Teacher for the Developmental Preschool Program  (24-25 SY)

CLASSIFICATION:               Certificated

LOCATION:                           Grantham Elementary

REPORTS TO:                       Building Principal                                                           

FLSA STATUS:                     Exempt

BARGAINING UNIT:            Clarkston Education Association

Terms of Employment:        1.0 FTE 7.5 hours per day

Salary:                                 Per Bargaining Agreement; Placement on Clarkston School District Certificated Salary Schedule

based on education and experience.

This is a standard position description to be used for certificated teaching positions with similar duties, responsibilities, classification and compensation.  Teachers assigned to the position description may or may not be assigned all of the duties identified herein. This job description does not constitute an employment agreement between the employer and employee and is subject to change by the employer as the needs of the employer and requirements of the job change.

Part I:  Position Summary

The Early Childhood Special Education (ECSE) teacher works collaboratively with evaluation teams, teachers, parents, and other early childhood professionals to provide support to general and special education staff in developing and adhering to the Individuals with Disabilities Education Act (IDEA) to ensure services to children with disabilities are developed and implemented appropriately. The Clarkston School District teacher follows special education policies to develop Individualized Education Plans (IEPs), identifying and creating Least Restrictive Environment (LRE), accommodations/modifications, classroom organization, and environment/behavioral management. The ECSE provides direct instruction, training and consultation with staff and parents. The teacher focuses on academic and behavioral skills and may work and case manage children who can vary from mild to severe disabilities at the preschool level (3-5 years of age).

The employee is primarily responsible for effective teaching and supporting students in their IEP areas. Primary responsibility shall include student safety and appropriate collaboration and attention to each student’s readiness to learn including needed guidance, discipline, and welfare.  Employee may teach in a variety of educational, individual or team-teaching settings. 

Part II:  Supervision and Controls over the Work

The employee works with a high level of independence and professional discretion under the general supervision of a designated school administrator.  The employee’s work is governed, controlled, and evaluated by acceptable professional practice, school and district policies and regulations, provisions of the Washington Administrative Code and Revised Code of Washington, direction of the supervisor, and performance standards and expectations as set forth in the collective bargaining agreement. 

Part III:  Major Duties and Responsibilities

The ECSE Teacher will be held accountable for the following responsibilities:

• Provide specially designed instruction and consultative services as written in student IEP's to meet the unique needs, abilities and limitations of identified students.
• Collaborate with general education teachers, related services staff, and other Lewis Clark Early Childhood staff to provide strategies for student success in the LRE.
• Identify and implement adaptations and modifications to the classroom curriculum, physical setting, and instructional strategies.
• Coordinate and facilitate educational and behavioral strategies between home and school environments.
• Collect and maintain data to document progress towards mastery of IEP goals.
• Establish a positive working relationship with students, school staff, and parents.
• Attend and participate in Birth-3 / IEP and annual IEP meetings.
• Develops and maintains a classroom environment conducive to effective learning.
• Maintains complete and accurate records as required by law, district policy, and special education rules and regulations.
• Work with evaluation team in developing specific behavioral intervention plans and tracks student progress.
• Manages and directs activities of instructional aides.
• Conduct classroom observations and provide support as assigned or requested.
• Update caseload and schedule and submit to Administrator monthly.
• Ability to work with therapists and outside agency personnel.
• Participates in building duties and activities as assigned by the building principal as a part of the responsibilities of certificated staff.

Knowledge, Skills, and Abilities:

• Knowledge of CPS, community, state and national resources and materials appropriate for preschool special education students.
• Experience working with diverse families, community groups, and staff.
• Knowledge of evidenced based best practices in early childhood education
• Knowledge of the Early Learning & Development Standards and implications for diverse learners
• Excellent communication abilities, including verbal, written and presentation skills.
• Ability to establish and maintain effective working relationships with administrators, team members, students, parents and advocates.
• Ability to promote and encourage parental involvement and participation.
• Ability to collaborate and be a creative problem solver and team player.
• Possess a current driver's license, and have the ability to travel as needed to perform job responsibilities.

Part IV:  Minimum Qualifications

• Washington State Teaching Certificate
• Special Education Endorsement
• Early Childhood Endorsement

Part V:  Desired Qualifications and Experience

• Five (5) or more years of experience teaching or supporting students with disabilities and early childhood, preferred.
• Experience providing services, participating in IEP meetings, and writing reports within schools.
• Experience working collaboratively with a team of professionals.
• Experience working with students and families of culturally diverse backgrounds.
• Demonstrated success with elementary students with special needs
• Training in the following areas
• MANDT or other De-escalation training
• Behavior Modification
• Social Skills Programs

Part VI:   Physical and Environmental Requirements of the Position:

The physical demands and work environment 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 essential functions.

• While performing the duties of this job, the employee is frequently required to sit, talk, move about, hear and speak, and be visually observant of classroom behavior and learning activities.
• The employee must regularly lift and carry items weighing up to 50 pounds or more and occasionally lift, restrain, or move up to 100 pounds – most typically when required to intervene in student safety issues.
• Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus. The nose level in the work environment is usually moderate, or consistent with the subject being taught, but can be abnormally loud on occasion.
• While performing the duties of this job, the employee may occasionally work in outside weather conditions and be exposed to wet and/or humid conditions, temperature fluctuations, fumes or airborne particles, and toxic or caustic chemicals commonly used in instruction and/or cleaning.  It may be expected that the individual could be exposed to blood or other potentially infectious materials during the course of their duties.  The employee may be exposed to infectious diseases carried by students.
• The employee may be required to travel to local early childhood programs within the Clarkston community, the employee will be reimbursed based on the Federal mileage reimbursement rate.

NONDISCRIMINATION

The Clarkston 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 or 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 following employee has been designated to handle questions and complaints of alleged discrimination: Title IX Coordinator, Rob Moore, Executive Director of Human Resources, 1294 Chestnut, Clarkston, WA 99403 (509)758-2531; Section 504/ADA Coordinator, Rebecca Lockhart, Executive Director of Student Services, 1294 Chestnut, Clarkston, WA 99403, (509) 758-2531.