Job Description

Job Number:2017-2367

Teacher/Special Education ECE
Valley View Early Learning Center

FTE: 1.000
Hours Per Day: 7.00
Position Type: Continuing

Start Time:
End Time:

Salary: $46,564.00 - $90,766.00

Closing Date: Open Until Filled - To be considered for this position, please submit a
completed online application and upload required documents on or before
this date.

Additional Information: This position is for a Special Education ECE Teacher at Valley View.



: Exempt
Plus additional days as provided by the HEA bargaining agreement

SUMMARY: An Early Childhood Special Education teacher works with preschool and Kindergarten students with
a variety of mild to severe disabilities including developmental disabilities, physical and medical disabilities,
behavioral disabilities and autism. The teacher collaborates and contributes as an effective team member and
communicates effectively with parents.

CONTEXT AND MISSION: Highline Public Schools serves approximately 19,000 students in the communities of
Burien, Des Moines, Normandy Park, SeaTac, Boulevard Park and White Center in Washington State. Starting in
the fall of 2012, the Highline community came together to develop a four-year strategic plan outlining the
community’s bold goals and big dreams for its children. The plan’s promise is that every student in Highline Public
Schools is known by name, strength, and need, and graduates prepared for college, career, and citizenship.

The collective commitment embodied in the plan is grounded in the community’s deep belief that Highline
students are capable of reaching the plan’s ambitious goals and is driven by students’ aspirations for their future.

The instructional vision articulated in the plan is organized around Four Pillars that guide professional and
organizational practices:

* Equitable access to rigorous, standards-based instruction. High-quality instruction for all students.
* Results-focused professional learning and collaboration. Investing in our people so they continuously fine-tune

their craft and grow in their profession.
* Strong partnerships with families and community. Schools can’t do it alone. We are better when students,

families, community and educators work hand-in-hand.
* A culturally responsive organization. Our diversity is a strength and an asset. We are committed to equity,

excellent service for all, and continuous improvement.

ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. This list is meant to be representative, not
exhaustive. Some incumbents may not perform all the duties listed while in other cases related duties may also
be assigned. Reasonable accommodations may be made to enable individuals with disabilities to perform the
essential functions.

* Develop and maintain compliant Individual Education Plans (IEP) and other compliance documents
* Develop, implement, and adjust appropriate programming that provides access to a students' Least Restrictive

Environment (LRE)
* Provide interventions and systematic, purposeful instruction at student's instructional level with a link to

district initiatives
* Implement interventions based on student assessments and evaluations
* Schedule student interventions that are responsive to changing needs for intensity and /or duration
* Utilize data and frequent, ongoing progress monitoring systems to inform decisions and/or revisions
* Train and supervise paraprofessional service delivery
* Collaborate with related service personnel to create integrated IEP plans and implementation
* Establish and communicate clear lesson and intervention purpose


* Identify behavioral needs through a FBA/BIP process and develop and implement positive behavioral support

* Implement and model intervention and de-escalation strategies across settings

Washington State Teacher certificate with a Special Education Endorsement
Bachelor Degree in Education with a focus on Early Childhood Education
One year experience in serving pre/K students with mild to severe disabilities

Background in Autism
Master’s degree

Post hire, pre-employment physical assessment
Criminal background check
First Aid and CPR certificate

Instructional methodology for a variety of disability categories such as; autism, behavioral disabilities, and specific
learning disabilities
Washington State Essential Learning Standard based instruction
Federal and state regulations for special education
Individuals with Disabilities Education Act and how to apply Least Restrictive Environment (LRE)
School board policies and procedures

Demonstrate ability to physically interact with students, including lifting and diapering
Communicate effectively verbally and in writing.
Maintain effective working relationships with other people.
Manage and supervise the work of others
Conduct functional behavioral assessments (FBAs) to aid in the development of behavior intervention plans (BIPs)
Adapt instructional materials and strategies to accommodate the wide range of skills which exist in a regular
Train in an instructional theory and its application.
Apply current trends and practices in education.
Teach in a multi-cultural and mainstream setting
Comply with school board policies and follow administrative procedures

REPORTING RELATIONSHIP: Building Administrator or designee

PHYSICAL DEMANDS: The physical demands 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 the essential functions.

While performing the duties of this job, the employee is constantly required to bend neck and back, use hands for
repetitive grasping, squat and kneel. The employee frequently is required to stand/walk, sit, use hands to


push/pull and for fine manipulation. The employee is occasionally required to climb stairs, reach overhead, lift
overhead, and lie down, crawl, knee stand, lift/carry, and push/pull. The employee must constantly lift and/or
move up to 10 pounds, frequently lift up to 20 pounds and occasionally lift and/or move a maximum of 50 pounds.
Anything over the weight limit should be done with a two (or more) person or mechanical lift. Specific vision
abilities required by this job include close vision, and ability to adjust focus.

WORK ENVIRONMENT: The work environment characteristics described here are representative of those an
employee encounters while performing the essential functions of this job. Reasonable accommodations may be
made to enable individuals with disabilities to perform the essential functions.

Experiences frequent interruptions; exposed to infectious diseases carried by students. Required to deal with angry
or distraught students. Some assignments require attending to students' personal hygiene, and/or periodic lifting.
Dealing with out-of-control students requires personal safety awareness.

Job descriptions are written as a representative list of the ADA essential duties performed by the entire classification. They cannot include,

and are not intended to include, every possible activity and task performed by every specific employee.

Updated to add EEOC statement, 2017.03.07
Revised by Human Resources to add Preferred Qualifications, 2015.09.21
Transferred to newest format by Human Resources, 2014.03.21
Revised by Human Resources to include district introduction, 2013.10.17
Revised by Human Resources, 7/12
Revised by Human Resources, 11/11
Revised by Human Resources, 3/2009
Human Resources, Child Care Program Facilitator, 12/2004
Created by Human Resources, 04/1998

Highline Public Schools, District #401, complies with all federal rules and regulations and does not discriminate in
admission, access, treatment, or employment in education programs or hiring practices on the basis of race, creed,
religion, color, national origin, age, sex, sexual orientation including gender expression or identity, marital status,
honorably-discharged veteran or military status, the presence of any sensory, mental, or physical disability, or the
use of a trained dog guide or service animal by a person with a disability. This holds true for all students who are
interested in participating in educational programs and/or extracurricular activities. Any person having inquiries
should contact: Age Discrimination Act, Americans with Disabilities Act, Affirmative Action, Civil Rights Act
(employees), and Title IX: Chief Talent Officer, 206.631.3121,; Civil Rights Act:
Executive Director of Student Support and Family Engagement, 206.631.3100, 206.631.3100,; Section 504 of the Rehabilitation Act- Director of Health and Social
Services, 206.631.3011,


Application Instructions

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