Soos Creek is a Title I elementary school of approximately 400 students in preschool through sixth grade. Soos Creek staff take pride in student achievement and diversity. Inclusion is a priority, so all students in special programs including English Language Learner, Integrated Program, Support Center and the Early Childhood classes are integrated into general education settings to the maximum extent possible. In addition to a rigorous academic focus, Soos Creek staff teach appropriate school behaviors and promote good citizenship by acknowledging and rewarding positive behaviors. Our teachers are trained in the use of technology and regularly integrate it into their lessons. Being an all-walking school leads to an enhanced community feel throughout the building and increased pride in being a Soos Creek Superstar.

ADDITIONAL INFORMATION: This position is part of the KEA bargaining unit.

The LINK classroom is designed for Kent School District elementary students who are in need of a more restrictive educational program due to significant challenges in learning, behavior and social-emotional well-being affecting their success at their boundary school. The LINK program is designed to support students who have average to above average cognitive abilities who are capable of meeting standard on Common Core State Standards (CCSS) and related state assessments. The program will serve students with High Functioning Autism (HFA), Attention Deficit Hyperactive Disorder/Attention Deficit Disorder (ADHD/ADD), mental health disorders and other health impairments that effect social communication.
This position requires working with a wide range of student achievement and behavior; working with students who have spectrum disorders, including High Functioning students with Autism (HFA), ADHD, Anxiety and Sensory Processing; required to handle multiple tasks simultaneously and prioritize; may experience frequent interruptions; may occasionally or regularly deal with distraught or difficult students; may be required 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.

ASSIGNMENT: Teaching students served in special education and providing special education services to students with spectrum disabilities. Special education teachers facilitate student programs (IEPs) within the special education and regular education classroom and provide direction to the paraeducator(s) working within the program. Special education teachers work closely with parents to develop a strong home/school partnership and work cooperatively with outside agencies. Teachers are responsible for organizing and implementing an instructional program for students and meeting the duties of teaching as outlined in laws and policies. Job responsibilities include:

1. Prepare individual educational plans (IEP) annually for each student based on individually assessed needs, in accordance with district procedures and special education data management system
2. Complete progress reports on each student in the program
3. Complete any required reports for appropriate local, state, federal, and educational agencies
4. Use appropriate assessment instruments pertinent to academic and behavioral areas
5. Prepare academic lesson plans, effective lesson plans, and behavior support plans for each student
6. Provide specialized instructional techniques and media through individual and/or group sessions designed to meet the educational, social and emotional needs of the students
7. Identify and collaborate with district, community and agency services to meet the needs of the students
8. Participate on the School-Based Intervention Team or Student Support Team, Evaluation Team, and screening processes, as appropriate
9. Other duties as assigned

REQUIRED QUALIFICATIONS:

• Bachelor's degree, preferably in education and/or special education
• Valid Washington State teaching certification with appropriate endorsements, including special education, required and must be on file prior to beginning work
• Knowledge of spectrum disabilities; effective behavior management techniques; effective instructional techniques such as TEACCH, ABA, Discrete Trial, Pivotal Response Training
• Ability to teach socially acceptable behavior, employing techniques such as social thinking and Theory of Mind; Cognitive Behavioral Therapy and positive reinforcement
• Ability and willingness to provide medical or health services such as catheterization, diapering, toileting, feeding, tube feeding and assisting students with other activities involving self-care, which may be required
• Physical strength (i.e. use of appropriate restraining techniques)

PREFERRED QUALIFICATIONS:

1. Master's degree, preferably in special education
2. Board Certified Behavior Analyst (BCBA)
3. ELL endorsement
4. Experience working with a diverse student population in special education, preferably at the high school grade level
5. Knowledge of special education laws and the ability to plan, implement and evaluate individualized programs for students
6. Knowledge of rules and procedures for student safety
7. Knowledge of 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
8. Knowledge of curriculum, based on state standards
9. Skilled in effective data-based problem-solving and team collaboration
10. Excellent technology skills and can use and incorporate computers/technology into curriculum
11. Ability to employ special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory
12. Ability to teach personal development skills and/or effective strategies such as goal setting, independence, and self-advocacy
13. Ability to use evidence-based classroom management strategies and techniques
14. Ability to use evidence-based individual behavior management strategies and techniques
15. Ability to develop and implement aversive intervention plans
16. Ability to maintain a positive learning environment and have ability to relate to all students, parents and colleagues in a culturally, racially and economically diverse community
17. Team player with excellent management and communication skills, both written and oral
18. Ability to share professional skills, such as instructional ideas and behavior strategies, with general education teachers and other staff members
19. Knowledge, experience and/or training in visual strategies, structured teaching, differentiated instruction, assessment tools and techniques, Common Core State Standards, cooperative learning, student learning styles and positive discipline
20. Ability to exhibit multicultural and ethnic understanding and sensitivity with the ability to communicate effectively with all cultural groups in the school community
21. Desired teacher characteristics are: flexibility; ability to organize ideas, time and materials to accomplish goals; enthusiasm; ability to express ideas clearly and understand concepts being discussed; ability to learn new ideas and skills; ability and willingness to develop favorable relationships with students; knowledge of current approaches to teaching; and willingness to model behavior deemed appropriate by the school district and the community.