PURPOSE STATEMENT

Working in collaboration with colleagues, the develomental PreK special education teacher will create a classroom environment that implements district approved articulated curriculum to ensure an equitable, engaging, and positive learning experience for all 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. Plan, implement, and evaluate classroom instructional activities consistent with adopted district curriculum and standards.
4. Through the equity lens, provide clear and focused instruction for all students by using a variety of teaching strategies that promote student engagement and interaction in order to meet the needs of all students.
5. Collaboratively develop and implement common formative assessments in order to monitor student learning and instructional effectiveness.
6. Support and implement building-wide behavior standards in order to ensure an orderly, safe and productive learning environment.
7. 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.
8. Develop students’ Individual Education Plans (IEPs). Write measurable standards based goals/objectives, behavior intervention plans, age appropriate functional vocational assessments and transition plans that are developmentally appropriate for individual students.
9. Prepare teaching materials to implement lesson plans and keep data on students’ IEP goals for ongoing progress monitoring.
10. Support inclusion for students with disabilities.
11. Conduct academic assessments for special education services and complete the academic portion of evaluations and reevaluations.
12. Support students’ assistive technology in the classroom. Develop classroom intervention strategies to meet the needs of special education students in their general education classes.
13. May assist students with activities involving self-care, which may be required for their participation in school.
14. Maintain appropriate confidential reports, records, and files in compliance with state/federal law. Meet timelines in accordance with state/federal law.
15. 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.
16. 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.
17. Provide community-based, functional curriculum including vocational training/experience to meet the transition goals on students’ IEPs.
18. 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.
19. Establish and maintain collaborative working relationships with staff, administrators, parents, support groups, governmental and community service agencies.

REPORTING RELATIONSHIPS

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

MINIMUM QUALIFICATIONS

Education and Experience

• Valid Washington State Teaching Certificate with an ECSE special education endorsement or special education endorsement. 
• Prior teaching experience is preferred.

Knowledge, Skills, and Abilities

• Bilingual English/Spanish strongly preferred.
• Knowledge/awareness of own cultural identity and how this influences behavior, and desire to learn about the cultural identity of others.
• Ability to establish and nurture an environment that promotes cultural competence and equitable treatment of staff, students, and patrons of the district.
• 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.
• Knowledge of state/federal special education requirements and laws.
• Ability to develop annual appropriate Individual Education Plans.
• Knowledge of disabilities.
• Knowledge of inclusionary practices including co-teaching.
• 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.
• Must possess a positive attitude about change and an eagerness to implement changes that will enhance student learning.
• 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 follow appropriate guidelines and protocols to ensure a safe and engaging learning environment.

Licenses/Special Requirements

• Must maintain all licenses and certifications as a condition of continued employment.
• 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, Retirement, SEEB Benefits, Paid Sick Leave

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                                               

Dr. Mindy Meyer, Director of HR                                 

364 S. Park Street                                                     

Walla Walla, WA 99362                                               

(509) 527-3000                                                          

mmeyer@wwps.org  

Section 504/ADA Coordinator

Barb Casey, Director of Special Education

364 S. Park Street

Walla Walla, WA 99362

(509) 527-3000

bcasey@wwps.org