Job Description

Job Number:2017-2785

Teacher/Special Education LRC
Various Locations

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: 1.0 Learning Resource Center Special Ed Teacher. Position will be located at
both Mt. View Elementary (3.5 hrs) and Beverly Park (3.5 hrs).



: 180


SUMMARY: The Special Education Learning Resource Center (LRC) teacher serves identified special education
students with mild to moderate disabilities. Students served in an LRC setting will have a variety of disabilities, such
as Specific Learning Disabilities, Behavioral Disabilities, and Autism Spectrum Disorders. The LRC teacher will
collaborate and contribute as a school team member and communicate 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, linking district

initiatives and Grade Level Expectations to IEPs.
* Implement interventions based on student assessments and evaluations.
* Establish and communicate clear lesson and intervention purpose.
* Schedule student interventions that are responsive to changing needs for intensity and /or duration.
* Utilize data and frequent, ongoing progress monitoring systems to inform instructional decisions and/or

* Complete transition plans for 9th-12th graders.
* Train and supervise paraprofessional service delivery.
* Collaborate with general education teachers, literacy/math coaches and other service providers to

plan/program for a wide range of student needs.


* Coach and support student behavior related to teacher, school and community expectations.
* Identify behavioral needs through a FBA/BIP process and develop and implement positive behavioral support

* Implement and model behavioral intervention and de-escalation strategies across settings.
* IEP development and caseload management at other alternative placements, as assigned.
* Other duties as assigned.

A valid Washington State Teacher certificate with a special education endorsement K-12

Crisis Prevention training
Training or experience in serving students with mild to moderate disabilities
Highly qualified in CORE subject areas assigned (NCLB regulations)

Criminal background clearance
First Aid and CPR certification
Valid Washington State driver’s license and proof of insurance

Serving the needs of students with mild to moderate disabilities
Instructional methodology for a variety of disability categories such as; autism, behavioral disabilities, and specific
learning disabilities
Individual Education Plans (IEP)
A students' Least Restrictive Environment (LRE)
District initiatives and Grade Level Expectations
Identifying behavioral needs through the functional behavioral assessments and behavior intervention plans
(FBA/BIP) process
De-escalation strategies
Washington State Essential Learning Standards 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

Communicate effectively verbally and in writing.
Maintain effective working relationships with other people.
Operate a microcomputers and related software.
Exercise good judgment and maintain confidentiality.
Maintain classroom management.
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
Collaborate and build relationships with general education teachers, related service providers, other support staff
and parents to plan/program for a wide range of student needs.
Participate in in-service training and program development activities.
Complete and maintain district sponsored Crisis Prevention Institute (CPI) certification and implement strategies
Comply with school board policies and follow administrative procedures


REPORTING RELATIONSHIP: Principal, Department 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 regularly required to sit, walk, and stand. The employee
frequently is required to use hands to finger, handle, or feel; reach with hands and arms; and talk or hear. The
employee must constantly lift and/or move up to 10 lbs, frequently lift and/or move up to 11-20 pounds, and
occasionally lift and/or move up to 21-50 pounds. The employee in this position can expect to regularly push/pull
a maximum force of 10 lbs. Specific vision abilities required by this job include close vision, and ability to adjust

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.

While performing the duties of this job, the employee regularly works in indoor conditions and regularly works
near video display. The noise level in the work environment is usually moderate.

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 per request of Special Services, 2014.03.24
Transferred to newest format by Human Resources, 2014.01.08
Updated by Human Resources to add district introduction, 2013.10.10
Updated by Human Resources, 11/2009

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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