REQUIRED ATTACHMENTS: Cover Letter, Resume, 3 Letters of References
First Screening: 6/24/2022
EXAMPLES OF DUTIES:

Essential Functions :

• Walking or moving about in a classroom setting to provide individual instruction to students with disabilities
• Sitting for an estimated one hour and thirty minutes to provide concentrated individual instruction to students with disabilities
• Twisting upper torso and neck constantly when observing, supervising and monitoring students
• Capable of stooping/bending, squatting and kneeling when providing instructions to younger students
• Lift and carry objects weighing 0-10 pounds constantly, 11-24 pounds occasionally and rarely 25-50 pounds. Pushing and pulling is required when assisting students in wheelchairs weighing 20 to 200 pounds
• May be required to physically handle students weighing 20 to 200 pounds during an emergency situation. Can request assistance if other employees are available
• May need to assist students in self-help skills or attend to physical needs of students
• Must have the ability to reach, grasp and handle objects using the upper extremities
• Must possess higher than average reading, writing and mathematical skills
• Specialized staff should be capable of operating automobile
• Humanitarian: Must have interest in helping others with their mental, social, physical, educational and vocational needs
• Must be capable of directing, controlling, or planning activities of students with disabilities
• Capable of making judgments and decisions
• Ability to deal with people in a variety of situations
• Capable of performing duties under stress when dealing with students with disabilities requiring special attention
• Specialized staff - provide services in an itinerant capacity with individual service models. Site assessment and service delivery can be modified

Performance Responsibilities :

The performance elements listed below are for illustrative purposes only and do not reflect an all inclusive scope of responsibilities:

• Takes a shared leadership role for reviewing and improving building-wide issues in intervention (academic and behavior)
• Works with classroom teacher to develop and modify instructional programs to meet individual learning needs of students in a secondary or elementary setting
• Plans, develops, implements and/or models courses of resource room and general education intervention/instruction designed to best meet the wide range of needs of students receiving services
• Develops positive techniques for improving student behavior and manages classroom so as to provide a productive learning environment and provides behavioral consultation and modeling to classroom teacher
• Maintains student records and reports as per WACs and district policy/practice
• Assesses, determines and interprets present levels of performance for students in identified programs. Evaluates academic performance using standardized and informal assessment
• Plans, develops and monitors instructional/behavioral programs carried out by paraprofessional
• Provides on-going training, professional development and supervision for paraeducators efficiently and effectively
• Can write and implement IEPs or intervention plans which address the following:

Academic Curriculum
Transition/Vocational
Direct Instruction - Interventions
Social Skills/Behavioral Intervention
Common Core State Standards (basic knowledge level OK, with willingness to learn)

• Provides student case management regarding IEPs, intervention plans, class schedule, records and special issues
• Student advocate - represent the student's needs in a positive manner. Belief that all students can be successful learners
• Demonstrated ability to communicate effectively with students, staff, parents, and community health professionals
• Demonstrated ability to work with and motivate students
• Knowledge and experience using technology in the delivery of curriculum and instruction
• Knowledge of and ability to assess, design, and modify instruction for students with a wide range of disabilities in the special education and general education setting
• Demonstrated ability to positively contribute to decision making in collaboration with staff, administrators, and the parent community
• Willingness to participate in ongoing staff development that promotes continuous inquiry and improvement embedded in the daily life of schools
• Plans and participates in parent and community involvement
• May be asked to teach at a different level or different subjects for which the applicant is highly qualified
• Other duties as assigned

Other Job Type (if applicable) : Elementary Special Education

Additional Job Information : EVALUATION: The SPED teacher will be evaluated consisted with state laws and within the guidelines of the collective bargaining agreement.

COMPENSATION : Consistent with the Hoquiam Teachers Association/Hoquiam School District collective bargaining agreement.

NON-DISCRIMINATION POLICY Hoquiam School District #28 does not discriminate in any programs or activities on the basis of sex, race, creed, religion, color, national origin, age, veteran or military status, sexual orientation, gender expression or identity, disability or the use of a trained dog guide or service animal and provides equal access to the boy Scouts and other designated youth groups. The following employees have been designated to handle question and complaints of alleged discrimination: Director of Special Services and Title IX Coordinator and Section 504/ADA Coordinator Jason Ihde 325 W. Chenault Avenue 360.538.8291 jihde@hoquiam.net Civil Rights Compliance Coordinator Mike Villarreal, Superintendent 325 W. Chenault Avenue 360.538.8200 mvillarreal@hoquiam.net

Qualifications : QUALIFICATIONS:

- Possess or qualify for Washington State Elementary Teaching Certificate with Special Education Endorsement

- Demonstrated knowledge of the curriculum and the needs of students

- Demonstrated successful experience in implementing individual student plans

- Demonstrated evidence of successful classroom management

- Demonstrated skill in implementing research-based intervention programs and instructional strategies needed for students struggling with reading and math

- Knowledge of 3-tier interventions or Response To Intervention (RTI)

- Demonstrated leadership activities supporting the needs of struggling learners

- Demonstrated successful teaching experience at the age level and subject is desired

- Ability to gain First Aid/CPR and Right Response Certification

- Valid Washington State Driver's license and reliable transportation (mileage reimbursed)