ESSENTIAL FUNCTIONS:

• Assess and evaluate students in all areas of potential need to determine eligibility and areas of service/need and for purposes of providing feedback to students, parents, and administration regarding students’ progress, expectations, goals, etc.
• Develop, implement, and monitor Individualized Education Plans and behavioral intervention plans
• Provide specially designed instruction, support, and related services to students including accommodations, supplemental services, and modifications of general education curriculum to students.
• Implement instructional methods and materials that are most appropriate for achieving stated objectives for instruction and student success, including the use of technology.
• Understand and use a variety of assistive technologies and programs.
• Guide the learning process toward the achievement of curriculum student outcomes.
• Participate with other staff to cooperatively plan, develop, and implement a course of instruction designed to meet the needs of students in [all curriculum areas].
• Supervise, schedule, and train paraprofessionals on student supports.
• Create and manage a classroom environment that is safe and conducive to learning for all students and provides positive support and guidance to an array of populations.
• Confer with colleagues, administrators, students, and/or parents/guardians.
• Cooperatively develop effective, positive techniques for improving student behavior and academic progress.
• Participate in State, Federal, and District testing requirements.
• Maintain accurate, complete, confidential, and timely records as required by law, District Policy, and Administrative Regulations including service minutes, IEP information, progress reports, cumulative records, and classroom inventory.
• Become familiar with and uphold the enforcement of school rules, Administrative Regulations, and Board Policies.
• Demonstrate a professional and positive attitude when carrying out responsibilities as a faculty member.
• Perform assigned out-of-classroom supervision, data collection, and other duties
• Participate in staff meetings, planning events, team meetings, and department/job-alike meetings.
• Engage in ongoing professional development.
• Oversee general management of student’s health and physical needs.
• Implement services and supports focused on student’s hygiene, health, and basic needs, as necessary. 

QUALIFICATIONS:

• Successful completion of a Bachelor’s Degree; valid State of Oregon teaching certificate with Special Education endorsement.
• Understanding of current State and Federal laws pertaining to the education of students with disabilities.
• Must be flexible, exhibit a commitment to accomplishment, possess outstanding communication and conceptual skills, demonstrate appropriate and positive student relationships, possess a strong professional orientation, and be willing to actively participate in a team environment.
• Must have regular, consistent attendance.
• Physical capability to respond to student in order to maintain a safe and supportive school environment.
• Must be willing to uphold District Policies and follow administrative procedures.
• Demonstrated knowledge of curriculum integration and a commitment to improve and refine instructional and management skills by participating in professional development.
• Demonstrated willingness and ability to use a variety of research-based effective instructional strategies.
• Demonstrated knowledge of technology and an ability to incorporate it into instructional programs.
• Demonstrated compatibility with staff, program, and school goals.
• Demonstrated commitment to fostering a positive attitude with students and adults (staff and parents).
• Demonstrated awareness, appreciation, and respect for diversity among students and adults.
• Sets appropriate expectations for individual students.
• Demonstrated successful teaching experience at the designated grade level preferred.
• Preferred training and/or experience in instructional and management strategies to include:

1. Use of educational and assistive technology.
2. Knowledge of classroom and individual student behavior management techniques.
3. Experience and training in student behavior intervention techniques and de-escalation.
4. Experience using Synergy.
5. Training and/or experience in instructional and/or management strategies in positive behavioral supports, Collaborative Problem Solving, ABA, visual systems/learning, assistive technology, social-emotional learning, curriculum adaptations, social skills instruction, and Picture Exchange Communication Systems (PECS).

KNOWLEDGE, SKILLS AND ABILITIES RELATED TO CULTURAL COMPETENCE AND EQUITY:

1. Knowledge/awareness of own cultural identity and how this influences behavior, and desire to learn about the cultural identity of others.
2. Nurtures a positive school environment that celebrates, respects, and values diversity, where teaching and learning are made relevant and meaningful to students of various cultures.
3. Initiates activities and discussions that lead to increased cultural competence of staff, informing and expanding teaching practices within classrooms.
4. Models instructional leadership and demonstrates a strong commitment to equitable outcomes for all students.
5. Ability to recognize each person as a unique individual even as we celebrate their group cultural heritage.
6. The ability and desire to establish positive relationships with persons regardless of race, gender, physical limitation, sexual orientation, or religious belief, with an active commitment to equal opportunity for all persons.
7. Demonstrated ability to establish effective working relationships and interact successfully with diverse instructional support services and administrative staff, including perceiving the needs and concerns of others; assisting others in resolving conflicts; motivating others; and designing programs to assist others in meeting organizational goals.

Four day student contact school week as per the District approved Corbett School calendar, starting August 14, 2025. Other duties and paperwork as assigned or required for hiring and position approval as needed.

 

Equal employment opportunity and treatment shall be practiced by the district regardless of race, color, religion, sex, sexual orientation1, national origin, marital status, pregnancy, childbirth or a related medical condition2, age, veterans' status3, service in uniformed service. familial status, genetic information, and individual's juvenile record that has been expunged, and disability4 if the employee, with or without reasonable accommodation, is able to perform the essential functions of the position. (see Board Policy GBA)