Facilitator: Standards-Based Instruction Special Ed PK-12

Position Type:
*21/22 Certificated by Location/Facilitator

Date Posted:
1/13/2021

Location:
Educational Service Center

Hours per Day:
8 hours per day; $123,019 (Non-negotiable)

Days of the Week:
Monday,Tuesday,Wednesday,Thursday,Friday

Shift Times:
8 am to 4:30 pm

Days per Year:
260

Next consideration will be given to applicants that apply by midnight of Monday, June 1, 2021.

POSITION SUMMARY: Under the direction of the Executive Director of Student Support Services, the position will carry out assignments in support of certificated staff in the areas of curriculum development, review, evaluation, and resource selection with emphasis in special education (i.e. supplemental curriculum and modifications/accommodations).

ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. This list is meant to be representative, not exhaustive. Some incumbents may not perform all the duties listed while in other cases related duties may also be assigned. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• Assists the Directors for Student Support Services in achieving the goals of the school district's strategic plan and carrying out policies established by the Superintendent and Board of Directors.
• Leads efforts to articulate the supplemental curriculum map/guides for special education instruction.
• Coordinates curriculum alignment efforts between special education and core curriculum.
• In alignment to the Strategic Plan, collaborates with curriculum guide writing teams in identifying accommodations for scholars that provide access to the guaranteed and viable curriculum.
• Collaborates with curriculum facilitators to identify areas of supplementation and curricular adaptations appropriate for students with disabilities.
• Leads, with teacher input and voice, the development or identification of progress monitoring tools to inform decisions regarding supplementation.
• Establishes a climate in the areas of responsibility conducive to appropriate conduct, performance, attitude, job satisfaction, and service orientation.
• Regularly communicates to teachers in support of the strategic plan and department initiatives in verbal and written forms in order to gather feedback and ensure teacher voice and input for all initiatives
• Facilitates the development of special education teacher leadership capacity PK-12.
• Provides leadership in program development in assigned curricular areas, to include design of district curriculum, identification and alignment of instructional materials, design of professional development, long and short-range planning for ongoing, evidence-based improvement.
• Leads regular meetings of and maintains communication with teacher leaders in assigned curricular areas.
• Works collaboratively with the other TFL Directors and Facilitators to develop and plan professional development supporting effective instructional practice and instructional materials implementation that supports student achievement.
• Manages procedures to assure compliance with policy and procedures related to curriculum implementation.
• Coordinates special projects as necessary.
• Works cooperatively with central office leadership and other central office departments.
• Partners with the special education program specialists and assistant directors to support the implementation of supplemental curriculum.
• Spends time at schools in direct and personal consultation with principals, instructional coaches and teachers to provide the full range needs in assigned areas of responsibility.
• Routinely visits schools and other departments and develops consistent use of protocols that contribute to improved learning and practice.
• Follows a planned professional growth program, participates actively in local, state, and national professional associations/organizations; and studies local, state, and national guidelines for effective services in assigned areas of responsibility.
• Assures accurate and timely dissemination of information.
• Keeps informed of trends in assigned areas of responsibility, as well as other pertinent areas, such as federal, state and local laws, and district regulations, policies, and procedures.
• Performs all other duties as assigned.

REQUIRED QUALIFICATIONS:
Education and Experience
Bachelor's degree.
Three (3) years successful teaching experience in special education and/or other job-related occupations.
Washington State Teaching Credential with endorsement in special education.

ADDITIONAL REQUIREMENTS:
Work scheduled hours on a consistent basis
A strong background working with a diverse population.

PREFERRED QUALIFICATIONS:
Master's degree in related field.
Teaching credential with multiple endorsements.
Successful teaching experience in special education in urban public education.
Successful experience in an ethnically diverse public school district.
Completion of courses in curriculum and instruction, curricular design, and professional development design and delivery.

CONDITION OF EMPLOYMENT:
Criminal background clearance
Valid Washington State Driver's License

KNOWLEDGE OF:
School board policies and procedures
Organizational theory and its application in the area of curriculum development, implementation, and evaluation with an emphasis in literacy and mathematics.
Principles, practices, trends, goals, and objectives of public education.
Empirically validated principles and practices of classroom instruction, teaching methods, and techniques for students with disabilities.
Research, best practices and technical aspects of special education.
Research methods and report writing techniques.
Record-keeping techniques.

ABILITY TO:
Partner with teachers in the field and regularly communicate with special education teachers.
Plan, organize, and administer assigned areas of responsibility.
Demonstrate leadership qualities and utilize motivational techniques and strategies in the development of an operational mode that is cost effective.
Operate technology hardware and software necessary to perform assigned duties/responsibilities.
Communicate effectively, both orally and in writing.
Write/present in a clear and concise manner for broad public appeal and interpretation.
Gain cooperation through discussion and persuasion; promote consensus in groups of individuals with diverse interests and values. Facilitate and promote collaborative decision-making; facilitate conflict resolution.
Analyze complex situations and synthesize diverse information carefully and adopt an effective course of action.
Plan, organize, and prioritize work to meet multiple schedules and deadlines, and manage simultaneous tasks, with many interruptions.
Work independently with minimum direction and supervision; work under pressure.
Understand, analyze, and prepare comprehensive, narrative and statistical reports.
Use effective customer service skills to establish and maintain cooperative and effective working relationships with district personnel, community members, and external companies and agencies in the course of performing assigned duties.
Exhibit multicultural and ethnic understanding and sensitivity with the capability to communicate effectively with all cultural groups in the Federal Way School District.
Stay abreast of and implement empirically validated approaches, which impact PK-12 special education.
Organize and perform job responsibilities efficiently and independently without close supervision and able to pay strict attention to detail
Speak, read and follow written or verbal communications
Practice effective safety and security within individual work routines
Develop and maintain positive customer relations with staff and service providers
Work collaboratively with District staff and promote teamwork with co-workers
Practice ethical and professional standards of conduct including the requirements of confidentiality
Relate effectively with parents, staff, students and the public in a multicultural and multiracial community
Perform job responsibilities with or without reasonable accommodations

REQUIRED KNOWLEDGE, SKILLS AND ABILITIES RELATED TO CULTURAL COMPETENCE AND EQUITY:
Knowledge/awareness of own cultural identity and how this influences behavior, and desire to learn about the cultural identity of others.
Ability to establish and nurture an environment that promotes cultural competence and equitable treatment of staff, students, and patrons of the District.
Ability to understand and hold self and others accountable for promoting the Federal Way Public Schools' commitment to "Each Scholar: A Voice. A Dream. A Bright Future."
Ability to recognize that each person is a unique individual even as we celebrate their group cultural heritage.

PHYSICAL DEMANDS: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is regularly required to sit, stand, and walk. The employee frequently is required to use hands to finger, handle, or feel; reach with hands and arms; and talk or hear. The employee is occasionally required to reach above and below their shoulders and bend/twist at the waist. The employee must regularly lift and/or move up to 10 pounds and occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, and ability to adjust focus.

WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee regularly works in indoor conditions and regularly works near video display. The noise level in the work environment is usually moderate.

WORK SCHEDULE
This position typically works, Monday through Friday, 260 days per year

REPORTING RELATIONSHIP
Position reports to and is evaluated by the Executive Director of Student Support Services or designee.

REPRESENTATION
This position is not represented.

LEVEL OF COMPENSATION
Director II on the non-represented salary schedule

CLASSIFICATION HISTORY
Update 03/2017

Disclaimer
The preceding list is not exhaustive and may be supplemented as necessary. The statements contained herein reflect general details as necessary to describe the principal functions of this job, the scope of responsibility and the level of knowledge and skills typically required, but should not be considered an all-inclusive listing of work requirements, skills or duties so classified. All personnel may be required to perform duties outside their normal responsibilities from time to time as needed.

All employment open positions are made available on a nondiscriminatory basis without regard to race, color, creed, religion, sexual orientation, national origin, gender, age, disability or veteran status.

Job descriptions are written as a representative list of the ADA essential duties performed by the entire classification. They cannot include, and are not intended to include, every possible activity and task performed by every specific employee.