Special Education Teacher - Certified
Skagit Preschool and Resource Center
IT ALL BEGINS WITH A SPARC
Join us in helping build the foundation for lifelong success! Skagit Preschool and Resource Center (SPARC) is a mission driven non-profit organization located in the heart of the Pacific Northwest. We provide individualized services for families and their children with unique developmental needs in Skagit County, WA. SPARC is seeking a highly motivated Special Education Teacher to join our growing team.
As a SPARC employee, we will rely on you to reflect our vision for children and families to feel supported and our community to be aware of the unique gifts of all children. Through every aspect of patient care and employee collaboration, we expect compassion, respect, and a high level of professionalism.
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
● Must hold a valid Washington State Teaching Certificate with an endorsement in Special Education (Early Childhood Special Education preferred).
● Previous experience with early childhood curriculum, young children and/or children with disabilities is strongly recommended to ensure competency and knowledge in: program planning, development and coordination for children with a wide range of handicapping conditions and abilities. Needs to be familiar with the Washington Administrative Code (WAC) which regulates special education services.
CERTIFICATES, LICENSES, REGISTRATIONS
Washington State Special Education teaching credential, a current CPR and First Aid Certificate, Right Response Certificate, Immunization Records, Food Handler's Permit (or to be scheduled for completion within SPARC personnel guidelines).
Develop Individual Education Plans for children ages 3 to 5 with disabilities in accordance with the Special Education WAC's. Provide and plan an appropriate classroom environment to meet the needs of the special education preschool children.
ESSENTIAL DUTIES AND RESPONSIBILITIES
(Include the following but are not limited to other duties may be assigned)
● Must be able to work in a highly structured self-contained learning environment supporting students with significant needs in multiple categories inclusive of the areas of cognitive, social-emotional and adaptive
● Must be able to design and implement Individualized Education Programs including online learning programs to meet the individual student's needs
● Must be able to assess the individual student's current level of performance and align the student's needs with their academic and behavioral goals
● Must be involved in the student's behavioral, social, and academic development, helping them develop emotionally and interact effectively in social situations
● Must be able to effectively communicate with staff, administration, parents and students
● Must be able to manage and write effective Individual Educational Plans. Must be able to complete all required documentation, paperwork and forms and meet all essential deadlines (IEP’s, quarterly/doctor reports, data tracking, incident reports, emergency drills and attendance)
● Must be organized, patient, able to motivate students, understanding of their students' special needs, and accepting of differences in others
● Demonstrate and maintain a culturally responsive classroom environment
● Demonstrate ability to implement ongoing instructional plans and maintain a classroom atmosphere conducive to learning
● Complete beginning of the year paperwork packet at initial parent meeting
● Keep busing matrix updated throughout the year
● Develop and submit monthly lesson plans appropriate to children’s needs and level of functioning
● Hold an active caseload, including but not limited to, SPARC only classrooms and other community partnerships as assigned
● Ability to communicate and report progress to parent/guardians at regular intervals and maintain positive working relationships with them
● Establish and maintain communication with parents (weekly)
● Provide parents with resources and reaching techniques to facilitate home instructions
● Maintain a positive and professional environment when working with a culturally, racially and economically diverse population
● Work as a team player with other special education specialists (OT/PT, SLP) and Community Partners. Must be able to effectively manage and work with a team of support staff – paraprofessionals and classroom volunteers
● Document, report and inform supervisor of any incidents of possible abuse and/or neglect
● Attend and participate and/or offer in service activities that ensure continuous professional growth such as workshops, conferences, conventions, classes and in services. 10 hours of professional development required annually. It is the individual's responsibility to turn in professional development certificates to supervisor
● Notify your supervisor of major program changes, special material requests, time-off requests, absences, personnel and administrative matters etc.
● Attend home visits/conferences per your centers schedule
● Maintain confidentiality at all times with co-workers, parents, center staff and outside professionals
● Communicate and coordinate child’s program bi-weekly or monthly with other professionals
● Supervise activities of instructional assistants and volunteers assigned
● Complete evaluations and supervised personnel as required or requested
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 may be required to spend periods of time
● Sitting on the floor
● Lifting children up to fifty pounds
● Bending over/down to children's level
● Physically restraining a child (when incorporated in his/her behavior plan)