THIS IS A 1.0 FTE POSITION.

Location: Kent-Meridian High School is a 9-12 high school of over 20 00 students located within the city of Kent. KM is the most diverse high school in the state of Washington. It serves a richly diverse student population (81 % students of color, 33% of students served in either ELL or SE, 71 different languages spoken) ; ethnically, racially, and socio-economically (70+% free/reduced lunch) . There is a strong commitment by the staff and administration at KM to successfully prepare all students to be successful when they graduate. To ensure this commitment , KM has converted to a full Standards-based Instruction and grading system. Our transparent Standards-based grading system ensures students are assessed on specific standards and skills tied to scales that are meaningful and frequently measured. Our School Improvement plan is based on rigor, relevance, and relationships. In addition, Kent-Meridian offers the International Baccalaureate Diploma Programme for students in grades 11 and 12 as well as rigorous AP and Honors programs in the 9 th and 10 th grade . Kent-Meridian also offers AVID, Social Emotional Learning (SEL), a Technology Academy as well as a variety of co-curricular programs including sports, music, theater, and special interest activities.

ASSIGNMENT: The purpose of Support Center classroom is to provide a special program emphasizing functional academic skills, survival skills and social skills for students who are unable to receive an appropriate education in the general education classroom with Integrated Program support. This position is teaching and providing special education services to students with a range of developmental disabilities. Special education teachers facilitate student programs (IEPs) within the special education and regular education classroom and provide direction to the instructional assistants working within the program. Special education teachers work closely with parents to develop a strong home-school partnership and work cooperatively with outside agencies.

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

REQUIRED QUALIFICATIONS:
1. Appropriate Washington State teaching certification with appropriate endorsements required (must include Special Education) and must be on file prior to beginning work.
2. 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.

PREFERRED QUALIFICATIONS:

1. Bachelor's or master's degree with major/minor in special education
2. ELL endorsement
3. Thorough knowledge of special education laws and the ability to plan, implement and evaluate individualized programs for students.
4. Background/experience in team teaching (in-class and pull-out models) and be willing to work with high needs students.
5. Ability to establish rapport with staff, students, community, and create strong interagency linkages.
6. Possess strong management skills and the ability to develop and implement programs based on individual student needs (physical, personal hygiene, feeding, communications, transition, etc.), establish goals, and plan in-service and activities to meet those stated goals.
7. Knowledge of differing student learning styles.
8. Comfortable with team teaching, integration with regular classroom, inclusion, and some small groups.
9. Demonstrated strength in a variety of behavior management approaches.
10. Ability to exhibit multicultural and ethnic understanding and sensitivity with the ability to communicate effectively with all cultural groups in the school community.
11. Experience working with a diverse student population and the specific school demographics
12. 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.