Special Education Teacher - Intervention

This position is for the 202526 School Year

GROUP: Certificated

SALARY:Certificated Salary Schedule

FLSA STATUS:Exempt

WORKDAYS PER FISCAL YEAR:180

$3000 INCENTIVE BONUS! Chief Leschi Schools is offering a$3000 incentive bonusfor new Special Services Staff. This incentive is available to individuals who have not been employed by Chief leschi Schools within the past twelve months.

SUMMARY: The Special Education Teacher Intervention provides high level school instruction to students utilizing teaching techniques that are consistent with school established objectives. The Behavior Teacher assist instructional staff and/or related service staff in instructional and noninstructional activities for students who have significant behavioral disabilities. This position develops implements and monitors behavioral intervention for students develops and implements classroom supports and models techniques for staff in teaching positive student behavior.

ABOUT CHIEF LESCHI SCHOOLS: Formerly known as the Puyallup Tribal School Chief Leschi Schools was founded in 1976 to address the high dropout rate of the youth of the Puyallup tribe. It is the largest of seven tribal schools in the state of Washington and one of approximately 200 tribal schools in the United States. It is also one of the largest tribal schools to be funded by the Bureau of Indian Education.

ESSENTIAL DUTIES AND RESPONSIBILITIES include the following:

• Coordinates with general and special education staff and related service staff in the development implementation and monitoring of a variety of intervention strategies.
• Provides ongoing evaluation of existing individualized students plans and recommend necessary changes
• Works collaboratively with all programs to facilitate necessary accommodations to meet student needs
• Assists in oversight of Functional Behavior Assessment (FBA) & Behavior Intervention Plan (BIP) Processes
• Provides appropriate staff development for all special education staff in collaboration with regular education as needed
• Is familiar with technology and special education applications
• Is familiar with IDEA concepts and BIE policies/procedures as appropriate
• Recommends policies and programs essential to the needs of exceptional students.
• Models intervention techniques for staff
• Provides individual intervention related to a variety of behavioral issues (social skills anger management impulse control stress management etc.)
• Collaborates and works cooperatively with classroom teachers on issues supporting classroom restorative practices responses
• Encourages students to develop courtesy selfcontrol respect and responsibility
• Uses ongoing assessments to maintain a record of student progress
• Demonstrates exceptional knowledge in the use of technology to support instruction
• Demonstrates the ability to use behavioral data to inform educational decisions
• Demonstrates ability to plan and evaluate strategies for improving instruction
• Engages in ongoing professional development to increase knowledge and skills in implementing positive behavior support for all students targeted students and students who represent subgroup populations
• Engages parents/guardians in the special education process and empowers parents by providing them with skills and techniques to support positive behavior development of their child.
• Models good assessment processes that assist students in assessing their own work and behavior
• Performs other related duties as assigned

This list is meant to be representative not exhaustive. Some incumbents may not perform all the duties listed while in other cases related duties may also be assigned. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

MINIMUM QUALIFICATIONS

Bachelors Degree in special education or appropriate related field

Valid Washington State Teaching Certificate with Special Education endorsement

Minimum of three (3) years successful experience in special education or related area.

PREFERRED QUALIFICATIONS

Current or recent experience working with Native American or other similar diverse populations.
Successful experience in special education program development.

Knowledge of or experience with: AVID Responsive Classroom TraumaInformed Practices Restorative Practices Project GLAD Project Based Learning Positive Behavioral Intervention and Support (PBIS) Right Response or other deescalation protocols.

CONDITION OF EMPLOYMENT:

Successful criminal background clearance

Successful and/or clear drug screening

KNOWLEDGE OF:

• Demonstrate commitment to the teaching profession and its code of ethics
• Communicate effectively both verbally and in writing
• Demonstrated skills in team building and collaborative problem solving. Demonstrates exceptional skill in the roles of a teacher leader: collaborator action researcher reflective practitioner and learner advocate
• Manage a classroom effectively for optimum learning
• Synthesize information and present it clearly and in an organized manner
• Work with and relate to Native American children and serve as a positive role model
• Establish and maintain effective working relationships in a diverse multicultural environment to include school staff and administrators parents and community members
• Demonstrate and maintain confidentiality
• Integrate cultural competencies in teaching Native American students
• Comply with school board policies and follow administrative procedures

ABILITY TO:

Take initiative and work independently

Demonstrate commitment to the teaching profession and its code of ethics Communicate effectively both verbally and in writing

Manage a classroom effectively for optimum learning

Synthesize information and present it clearly and in an organized manner

Work with and relate to Native American children and serve as a positive role model

Establish and maintain effective working relationships in a diverse multicultural environment to include school staff and administrators parents and community members

Demonstrate and maintain confidentiality

Integrate cultural competencies in teaching Native American students Comply with school board policies and follow administrative procedures

REPORTING RELATIONSHIP: Building Principal or designee

PHYSICAL DEMANDS: 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 is regularly required to stand or sit or both for long periods of time. The employee must frequently reach with hands and arms and is regularly required to talk or hear; stand and/or walk; bend stoop twist squat and kneel; and use hands to finger handle feel and perform fine motor manipulation. The employee must regularly lift and/or move up to <> pounds and occasionally lift and/or move up to <> pounds. Anything over the weight limits should be done as a twoperson lift or with a mechanical lift.

WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing 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 regularly works indoors occasionally near visual displays. The noise level in the work environment is usually moderate.

Chief Leschi Schools is an Equal Opportunity /M/F/Affirmative Action/Veterans/Disability Employer except as provided under the Indian Preference Act.