Internal applicants must apply by sending a letter of interest to the District Office, detailing their experience and qualifications. Please either email as an attachment or hand deliver to Pam Hickson (phickson@siuslaw.k12.or.us).

Position begins 2024-2025 school year.

Salary Schedule is based on the 2023-2024 school year, , and may be updated based on current contract negotiations.   New hires typically begin at Step 1 on the Salary Schedule. The Siuslaw School District allows step credit the salary scale  for years of certified teaching experience.

This is a 10-month/renewable position, that includes benefits of paid medical and leave.

All offers of employment are contingent upon board approval and the applicant’s satisfactory completion of a drug screening test (including marijuana), background and reference checks. Siuslaw School District strives to provide a safe, alcohol and drug free environment for all employees.

Please be sure you include your last three references and a copy of your official college transcripts. Your application will be considered incomplete without this information. Any info you are not able to attach to your application can be emailed, mailed or hand delivered to Pam Hickson at phickson@siuslaw.k12.or.us.

TITLE:  Special Education Teacher - Life Skills, Certified, Siuslaw High School, 1.0 FTE

PRIMARY FUNCTION: Leads in the implementation and maintenance of special education programs (including Transition program for 18-21 year old students) for students with mild to severe cognitive disabilities. Assists in the planning, organization, and implementation of district special education programs at the school and district level. Assists and supports school and district special education improvement efforts to focus on student outcomes.

RESPONSIBLE TO: The Building Principal and the Special Programs Director

MINIMUM QUALIFICATIONS:

• Bachelor’s Degree
• Oregon Teaching License valid for the assignment
• Special Education or Handicapped Learner Endorsement
• Valid Oregon Driver’s License

 KNOWLEDGE, SKILLS, AND ABILITIES

• Possess foundational understanding of Special Education principles and legal requirements, and continue to develop and update deeper knowledge. Ability to respond instructionally and with case management in a developmentally appropriate way for each student.
• Knowledge of human development, and its application to the particular developmental level of students in caseload (which may not be age-related).
• Understand and effectively utilize evidence-based strategies and practices for instruction and classroom management.
• Knowledge of functional behavioral assessment procedures. Ability to write effective behavior support plans. Ability to manage a variety of student behaviors in a non-threatening, positive manner.
• Effective with documentation (timely, consistent, and detail oriented for example).
• Ability to respectfully communicate with a wide variety of people, in various situations.

ASSIGNED RESPONSIBILITIES:

IEP/Case Management

• Demonstrate person-first approach to students.
• Coordinate effectively, efficiently, and respectfully with the IEP team. Develop and maintain positive and appropriate working relationships with all team members.
• Facilitate effective IEP team meetings within federally required timelines. Be prepared and organized with team meeting processes, and ensure that each member’s time is respected.
• Document in a timely manner all steps in the process of case management, including but not limited to:
  • All IEP paperwork
  • Communication logs
  • Behavior support plans
  • Transition planning
• Manage daily schedules, responsibilities, and assignments of a team of instructional assistants. Give ongoing feedback to IA’s and provide support to administrative staff for evaluative procedures.
• Provide ongoing classroom assistance and consulting services to General Education staff to support effective and inclusive instructional practices, the use of appropriate curriculum, and student assessment procedures in all school locations.
• Monitor and evaluate the progress of students and report that progress to parents, the Special Education Director, and other teachers as required by IDEA.
• Assist and consult in teams such as SST (Student Study Team) or PBIS as a gatekeeper for referral to evaluation for Special Education, to review student academic and behavioral data, to help plan interventions and assessment procedures, and assist with file reviews.
• Coordinate with specialists (OT, PT, Speech, Aug Comm, etc.) to implement student plans based on consultation.
• Coordinate site-based “Bridges” Transition Program staff members to further advance student transition goals.
• Collaborate with other SPED Case Managers to fairly distribute the caseload for the high school.

 Instruction

• Assess, plan, and provide appropriate, engaging, evidence-based learning activities for all students in various curriculum areas, based on identified goals for each student’s specially designed instruction as well as to comply with state requirements for graduation.
• Develop plan and activities for student’s Transition programming, and monitor progress.
• Establish classroom schedules based on needs of current student population (math in small groups or reading fluency 1:1 for specific students during a class period, for example).
• Utilize Instructional Assistants as appropriate to address student needs in a variety of settings.
• Create a climate of teamwork and collegiality within Special Education Department as you supervise, coordinate and assist Instructional Assistants in implementing instruction.
• Ensure that classroom management strategies are consistent. Outlines can be found in Siuslaw School District 97J Professional Growth and Evaluation Handbook.
• Use a district approved grading system that is consistent, fair, and supportable.
• Supervise students in out-of-classroom activities as assigned. Complete other duties, such as bus duty, as assigned by supervisor.

 Professionalism

• Understand and follow all standards outlined in Siuslaw School District 97J Professional Growth and Evaluation Handbook.
• Create and maintain positive relationships with all school district stakeholders (staff, students, parents, community members).
• Respond in a timely and positive manner to staff and school needs as they arise.
• Ensure that material and equipment are properly used, maintained and stored, and that inventory records, when requested, are accurate and current.

 PHYSICAL REQUIREMENTS AND WORKING CONDITIONS

• Work is performed in a variety of locations, including office and classroom
• Work can become high stress with student, family, or personnel situations.
• Involves continual movement, as well as sitting for long periods.
• Involves behavior management of potentially physically aggressive students. Mandt Training for physical management required and provided by the district.
• Work may require clean up and disposal of student bodily fluids.
• Requires use of computers, office equipment, and instructional technology.

 MINIMUM TERM OF EMPLOYMENT: Teacher Contract.

SALARY LEVEL: Placement on Teacher Salary Schedule.

EVALUATION:  Performance of this job will be evaluated in accordance with provisions of the School

  Board's policy on Evaluation of Professional Personnel.