SPECIAL EDUCATION BEHAVIOR TEACHER

PURPOSE STATEMENT

Working in collaboration with colleagues, the special education behavior teacher will create a classroom environment that implements the district approved articulated curriculum to ensure an equitable, engaging, and positive learning experience for special education students. This includes providing each student with the knowledge, skills, values and attitudes to lead self-sufficient, healthy, productive, socially responsible lives to the best of their individual potential in their least restrictive environment.

ESSENTIAL FUNCTIONS

1. Build a foundation of positive relationships, high expectations, equitable systems, and SEL-informed practices which will drive daily practices and beliefs when working with students.
2. Actively support a productive climate of collaboration in a professional learning community whereby the teacher analyzes student data, takes risks, shares successes/failures, and explores new practices in order to improve student learning for all.
3. Develop students’ Individual Education Plans (IEPs).  Write measurable goals/objectives, functional behavior assessments, behavior intervention plans, aversive plans, age appropriate functional vocational assessments and transition plans that are developmentally appropriate for individual students.
4. Prepare teaching materials and reports for the purpose of implementing lesson plans and providing documentation of teacher and student progress.
5. Provide for the provision of specific equipment.  Develop classroom intervention strategies in order to meet the needs of special education students in their general education classes.
6. Through an equity lens, provide clear and focused instruction for all students by using a variety of teaching strategies in order to meet the needs of all students to assure successful learning through the articulated curriculum.
7. Implement on-going assessment and monitor students for the purpose of providing feedback to students, parents, classroom teacher and administration regarding student progress, expectations and goals by using quality classroom-based assessment and/or district/state assessment tools on an on-going basis.
8. Establish and maintain a standard of student behavior needed to provide an orderly, safe and productive learning environment using knowledge of effective behavior management strategies.
9. Communicate positively and regularly with parents and/or legal guardians and classroom teacher, including areas of growth, student progress, teacher expectations, developing a meaningful collaboration between home and school.
10. Maintain and complete progress reports toward IEP goals and objectives.
11. Establish and maintain collaborative working relationships with staff, administrators, parents, support groups, governmental and community service agencies. 
12. May assist students with activities involving self-care which may be required for their participation in school.
13. Maintain appropriate confidential reports, records, and files in compliance with state/federal law.
14. Attend and participate in all required staff meetings and other activities deemed necessary by the district and/or building administrator in order to accomplish the objectives of the position including, but not limited to, on-going professional staff development, Learning Improvement Days and Core Training.
15. Manage student files, collect ongoing data, and participate in MDT meetings.  Coordinate IEP meetings working collaboratively with parents and general education staff as an integral part of the team of professionals.
16. Provide community-based, functional curriculum including vocational training/experience to meet the transition goals on students’ IEPs.
17. Report incidents of child abuse, altercations, and substance abuse for the purpose of maintaining personal safety of students, providing a positive learning environment, and adheres to the educational code of ethics and district/school policies.

REPORTING RELATIONSHIPS

Reports to the Building Administrator and the Director of Special Education as appropriate.

MENTAL DEMANDS

May be required to deal with distraught students/parents/staff.

PHYSICAL DEMANDS

May be exposed to infectious diseases; may require restraint certification and ability to use restraint protocols.

MINIMUM QUALIFICATIONS

Education and Experience

• Bachelor’s degree with special education endorsement.

Knowledge, Skills, and Abilities

• Spanish speaking strongly preferred.
• Advocate for equity, inclusion and professional practices that ensure all students achieve at high levels.
• Knowledge of SEL practices and approaches.
• Knowledge and skill in instructional principles, methods and techniques for special populations.
• Knowledge of state/federal special education requirements and laws.
• Ability to develop annual appropriate Individual Education Plans.
• Knowledge of current state/ district assessments, and graduation requirements.
• Knowledge of developmental disabilities.
• Knowledge and implementation of district adopted curricula.
• Commitment and ability to work with a full range of students.
• Skill in classroom management, student discipline and developing positive techniques for improving student behavior.
• Ability to maintain confidentiality.
• Ability to establish and maintain positive effective working relationships with a variety of students, staff, and community in a multicultural, and diverse socio-economic setting.
• Ability to participate collaboratively in teams.
• Ability to continue participation in staff development to maintain professional skills.
• Ability to serve as a role model and treat students as individuals in a professional manner.
• Ability to meet and maintain punctuality and attendance expectations.
• Ability to maintain confidentiality.
• Skills in organizational techniques.
• District approved de-escalation and restraint training.

Licenses/Special Requirements

• Must maintain all licenses and certifications as a condition of continued employment.
• Valid Washington State Special Education Teaching Certificate with appropriate endorsements per OSPI. 
• May require current First Aid and CPR certification and/or restraint certification.
• Completed Employment Application/ Background Check.
• Must complete Walla Walla Public Schools Risk Management and Bloodborne Pathogens Training upon hire.

PAY LEVEL

Walla Walla Public Schools Teachers Salary Schedule

CONDITIONS

The preceding list of essential functions is not exhaustive and may be supplemented as necessary.

The Walla Walla School District 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, gender 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 Walla Walla School District will also take steps to assure that national origin persons who lack English language skills can participate in all education programs, services and activities.  For information regarding translation services or transitional bilingual education programs, contact (509) 527-3000.   The following employees have been designated to handle questions and complaints of alleged discrimination:

Civil Rights Compliance Coordinator                           
Title IX Coordinator                                                        Section 504/ADA Coordinator

Liz Campeau, Director of HR                                             Libby Thompson, Director of Special Education

364 S. Park Street                                                             364 S. Park Street

Walla Walla, WA 99362                                                     Walla Walla, WA 99362

(509) 527-3000                                                                  (509) 527-3000

lcampeau@wwps.org                                                   lthompson@wwps.org