Teacher-Special Education-Olympic and Summit Academy

Best to apply by 6/9/26

ESD 113 learns from and cares for our staff, schools, students, families, and the land, works alongside communities to build pathways that expand opportunity, and acts with collective purpose to advance educational justice.

This position is located with the Olympic Academy in Chehalis, WA. Olympic Academy provides a supportive learning environment. Students improve their academic and social skills while learning appropriate ways to manage behavior and improve their self-esteem. Each student has an Individualized Educational Program (IEP), which is developed with the student's neighborhood school.

https://www.olympic-academy.org/

A 1.0 FTE position is 7.5 hours per day, 190 days per year.

Required Attachments:

Cover Letter
Resume
Valid Washington State Certificate
Transcripts

Benefits: Medical/Vision/Dental Insurance, FSA/DCAP, Life/AD&D Insurance, LTD Insurance, Retirement, DCP, EAP, Sick Leave and Personal Leave.

Purpose Statement

The job of Teacher – Special Education – Olympic and Summit Academy is done for the purpose of providing instruction, individualized programming, services and support to meet the needs of students enrolled in Olympic and Summit Academies.

This job is distinguished from similar jobs by the following characteristics: Per the essential functions and educational requirements listed below.

Essential Functions

• Accepts responsibility for the general supervision of students at school, at school-sponsored activities or events, and for community based education placements for the purpose of assisting staff in providing a safe learning environment.

• Assumes responsibility to participate as a building team member in the planning, implementation, and evaluation of school programming for the purpose of maintaining positive interactions with parents and meeting IEP progress reporting requirements.

• Attends to the health and safety of the students in the instructional setting for the purpose of assisting staff in providing a safe learning environment.

• Collaborates and communicates with multi-disciplinary team members for the purpose of educational planning for student achievement.

• Communicates program rationale and procedures to staff, community, and students for the purpose of establishing consistency amongst all stakeholders.

• Conducts parent and/or parent-student conferences to interpret students' educational, social, behavioral, and physical performance for the purpose of maintaining positive interactions with parents and meeting IEP progress reporting requirements.

• Confers with students on an individual and group basis regarding their educational, behavioral, social and physical performance for the purpose of maintaining appropriate adult relationships with students.

• Coordinates and collaborates programs and instruction including community based options for the purpose of meeting individual needs of students as addressed by their IEP.

• Creates and maintains classroom atmosphere and discipline appropriate to the situation for the purpose of increasing student achievement through collaborative problem solving techniques.

• Creates legally appropriate goals and objectives (e.g., to include, but not limited to academic, social, behavioral and life skills, etc.) for the purpose of meeting compliance requirements including Safety Net funding.

• Develops and consistently implements functional life skills programming for the purpose of meeting individual needs of students as addressed in their IEP.

• Develops interpersonal relations with the staff, parents and students for the purpose of establishing a positive school culture.

• Evaluates student progress toward instructional goals and objectives continuously and adjusts programming relative to that monitoring for the purpose of assisting in providing students with an appropriate education in their least restrictive environment.

• Evaluates students and interprets the results of evaluations to appropriate stakeholders for the purpose of assisting in program improvement planning.

• Evaluates, monitors, provides, designs, and supervises the provision of both regular and special education to meet the aptitude, interest, level of achievement and instructional needs of students for the purpose of assisting in program improvement planning.

• Keeps current with educational development within the profession for the purpose of conveying and/or receiving information to develop or enhance skills.

• Leads a multi-disciplinary team in the development of appropriate IEPs and shares goals with the sending district for the purpose of establishing and communicating a collaborative environment with districts.

• Provides appropriate preparation for state mandated testing for the purpose of state and federal compliance reporting.

• Utilizes building, district and community resources and support personnel for the purpose of assisting in maintaining sound fiscal responsibility.

• Utilizes state and district standards in developing IEPs and lessons for the purpose of assisting in providing students with an appropriate education in their least restrictive environment.

Other Functions

• Assists other personnel as may be required for the purpose of supporting them in the completion of their work activities.

• Performs other related duties as assigned for the purpose of the efficient and effective functioning of Olympic and Summit Academy.

Job Requirements: Minimum Qualifications

Knowledge

Knowledge is required to perform basic math, including calculations using fractions, percents, and/or ratios; read technical information, compose a variety of documents, and/or facilitate group discussions; and analyze situations to define issues and draw conclusions. Specific knowledge-based competencies required to satisfactorily perform the functions of the job include: knowledge of current approaches to teaching and willingness to model behavior deemed appropriate by the district and community; uses a variety of informal teacher-made tests to assess pre-academics, academics, fine motor, gross motor, social/behavioral, pre-vocational, self-help, and language skills; understands and uses collaborative problem solving; identifies through formal and informal testing the strengths and areas of growth in the self-help and prevocational areas; demonstrates growth in academic, fine motor, gross motor, self-help, prevocational, language, social and behavioral areas.

Skills

Skills are required to perform single tasks with a potential need to upgrade skills in order to meet changing job conditions. Specific skill-based competencies required to satisfactorily perform the functions of the job include: skills in human relations which demonstrate sensitivity to needs and concerns of others; establishes and maintains positive relationships with students, parents, and colleagues.

Ability

Ability is required to schedule activities, meetings, and/or events; gather, collate, and/or classify data; and use basic, job-related equipment. Flexibility is required to independently work with others in a wide variety of circumstances; work with data utilizing defined but different processes; and operate equipment using defined methods. Ability is also required to work with a diversity of individuals and/or groups; work with a variety of data; and utilize specific, job-related equipment. Independent problem solving is required to analyze issues and create action plans.

Specific ability-based competencies required to satisfactorily perform the functions of the job include: flexibility; organizes time, materials, etc.; projects enthusiasm; expresses ideas clearly; learns new ideas and skills; ability and willingness to develop favorable relationships with students; uses the principles of learning for program development; relates in a positive way with students, staff, parents, and the community; effectively communicates orally and in writing with clarity and conciseness; works cooperatively with staff, administration and support personnel in a team approach to solving individual learning problems; maintains high ethical standards through all duties; uses a variety of educational development assessment instruments; assists the OT/PT in building skills as needed to meet IEP goals; assists the SLP in teaching receptive, functional and expressive language skills; carries out and modifies behavior modification programs; provides parents/families specific techniques or programs to intervene, maintain and/or change identified strengths/areas of growth; displays commitment to professional growth; follows established policies and procedures; lifts 100 pounds occasionally with assistance; performs the essential functions of the job with or without reasonable accommodations.

Responsibility

Responsibilities include: working under limited supervision using standardized practices and/or methods; providing information and/or advising others; operating within a defined budget. Utilization of some resources from other work units may be required to perform the job's functions. There is a continual opportunity to have some impact on the organization's services.

Work Environment

The usual and customary methods of performing the job's functions require the following physical demands: occasional lifting, carrying, pushing, and/or pulling, some stooping, kneeling, crouching, and/or crawling, and significant fine finger dexterity. Generally the job requires 20% sitting, 40% walking, and 40% standing. The job is performed under minimal temperature variations in a generally hazard-free environment and in a clean atmosphere.

Education and Experience

Education (Required): Bachelor's degree in job-related area.

Education (Preferred): In certain circumstances, enrollment in an approved teacher preparation program and eligibility for a probationary/conditional teacher certificate may be substituted for successful teacher preparation completion. Willingness to enter or complete coursework for a special education endorsement; experience in assessment and current best practices preferred; and experience, aptitude, and interest in serving students with behavioral disabilities preferred.

Experience: Job-related experience is desired.

Required Certificates and Licenses

• Valid Washington Teaching Certificate with appropriate endorsements

Required Clearances

• Criminal Justice Fingerprint/Background Clearance

• WA State Sexual Misconduct Disclosure Release

Additional Information

FLSA Status: Exempt

Pay Grade: EBE Certificated Salary Schedule

Capital Region ESD 113 is an Equal Opportunity Employer

ESD 113 - Teacher-Special Education- Olympic and Summit Academy