2024-25 - ESY Coordinator - Internal Applicants Only - Temporary Position - North Thurston Public Schools
Lacey, WA
About the Job
Position is to coordinate the ESY program for the 2024-25 school year.
Employment begins Spring 2025 through August 2025.
Dates and times to be determined.
It is a temporary assignment.
Pay is $3,500 stipend plus hourly rate for 9 days of ESY.
MUST BE A CURRENT DISTRICT EMPLOYEE
First considerations: Nov. 21, 2024
SPECIAL EDUCATION ESY COORDINATOR
STANDARD POSITION DESCRIPTION
Classification: Certificated Location: Special Education
Reports to: The Assistant Superintendent, Student Support Services and the Elementary Special Education Director
Bargaining Unit: NTEA FLSA Status: Exempt
North Thurston Public Schools will be conducting Extended School Year (ESY) Program during the months of July and August. Schedule will be Tuesday through Thursday with hours to be determined based on student need.
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 teacher and is subject to change by the employer as the needs of the employer and requirements of the job change.
Part I: Position Summary:
ESY Coordinator work will begin during the month of March to include appropriate preparatory activities and coordination of services. The ESY Coordinator is primarily responsible for effective teaching and learning of the assigned subject(s) following district approved curriculum, instruction and assessment practices. Primary responsibility shall include student safety and appropriate collaboration and attention to each student’s readiness to learn including needed guidance, discipline, and welfare.
The District represents a diverse community with a population of approximately 40% students with diverse backgrounds. We seek an individual who has successful experience in working with culturally diverse families and communities. The selected candidate must demonstrate a commitment to strengthening community engagement and communication with the District’s diverse populations.
Part II: Supervision and Controls over the Work:
ESY Coordinator work will begin during the month of December to include appropriate preparatory activities and coordination of services. The ESY Coordinator will work extensively with appropriate Director of Special Education, Human Resources Department, Transportation Department, Nursing Staff and building level case managers to ensure appropriate services and support during ESY. ESY Coordinator may also receive direction and/or supervision from a district special education administrator. The ESY Coordinators work is governed, controlled, and evaluated by acceptable professional practice, school and district policies and regulations, provisions of 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 listed may include, but are not limited to the following:
The ESY Coordinator Position includes but is not limited to coordination of all aspects of ESY service provision for between 40 and 60 special education students. This coordination includes responsibility for:
Staffing allocations for ESY teachers and paraeducators in accordance with student IEPs which would include ensuring that all necessary training for provision of special education program to individual students is completed prior to beginning of ESY services.
Ensuring that all ESY staff members have access to each student’s IEP and any Behavior Intervention Plan, as appropriate.
Coordination of communication between ESY staff and case-managers to ensure necessary instructional materials and other supports are in place prior to ESY.
Coordination of transportation requirements including any necessary support personnel in accordance with student IEPs.
Coordination of any medical services necessary during ESY to include ensuring protocols for distribution of medication are in place and followed.
Oversight and supervision of instructional and behavioral programs during ESY activities to ensure all obligations to the IEPs and BIPs are met.
Oversight and management of facilities and operations during ESY activities to ensure appropriate provisions for custodial services, protocols for visitors, protocols for atypical student pick-up procedures, etc.
Ongoing availability to ESY staff during ESY hours for the purpose of supporting implementation of instructional and behavior plans as well as crisis response procedures.
Required to follow Board policies and stay abreast of updates and changes.
Performs other duties as assigned.
Part IV: Minimum Qualifications:
Ability to communicate effectively with multiple audiences to include staff members and parents.
Ability to organize and carry out all aspects of ESY coordination in a timely and accurate manner.
Ability to work cooperatively with staff, administration and support personnel to solve individual problems.
Knowledge and understanding of laws regarding special education and district policies and procedures.
Administrator Credentials strongly preferred.
Ability to use varied educational/developmental assessment instruments including, but not limited to: Woodcock-Johnson Reading, Woodcock-Johnson Psycho-Educational Battery.
Incumbents must have successful experience working successfully with culturally diverse families and communities, or have otherwise demonstrated a commitment to strengthening engagement of a diverse community and skill in communicating with a diverse population.
Successful completion of a teacher certification program at an accredited college or university, and valid Washington state certification(s) and/or endorsement(s).
Successful completion of or commitment to timely complete, highly qualified (“HQ”) criteria including praxis requirements.
Successful teaching experience or demonstrated potential to effectively teach in a special education environment and knowledge and skill in applying IDEA procedures. Possess analytical and diagnostic skill to assess student special needs and translate such needs into an effective instructional plan for the student. Demonstrated ability to effectively communicate the individual development plan and to coach and support staff and teacher colleagues so that they may effectively implement their responsibilities under the plan.
Ability to effectively communicate with parents, students, and staff verbally and in writing.
Commitment to collaboration and teaming and effectiveness in working within a professional learning community.
Skill in classroom management and ability to achieve, support, and maintain acceptable student behavior.
Knowledge of and ability to use appropriate and multiple assessment, instruction, and evaluation techniques.
Knowledge of child and adolescent development and ability to apply that knowledge to the selection and application of curriculum materials and instructional practices.
Knowledge and skill in culturally responsive teaching and learning.
Skill and ability to utilize technology to aid instruction, assessment and learning.
Evidence of continuous professional learning and a commitment to participate in professional growth opportunities and self reflection on professional practice.
Part V: Desired Qualifications:
Bilingual skills.
Successful experience teaching in a diverse student environment.
Successful experience in a team teaching environment.
Successful experience in the grade level(s) and/or content area(s).
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 a coordinator 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 coordinator is frequently required to sit, move about, hear and speak, and be visually vigilant of classroom behavior and learning activities.
The coordinator may lift and carry items weighting 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 noise level in the work environment is usually moderate but can be loud on occasion.
While performing the duties of this job, the coordinator may occasionally work in outside weather conditions and be exposed to wet and/or humid conditions, temperature fluctuations, fumes or airborne particles, 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 coordinator may be exposed to aggressive student behaviors to include biting, hitting, kicking, and throwing of objects. May be required to wear and utilize safety equipment designed to minimize the risk of injury to the coordinator and to the student.
The coordinator may be exposed to bodily fluids and waste while performing duties in life skills, multi-handicapped, and some one-on-one situations.
The coordinator may be exposed to infectious disease as carried by students, exposed to student noise and learning resource noise levels, may sit or stand for longer than 2 hours at a time, may lift objects repeatedly, and may undertake repeated motions.
The coordinator may be required to travel in school owned or leased vehicles while supervising and assisting students.
THIS IS A UNION POSITION
Employment begins Spring 2025 through August 2025.
Dates and times to be determined.
It is a temporary assignment.
Pay is $3,500 stipend plus hourly rate for 9 days of ESY.
MUST BE A CURRENT DISTRICT EMPLOYEE
First considerations: Nov. 21, 2024
SPECIAL EDUCATION ESY COORDINATOR
STANDARD POSITION DESCRIPTION
Classification: Certificated Location: Special Education
Reports to: The Assistant Superintendent, Student Support Services and the Elementary Special Education Director
Bargaining Unit: NTEA FLSA Status: Exempt
North Thurston Public Schools will be conducting Extended School Year (ESY) Program during the months of July and August. Schedule will be Tuesday through Thursday with hours to be determined based on student need.
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 teacher and is subject to change by the employer as the needs of the employer and requirements of the job change.
Part I: Position Summary:
ESY Coordinator work will begin during the month of March to include appropriate preparatory activities and coordination of services. The ESY Coordinator is primarily responsible for effective teaching and learning of the assigned subject(s) following district approved curriculum, instruction and assessment practices. Primary responsibility shall include student safety and appropriate collaboration and attention to each student’s readiness to learn including needed guidance, discipline, and welfare.
The District represents a diverse community with a population of approximately 40% students with diverse backgrounds. We seek an individual who has successful experience in working with culturally diverse families and communities. The selected candidate must demonstrate a commitment to strengthening community engagement and communication with the District’s diverse populations.
Part II: Supervision and Controls over the Work:
ESY Coordinator work will begin during the month of December to include appropriate preparatory activities and coordination of services. The ESY Coordinator will work extensively with appropriate Director of Special Education, Human Resources Department, Transportation Department, Nursing Staff and building level case managers to ensure appropriate services and support during ESY. ESY Coordinator may also receive direction and/or supervision from a district special education administrator. The ESY Coordinators work is governed, controlled, and evaluated by acceptable professional practice, school and district policies and regulations, provisions of 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 listed may include, but are not limited to the following:
The ESY Coordinator Position includes but is not limited to coordination of all aspects of ESY service provision for between 40 and 60 special education students. This coordination includes responsibility for:
Staffing allocations for ESY teachers and paraeducators in accordance with student IEPs which would include ensuring that all necessary training for provision of special education program to individual students is completed prior to beginning of ESY services.
Ensuring that all ESY staff members have access to each student’s IEP and any Behavior Intervention Plan, as appropriate.
Coordination of communication between ESY staff and case-managers to ensure necessary instructional materials and other supports are in place prior to ESY.
Coordination of transportation requirements including any necessary support personnel in accordance with student IEPs.
Coordination of any medical services necessary during ESY to include ensuring protocols for distribution of medication are in place and followed.
Oversight and supervision of instructional and behavioral programs during ESY activities to ensure all obligations to the IEPs and BIPs are met.
Oversight and management of facilities and operations during ESY activities to ensure appropriate provisions for custodial services, protocols for visitors, protocols for atypical student pick-up procedures, etc.
Ongoing availability to ESY staff during ESY hours for the purpose of supporting implementation of instructional and behavior plans as well as crisis response procedures.
Required to follow Board policies and stay abreast of updates and changes.
Performs other duties as assigned.
Part IV: Minimum Qualifications:
Ability to communicate effectively with multiple audiences to include staff members and parents.
Ability to organize and carry out all aspects of ESY coordination in a timely and accurate manner.
Ability to work cooperatively with staff, administration and support personnel to solve individual problems.
Knowledge and understanding of laws regarding special education and district policies and procedures.
Administrator Credentials strongly preferred.
Ability to use varied educational/developmental assessment instruments including, but not limited to: Woodcock-Johnson Reading, Woodcock-Johnson Psycho-Educational Battery.
Incumbents must have successful experience working successfully with culturally diverse families and communities, or have otherwise demonstrated a commitment to strengthening engagement of a diverse community and skill in communicating with a diverse population.
Successful completion of a teacher certification program at an accredited college or university, and valid Washington state certification(s) and/or endorsement(s).
Successful completion of or commitment to timely complete, highly qualified (“HQ”) criteria including praxis requirements.
Successful teaching experience or demonstrated potential to effectively teach in a special education environment and knowledge and skill in applying IDEA procedures. Possess analytical and diagnostic skill to assess student special needs and translate such needs into an effective instructional plan for the student. Demonstrated ability to effectively communicate the individual development plan and to coach and support staff and teacher colleagues so that they may effectively implement their responsibilities under the plan.
Ability to effectively communicate with parents, students, and staff verbally and in writing.
Commitment to collaboration and teaming and effectiveness in working within a professional learning community.
Skill in classroom management and ability to achieve, support, and maintain acceptable student behavior.
Knowledge of and ability to use appropriate and multiple assessment, instruction, and evaluation techniques.
Knowledge of child and adolescent development and ability to apply that knowledge to the selection and application of curriculum materials and instructional practices.
Knowledge and skill in culturally responsive teaching and learning.
Skill and ability to utilize technology to aid instruction, assessment and learning.
Evidence of continuous professional learning and a commitment to participate in professional growth opportunities and self reflection on professional practice.
Part V: Desired Qualifications:
Bilingual skills.
Successful experience teaching in a diverse student environment.
Successful experience in a team teaching environment.
Successful experience in the grade level(s) and/or content area(s).
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 a coordinator 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 coordinator is frequently required to sit, move about, hear and speak, and be visually vigilant of classroom behavior and learning activities.
The coordinator may lift and carry items weighting 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 noise level in the work environment is usually moderate but can be loud on occasion.
While performing the duties of this job, the coordinator may occasionally work in outside weather conditions and be exposed to wet and/or humid conditions, temperature fluctuations, fumes or airborne particles, 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 coordinator may be exposed to aggressive student behaviors to include biting, hitting, kicking, and throwing of objects. May be required to wear and utilize safety equipment designed to minimize the risk of injury to the coordinator and to the student.
The coordinator may be exposed to bodily fluids and waste while performing duties in life skills, multi-handicapped, and some one-on-one situations.
The coordinator may be exposed to infectious disease as carried by students, exposed to student noise and learning resource noise levels, may sit or stand for longer than 2 hours at a time, may lift objects repeatedly, and may undertake repeated motions.
The coordinator may be required to travel in school owned or leased vehicles while supervising and assisting students.
THIS IS A UNION POSITION
Source : North Thurston Public Schools
