FTE: HOURS PER DAY: CONTRACT TYPE: ANTICIPATED START DATE: POSITION REQUIREMENT: PREFERRED ENDORSEMENT:
1.0 8 Continuing SY 2014-2015 Washington State Teaching Certificate or ability to obtain one Special Education, (Foreign Language) Studies
SUMMARY OF ASSIGNMENTS:
One of Washington's premiere emerging charter schools, The Village Academy, is seeking outstanding candidates to support student achievement through direct instruction. Successful candidates will be part of an educational system focused on developing the skills and talents of students of all ability levels, both traditional and non-traditional learners, through rigorous learning experiences, with an emphasis on character development, laughter and joy, and respect for all diversity.
Serve as a cooperative member of building multidisciplinary team; knowledgeable of determination of eligibility, and the development of instructional and behavioral goals that support students with disabilities across a continuum of services and instructional settings.
Develop and implement IEP goals using evaluation results and assessment data. Evaluate student progress using progress monitoring strategies.
Design and monitor specially designed instruction to students based on diagnostic data, showing student’s abilities and achievement levels, developing written plans using district approved curriculum to accelerate their growth and close the achievement gap.
Follow district policies, procedures, and administrative directives as they pertain to WAC 392-172A and P.L. 105-17.
Adhere to district policies and procedures in implementing curriculum.
Conduct Functional Behavioral Analysis (FBA) individually or as a team member to identify the function of the student's behavior and to develop effective positive behavior supports and interventions (BIP). Collect and analyze data to determine the effectiveness of the intervention and modify when appropriate.
Ensure data is collected and records maintained for each student in designated areas to evaluate the effectiveness of the instructional intervention and behavior intervention plan.
Provide consultation and follow-up services to general education teachers, parents, other district personnel, and community agencies as needed and authorized to ensure the successful transition of students into a less restrictive environment.
Provide an orderly and structured environment with a positive climate that motivates students to achieve. Effectively manage and instruct students in groups and individually.
Effectively manage, instruct, and supervise the activities of instructional assistants, other staff, volunteers, and students working under your direction. Ensure they are trained and monitored on instructional programs, responsibilities and intervention strategies and their interaction with students is monitored weekly.
Provide all instructional staff, support staff, administrators and specialists a daily/weekly schedule of staff assignments and student activities to ensure supervision for instructional and behavioral supports.
Integrates technology into planning, learning, and record-keeping.
Maintain professional knowledge and expertise; attend and participate in professional development and implement district level program requirements and statewide assessment requirements.
Perform other duties as assigned or required by the supervisor.
Qualifies for a valid Washington State teaching certificate with appropriate endorsements as required by law and regulations. Valid Washington teaching certificate with special education endorsement or 25 quarter hours of preparation in special education. (NCLB requirements)
Demonstrates classroom management procedures that provide for large and small groups, and individuals, and provides an environment conducive to learning.
Uses appropriate disciplinary procedures, establishes clear parameters for student behavior, responds properly when problems occur, and helps students toward self-discipline.
Demonstrates ability to communicate clearly, express thoughts concisely and effectively in both written and oral form.
Flexible in learning new concepts, cooperates with others, and adapts to a variety of assignments and conditions.
Assesses needs of students, develop and implements individualized programs to meet those needs through the use of appropriate and current instructional skills based on progress monitoring data.
Gains the respect and confidence of students, parents, and staff through modeling appropriate demeanor, behavior, and attire.
Sets and attains high level of expectations with a commitment to using available resources in a way that accomplishment occurs.
Demonstrates the ability to learn new ideas and skills and for solving problems; the possession of a minimum cumulative GPA of at least 2.5 is expected. (This requirement may be waived if an inadequate pool of fully qualified applicants for a specific position exists.)
Aware of current educational developments and applications, works collaboratively with others, believes in the importance of education, and interested in the welfare of all students.
Knowledge of effective teaching strategies related to the appropriate age of instruction. Demonstrated ability to apply this knowledge in a classroom setting.
Ability to demonstrate a thorough understanding of the instructional/learning process.
Ability to administer, interpret, and utilize assessment procedures/tests in placement of students.
Willingness and commitment to participate in professional collaboration and student supervision.
Experience as a special education instructor or in a closely related field within a public middle/secondary school setting.
Demonstrated understanding of the essential requirement with P.L. 101-457 and its application to the provision of compliant services for the disabled.
Uses democratic processes to work out problems in a supportive and understanding non-authoritarian manner.
Demonstrated ability to work effectively and cooperatively with a diverse group of students, teachers, parents, and administrators in a confidential manner.
Enthusiastic and displays an overall optimism in motivating towards teaching and student learning and related positively to youth and adults of varying socioeconomic, cultural, ethnic backgrounds, different learning styles, and various disabilities.
Successful experience in working with students exhibiting a wide range of disabilities.
ADDITIONAL PREFERRED QUALIFICATIONS:
Familiar with unique school structure and APPLE.
Specific early literacy training.
Right Response or Mandt training.
Experience with Reading Intervention.
Experience with visual/ hands on teaching methodologies.
Knowledge and understanding of FAPE, 504, and IDEA