3. Establishes and implements, in a positive and supportive manner, classroom policies and procedures governing student behavior and conduct; provides guidance, counseling, and discipline to encourage students to meet standards of achievement and conduct; makes referrals for assistance where appropriate.
4. Confers with students, parents or guardians, specialists and other staff: maintaining an open positive relationship as appropriate to provide guidance and evaluation, and to encourage student achievement.
5. Establishes classroom goals and objectives appropriate to the special education student population and their individual education programs, following the rules and regulations governing special education, and in conformance with courses of study specified by State and School District statutes, regulations and guidelines; evaluates and records student progress; prepares reports for parents or guardians.
6. Directs the activities of assigned non-certificated personnel; attends to or directs staff to attend to the physical, emotional, behavioral, medical, or hygienic needs of students as appropriate; monitors conditions and behaviors.
7. Collects and interprets a variety of data; develops, implements and evaluates individual education plans (IEP's); provides reports for administrative purposes; amends documents where appropriate.
8. Attends or participates in all required staff meetings and other activities deemed necessary by the District and/or building principal, in order to accomplish the objectives of the position and for professional achievement
9. Serves on staff committees as required.
10. Participates in a variety of activities to enhance personal and professional skills.
11. Performs related tasks consistent with the scope and responsibilities of the position.
Reports to the building Principal.
Required to deal with a wide range of student achievement and behavior; required to deal with a range of student disabilities, the nature of which depend upon the program involved; required to handle multiple tasks simultaneously and prioritize; may experience frequent interruptions; may occasionally or regularly deal with distraught or difficult students; potentially exposed to ordinary infectious diseases carried by students; may be potentially exposed to student bodily fluids and serious infectious diseases carried by students; in some positions the necessary and appropriate instructional methods may require specific positions and movements, and sufficient stamina and exertions, to demonstrate techniques properly for student safety, or to conduct or direct students; in some positions precautions may need to be taken to prevent or lessen exposure of self and/or students to various materials, fumes, equipment, cutting edges or hot surfaces; may be required in some positions to move, position, or lift students or their special equipment, to restrain students, to attend to the personal hygiene of students, or to accompany students outdoors in inclement weather; may teach in a classroom without telephone communication.
Education and Experience
Bachelor's degree; academic preparation for or experience in teaching a culturally, racially and economically diverse student population in an urban school system, and teaching reading and adapting instructional techniques and practices for special education students. Specific programs may require additional academic preparation or professional experience, including; working with bilingual students and assisting them in the transition to regular classrooms; implementing programs designed to prevent the dropout of" at risk" students; and, teaching multi-level, open-concept, and main streamed classes; and, establishing and implementing behavior change programs.
Required Knowledge. Skills and Abilities
Knowledge of: Subject areas appropriate to assignment; effective behavior management techniques; effective instructional techniques; rules and procedures for student safety; rules and regulations governing special education.
Skill in: Proficiency in reading, writing, and oral communications; effective communication with parents or guardians in a culturally, racially and economically diverse community; designing and implementing lesson plans for students having a wide range of achievement; adapting curricula and programs to meet the intellectual, social, physical and emotional needs of a population of special education students.
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; direct assistants; in some positions, administer first aid and CPR; in some positions ,use non-a mal or non-verbal means of communication such as sign language; in some positions, use non-visual instructional techniques such as Braille; in some positions, deal with specific physical or emotional disabilities and associated conditions, such as, severe behavior disorder; attend to various physical and hygienic needs; establish and maintain effective, positive working relationships with students, parents or guardians, specialists, staff and administrators.
Valid Washington State Teaching Certificate with Special Education Endorsement; some positions may require valid first aid and CPR certification; some positions may require a valid Washington State driver's license or a class II driver's license.
Interagency Academy is network of small, alternative schools spread throughout Seattle Public Schools. Our students have multiple risk factors that have prevented them from seeing success in traditional school environments. We assess our students’ strengths and challenges, develop obtainable goals, and create personalized education plans. We then use this information to match students with the best school site for them. Each school site is partnered with a community based organization or agency that offers targeted services to our students to help them overcome specific barriers to success.
The teacher hired in this exciting and challenging position will possess the belief that all students, regardless of educational history or barriers to learning, can succeed. Further, the most important factor in contributing to student success is the teacher.
This teacher must be skilled in:
1. building relationships with students and families,
2. working successfully with students who have extreme behavior issues,
3. changing academic outcomes for students at all academic levels in reading, writing, and math,
4. collaboratively working with community agencies to improve outcomes for students,
5. partnering with families for success of students,
6. using data to set targets and design instruction for individual students,
7. teaching reading, writing, and mathematics to all levels of students in the same classroom, and
8. loving, appreciating students who have not seen success in traditional environments.