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The St. Helens School District is located 28 miles from downtown Portland in scenic Columbia County. We are looking for dynamic and energetic individuals who are passionate about student success and want to make a difference.
Position: Special Education Teacher - Social Emotional Learning Center
General Information
The St. Helens School District is accepting applications for a full time (40 hours per week) Teacher - Special Education position. We encourage candidates with a background in Special Education, Behavior Management and Social Work to consider applying for this position.
Job Summary
The position is located at Lewis and Clark Elementary School in the Social Emotional Learning Center. This program serves the needs of elementary students throughout the district and will have a staff of instructional assistants to support the needs of the students. The incumbent is responsible for utilizing the skills of the instructional assistants to best support the needs of individual students. The SELC teacher provides students with direct instruction in academic subjects, cognitive processing and appropriate social skills. The SELC staff may assist general education teachers with supporting students entering the mainstream learning environment.
TEACHER, SPECIAL EDUCATION – Elementary /Middle School / High School
Department: Student Services
Immediate Supervisor: Building Principal
Date: October 20, 2023
SUMMARY: As a Special Education Teacher, the employee may teach in a variety of elementary and/or secondary educational settings which include but are not limited to Inclusionary Settings, Resource Room, Structured Learning Center (intense academic and adaptive support), Social Emotional Learning Center (behavior support) or Supported Educational Program (Life Skills).
The primary responsibility shall include the Special Education Teacher planning for student success based on the assessed needs of individual students and the use of data and information to determine each student's skill level, set student learning goals and assess student progress. As part of the planning process, the teacher leads or assists in identifying and in complying with teaching and learning and student accommodation requirements under Individual Education Plans (IEP).
In addition, the teacher may assist a general education classroom teacher with the selection of appropriate curricula or provide guidance on the appropriate accommodations and modifications required to support the students’ access to the general education curriculum. The teacher will collaborate with team members and support the development, implementation and review of appropriate behavior plans or safety plans. The teacher will also provide guidance and oversight to the para-professionals that support the program. The Special Education Teacher is responsible for development, implementation and monitoring of successful student outcomes, which includes scheduling and facilitating all IEP related meetings.
Finally, the Special Education Teacher will assist the school district in carrying out the requirements of the special education programs as required by State and Federal law through Child Find, Evaluation, and Identification, ensuring students with disabilities receive a Free and Appropriate Education to enable students to benefit from their educational experience.
QUALIFICATIONS:
1. Successful completion of a teacher certification program at an accredited college or university and valid state certification(s) and/or endorsements.
2. Degree and certification endorsements as required by Oregon Certification Rules for position of Special Education Teacher.
3. Such alternative or additional qualifications as the Board or Superintendent may find appropriate or acceptable. An example of this could be a candidate currently in a teacher training program that would obtain their teaching license through an HR plan in coordination with the district.
4. Ability to oversee and direct the Special Education Program the teacher is assigned to.
5. Ability to read, analyze, interpret and follow general business periodicals, professional journals, technical procedures, and governmental regulations including but not limited to School Board Policies, Oregon Administrative Rules, and IDEA.
6. Ability to write Individual Education Plans, Behavior Support Plans, Progress reports, and summarize evaluative information in reports.
7. Ability to effectively present information and respond to questions from teachers, specialists, parents/guardians, community partners and the general public.
8. Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations.
9. Ability to define problems, collect data, establish facts, and draw valid conclusions.
10. Ability to apply knowledge of current research and theory to instructional programs; selection and usage of appropriate curriculum/instructional interventions based on evaluation data; ability to plan and implement lessons based on division and school objectives and the needs and abilities of students to whom assigned.
11.Ability to establish and maintain effective working relationships with students, peers, parents and community.
12. Ability to effectively communicate both clearly and concisely with parents, students, and staff verbally and in writing.
SUPERVISORY RESPONSIBILITIES:
Supervises students and directs the duties and responsibilities of Special Education paraprofessionals.
ESSENTIAL DUTIES AND RESPONSIBILITIES
The competent teacher will:
SALARY: As negotiated in the SHEA agreement.
EVALUATION: In accordance with negotiated SHEA agreement and district policy.
PHYSICAL DEMANDS & WORK ENVIRONMENT WHICH MAY INCLUDE: See below
PHYSICAL REQUIREMENTS FOR ESSENTIAL RESPONSIBILITIES | |||||
In an 8-hour workday, this job requires: | |||||
R - Rarely (Less than .5 hr per day) | O - Occasionally (.5-2.5 hrs per day) | ||||
F - Frequently (2.5-5.5 hrs per day) | C - Continually (5.5-8 hrs per day) | ||||
NA - Not Applicable | |||||
Physical Requirements | NA | R | O | F | C |
Sitting | X | ||||
Stationary Standing | X | ||||
Walking (level surface) | X | ||||
Walking (uneven surface) | X | ||||
Crawling | X | ||||
Crouching (bend at knees) | X | ||||
Stooping (bend at waist) | X | ||||
Twisting (knees/waist/neck) | X | ||||
Turn/pivot | X | ||||
Climbing (stairs) | X | ||||
Climbing (ladder) | X | ||||
Reaching Overhead | X | ||||
Reaching extension | X | ||||
Repetitive use arms | X | ||||
Repetitive use hands grasping | X | ||||
Repetitive use hands squeezing | X | ||||
Fine manipulation | X | ||||
Using foot control | X | ||||
*Pushing/Pulling (Maximum Weight: 40 lbs) | X | ||||
*Lifting/Carrying (Maximum Weight: 40 lbs) | X | ||||
*Identify items typically moved: | |||||
Files, Materials, Curriculum, iPad/Technology, in rare ocassions support with restraint/seclusion of a student |
OTHER: The information contained in this job description is for compliance with the American with Disabilities Act (A.D.A.).This is not necessarily an exhaustive or all-inclusive list of responsibilities, skills, duties, requirements, efforts, functions or working conditions associated with the job. This job description is not a contract of employment or a promise or guarantee of any specific terms or conditions of employment. The school district may add to, modify or delete any aspect of this job (or the position itself) at any time as it deems advisable.
Full Time
$50k-83k (estimate)
05/04/2024
01/01/2050
The job skills required for Special Education Teacher (SELC) include Special Education, Confidentiality, Planning, Communicates Effectively, Collaboration, Programming, etc. Having related job skills and expertise will give you an advantage when applying to be a Special Education Teacher (SELC). That makes you unique and can impact how much salary you can get paid. Below are job openings related to skills required by Special Education Teacher (SELC). Select any job title you are interested in and start to search job requirements.