DLC Support Teacher - Secondary - Mead School District
Mead, WA
About the Job
September 26, 2024
CERTIFICATED VACANCY
2024/2025 School Year
Special Services/Mead High School
Anticipated Position
DLC Support Teacher - up to 2 positions
1.0 FTE/Leave Replacement
JOB SUMMARY:
The DLC Support Teacher will work to support students with developmental & behavioral disabilities within a school-wide intervention system. Teachers in this position will be critical members of a collaborative intervention team that will collectively make decisions regarding how to meet the needs of students, specifically students with developmental disabilities. This position will support special education teachers to provide inclusionary activities that allow students to access their least restrictive environment across the school day while aligning age appropriate learning standards within the special education setting.
ESSENTIAL FUNCTIONS:
Implement a positive educational approach by providing a safe, positive, and effective environment that reflects and facilitates learning
Implement a multi-tiered system of support for behavior & academics within the classroom
Work cooperatively with others in achieving common goals supporting Professional Learning Communities
Perform teaching responsibilities and accountability procedures as required by the Individuals With Disabilities Education Act and Washington State Special Education Law.
Support in developing, implementing, and reviewing the Individualized Education Program (IEP) and related services, accommodations, and modifications as required by state and federal law for students who qualify for special education services.
Provide for large and small group individualized instruction in order to address the academic and behavioral needs of each individual student.
Provide individualized academic plans based on a student’s most critical needs.
Provide and ensure opportunities for students to self-reflect and track progress toward behavior learning goals.
Support in progress monitoring by using approved, research-based tools for each goal area and report progress as required by law and district expectations and as stated in the students’ IEPs.
Support and/or monitor as assigned the implementation of IEPs, including school-wide implementation of modification/accommodations and progress toward goals and objectives.
Utilize support staff as part of a team specifically in working with students who face academic & behavior challenges
Support training, management, direction, and support to team members assisting students facing behavior challenges
Support in the development, implementation, monitoring, and adjust behavior intervention plans for students according to results from functional behavior assessments (FBAs) and in collaboration with the school team (special education team or general school leadership team).
Establish and communicate clear objectives for all intervention strategies and techniques including communicating information on student progress.
Establish and communicate clear objectives for all learning activities.
Provide and/or arrange for the successful transition of students to multiple general education settings.
Facilitate and assist school staff in the systematic use of crisis intervention strategies and techniques, including crisis cycle, de-escalation, emergency response, escorting, and restraint.
Work within a school-wide system to provide behavioral support and coaching to students and staff.
Participate in MTSS / Tier III intervention team meetings
When properly endorsed, may act as a case manager for the IEP, partnering with parents and working closely with the building team.
Regularly engage students, families, and staff in conversations in regard to progress relative to individualized achievement plans.
Coordinate and collaborate on necessary academic and nonacademic interventions for each student, working in collaboration with teachers, administrators, case managers, and counselors.
Closely monitor student data and provide proactive and preventative support triggered by data.
Develop goals in collaboration with students and staff based on data analysis.
Build relationships with students in need of behavioral and academic support and increase their feeling of belonging within the school.
Monitors student credits, graduation pathways, and high school and beyond plans for students in our behavioral program.
Perform other duties as assigned by administrators of the Mead School District
QUALIFICATIONS:
Washington State teaching certificate in General Education or Special Education and with appropriate endorsement/s as required by law and regulation, or ability to obtain said Washington State teaching certificate.
Ability to articulate and implement Washington State Standards for the relevant content area.
Cultural Competency; ability to effectively work with diverse populations.
ESSENTIAL CRITERIA:
Exhibits the ability to build a positive learning environment including modeling respect and honoring the dignity of all students, staff and parents
Demonstrates effective classroom management procedures that provide for large and small groups, and individuals in an environment conducive to learning
Demonstrates knowledge and application of current technology with a multimedia approach to instruction and management of instruction
Demonstrates comprehensive content knowledge as it relates to state standards
Demonstrates the ability to work collaboratively with a team, contributing in a positive way
Demonstrates ability to develop and implement appropriate positive behavior interventions for students
Demonstrates understanding of the essential components within state and federal laws as they apply to Special Education, 504 Plans and General Education
Experience managing Special Education caseload (if endorsed in Special Education only)
Demonstrates concise and effective written and oral communication
Demonstrates proficiency in designing and implementing plans for students with significant social delays, autism, or other behavior challenges within a variety of settings including general education and special education
Demonstrates knowledge of effective learning strategies, legal trends, and best practices in General Education and Special Education
Demonstrates ability to work successfully with students, with staff, and multicultural community
Demonstrates interest in and evidence of continued personal and professional growth
Exhibits a commitment to on-going professional learning including the ability to develop professionally in areas of the school and district focus
Experience with MTSS/RTI
Knowledge of Best Practices around Inclusion
DESIRED CRITERIA:
Experience in differentiating instruction for students with disabilities
Experience working with students with a variety of disabilities - including developmental, behavioral and medical.
Experience in PBIS
Direct instruction, data collection, behavior management, analysis skills and classroom experience with disabilities, preferred
Formal training in de-escalation or restraint or commitment to complete the training within 6 weeks of hire (provided by the district).
Willingness to work with outside agencies to provide student and family support
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.
A person working in this position will exert 35 to 50 pounds of force occasionally, and/or 25 to 50 pounds of force frequently, and/or up to 10 pounds of force constantly while carrying, pushing, and/or pulling to move objects. The employee must occasionally lift and/or move up to 50 pounds. While performing the duties of this job, the employee is frequently required to stand; walk; sit; some stooping, kneeling, and/or crouching; and significant fine finger dexterity. The employee may also be required to work at elevated heights and climb ladders. The job is performed under conditions with exposure to risk of injury and/or ordinary infectious diseases carried by students. Feeding, toileting, and assisting with student mobility are included in this position once trained by the district.
TERMS OF EMPLOYMENT and Salary:
As outlined by and in accordance with the collective bargaining agreement (CBA) of Mead Education Association (MEA) and Policies and Procedures of Mead School District. CBAs and Salary Schedules can be reviewed from the Human Resources page of the Mead School District website at https://www.mead354.org/apps/pages/Human_Resources/ https://www.mead354.org/apps/pages/Human_Resources/ . Mead policies and Procedures can be accessed online at https://www.mead354.org/apps/pages/Board_Policies/ https://www.mead354.org/apps/pages/Board_Policies/
The 2024-25 salary range for teachers in the Mead School District is between $57,877 and $117,314 per school year. Placement is defined within the Collective Bargaining Agreement (CBA) and is generally based upon a combination of Education and Experience. Other forms of compensation may be available to the hired applicant in addition to their established salary range or wage scale as defined within the current collective bargaining agreement (CBA).
Each employee shall accumulate twelve (12) days of sick leave per year. An employee employed less than a full term shall be entitled to a proportionate part of the sick leave allowance Each employee shall earn five (5) annual leave days per year. Employees less than 1.0 FTE will receive a prorated share of annual leave based on their percentage of FTE.
Employees anticipated to work more than 630 hours per year will be eligible for Benefits through the School Employees Benefits Board (SEBB) Standard benefits include Medical, Dental, Vision, Life Insurance, and Long-Term Disability. Positions anticipated to work 70 hours or more per month for at least 5 months over the school year are eligible for Retirement through the State Department of Retirement Services.
APPLICATION:
Mead School District Certificated Employees, on a continuing contract of .3 or greater, interested in this position need to apply for this position via the application system, Talent Ed Recruit & Hire at www.mead354.org/employment http://www.mead354.org/employment by accessing the internal postings via the Internal link on the upper right-hand corner of the page. You will need to log in using your district email to see internal postings. Please complete the required information on the internal application, including uploading a letter of interest and current resume to your profile, on or before 11:59 PM, October 2, 2024.
All other applicants interested in this position, must apply for this posting through a link to our online applicant system found on the website at www.mead354.org. Upload the required documents to your application. Below is a list of required materials. If you have questions regarding this process, you may contact Human Resources at the District Administration Building or email hr@mead354.org mailto:stacey.vivit@mead354.org . The application, along with all required documents must be completed on or before 11:59PM, October 2, 2024. Incomplete applications will not be considered.
REQUIRED DOCUMENTS FOR A COMPLETE APPLICATION
Your Resume
Your Letter of Interest, which speaks specifically to your teaching abilities in the area you are applying
Transcripts (unofficial copies are acceptable)
Copy of your Washington State Teaching Certificate(s) or Professional Permit(s)
If your WA State teaching certificate is in the application process or your permit is pending, you can still be considered for positions.
A current Placement File (within the past 3 years) containing a minimum of 3 dated Letters of Recommendation
* In Lieu of a current Placement File you may submit 3-5 Letters of Recommendation (current and dated within the last 3 years).
Verification of identity and United States work authorization must be completed before employment commences. The successful candidate for this position must be fingerprinted. Employment is contingent upon clearance by the Washington State Patrol and the Federal Bureau of Investigation.
Mead School District #354 is an equal opportunity employer and does not discriminate against otherwise qualified applicants 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 of America and other designated youth groups. Inquiries regarding compliance procedures may be directed to the District’s Title IX/RCW 28A.640 Officer, Section 504 Coordinator, Josh Westermann, josh.westermann@mead354.org and/or Affirmative Action officer, Keri Hutchins, keri.hutchins@mead354.org mailto:keri.hutchins@mead354.org , (509) 465-6000 or via mail to 2323 E. Farwell Rd., Mead, WA, 99021. Persons who may need some accommodation in the hiring process should contact the Human Resources Office at (509) 465-6010
CERTIFICATED VACANCY
2024/2025 School Year
Special Services/Mead High School
Anticipated Position
DLC Support Teacher - up to 2 positions
1.0 FTE/Leave Replacement
JOB SUMMARY:
The DLC Support Teacher will work to support students with developmental & behavioral disabilities within a school-wide intervention system. Teachers in this position will be critical members of a collaborative intervention team that will collectively make decisions regarding how to meet the needs of students, specifically students with developmental disabilities. This position will support special education teachers to provide inclusionary activities that allow students to access their least restrictive environment across the school day while aligning age appropriate learning standards within the special education setting.
ESSENTIAL FUNCTIONS:
Implement a positive educational approach by providing a safe, positive, and effective environment that reflects and facilitates learning
Implement a multi-tiered system of support for behavior & academics within the classroom
Work cooperatively with others in achieving common goals supporting Professional Learning Communities
Perform teaching responsibilities and accountability procedures as required by the Individuals With Disabilities Education Act and Washington State Special Education Law.
Support in developing, implementing, and reviewing the Individualized Education Program (IEP) and related services, accommodations, and modifications as required by state and federal law for students who qualify for special education services.
Provide for large and small group individualized instruction in order to address the academic and behavioral needs of each individual student.
Provide individualized academic plans based on a student’s most critical needs.
Provide and ensure opportunities for students to self-reflect and track progress toward behavior learning goals.
Support in progress monitoring by using approved, research-based tools for each goal area and report progress as required by law and district expectations and as stated in the students’ IEPs.
Support and/or monitor as assigned the implementation of IEPs, including school-wide implementation of modification/accommodations and progress toward goals and objectives.
Utilize support staff as part of a team specifically in working with students who face academic & behavior challenges
Support training, management, direction, and support to team members assisting students facing behavior challenges
Support in the development, implementation, monitoring, and adjust behavior intervention plans for students according to results from functional behavior assessments (FBAs) and in collaboration with the school team (special education team or general school leadership team).
Establish and communicate clear objectives for all intervention strategies and techniques including communicating information on student progress.
Establish and communicate clear objectives for all learning activities.
Provide and/or arrange for the successful transition of students to multiple general education settings.
Facilitate and assist school staff in the systematic use of crisis intervention strategies and techniques, including crisis cycle, de-escalation, emergency response, escorting, and restraint.
Work within a school-wide system to provide behavioral support and coaching to students and staff.
Participate in MTSS / Tier III intervention team meetings
When properly endorsed, may act as a case manager for the IEP, partnering with parents and working closely with the building team.
Regularly engage students, families, and staff in conversations in regard to progress relative to individualized achievement plans.
Coordinate and collaborate on necessary academic and nonacademic interventions for each student, working in collaboration with teachers, administrators, case managers, and counselors.
Closely monitor student data and provide proactive and preventative support triggered by data.
Develop goals in collaboration with students and staff based on data analysis.
Build relationships with students in need of behavioral and academic support and increase their feeling of belonging within the school.
Monitors student credits, graduation pathways, and high school and beyond plans for students in our behavioral program.
Perform other duties as assigned by administrators of the Mead School District
QUALIFICATIONS:
Washington State teaching certificate in General Education or Special Education and with appropriate endorsement/s as required by law and regulation, or ability to obtain said Washington State teaching certificate.
Ability to articulate and implement Washington State Standards for the relevant content area.
Cultural Competency; ability to effectively work with diverse populations.
ESSENTIAL CRITERIA:
Exhibits the ability to build a positive learning environment including modeling respect and honoring the dignity of all students, staff and parents
Demonstrates effective classroom management procedures that provide for large and small groups, and individuals in an environment conducive to learning
Demonstrates knowledge and application of current technology with a multimedia approach to instruction and management of instruction
Demonstrates comprehensive content knowledge as it relates to state standards
Demonstrates the ability to work collaboratively with a team, contributing in a positive way
Demonstrates ability to develop and implement appropriate positive behavior interventions for students
Demonstrates understanding of the essential components within state and federal laws as they apply to Special Education, 504 Plans and General Education
Experience managing Special Education caseload (if endorsed in Special Education only)
Demonstrates concise and effective written and oral communication
Demonstrates proficiency in designing and implementing plans for students with significant social delays, autism, or other behavior challenges within a variety of settings including general education and special education
Demonstrates knowledge of effective learning strategies, legal trends, and best practices in General Education and Special Education
Demonstrates ability to work successfully with students, with staff, and multicultural community
Demonstrates interest in and evidence of continued personal and professional growth
Exhibits a commitment to on-going professional learning including the ability to develop professionally in areas of the school and district focus
Experience with MTSS/RTI
Knowledge of Best Practices around Inclusion
DESIRED CRITERIA:
Experience in differentiating instruction for students with disabilities
Experience working with students with a variety of disabilities - including developmental, behavioral and medical.
Experience in PBIS
Direct instruction, data collection, behavior management, analysis skills and classroom experience with disabilities, preferred
Formal training in de-escalation or restraint or commitment to complete the training within 6 weeks of hire (provided by the district).
Willingness to work with outside agencies to provide student and family support
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.
A person working in this position will exert 35 to 50 pounds of force occasionally, and/or 25 to 50 pounds of force frequently, and/or up to 10 pounds of force constantly while carrying, pushing, and/or pulling to move objects. The employee must occasionally lift and/or move up to 50 pounds. While performing the duties of this job, the employee is frequently required to stand; walk; sit; some stooping, kneeling, and/or crouching; and significant fine finger dexterity. The employee may also be required to work at elevated heights and climb ladders. The job is performed under conditions with exposure to risk of injury and/or ordinary infectious diseases carried by students. Feeding, toileting, and assisting with student mobility are included in this position once trained by the district.
TERMS OF EMPLOYMENT and Salary:
As outlined by and in accordance with the collective bargaining agreement (CBA) of Mead Education Association (MEA) and Policies and Procedures of Mead School District. CBAs and Salary Schedules can be reviewed from the Human Resources page of the Mead School District website at https://www.mead354.org/apps/pages/Human_Resources/ https://www.mead354.org/apps/pages/Human_Resources/ . Mead policies and Procedures can be accessed online at https://www.mead354.org/apps/pages/Board_Policies/ https://www.mead354.org/apps/pages/Board_Policies/
The 2024-25 salary range for teachers in the Mead School District is between $57,877 and $117,314 per school year. Placement is defined within the Collective Bargaining Agreement (CBA) and is generally based upon a combination of Education and Experience. Other forms of compensation may be available to the hired applicant in addition to their established salary range or wage scale as defined within the current collective bargaining agreement (CBA).
Each employee shall accumulate twelve (12) days of sick leave per year. An employee employed less than a full term shall be entitled to a proportionate part of the sick leave allowance Each employee shall earn five (5) annual leave days per year. Employees less than 1.0 FTE will receive a prorated share of annual leave based on their percentage of FTE.
Employees anticipated to work more than 630 hours per year will be eligible for Benefits through the School Employees Benefits Board (SEBB) Standard benefits include Medical, Dental, Vision, Life Insurance, and Long-Term Disability. Positions anticipated to work 70 hours or more per month for at least 5 months over the school year are eligible for Retirement through the State Department of Retirement Services.
APPLICATION:
Mead School District Certificated Employees, on a continuing contract of .3 or greater, interested in this position need to apply for this position via the application system, Talent Ed Recruit & Hire at www.mead354.org/employment http://www.mead354.org/employment by accessing the internal postings via the Internal link on the upper right-hand corner of the page. You will need to log in using your district email to see internal postings. Please complete the required information on the internal application, including uploading a letter of interest and current resume to your profile, on or before 11:59 PM, October 2, 2024.
All other applicants interested in this position, must apply for this posting through a link to our online applicant system found on the website at www.mead354.org. Upload the required documents to your application. Below is a list of required materials. If you have questions regarding this process, you may contact Human Resources at the District Administration Building or email hr@mead354.org mailto:stacey.vivit@mead354.org . The application, along with all required documents must be completed on or before 11:59PM, October 2, 2024. Incomplete applications will not be considered.
REQUIRED DOCUMENTS FOR A COMPLETE APPLICATION
Your Resume
Your Letter of Interest, which speaks specifically to your teaching abilities in the area you are applying
Transcripts (unofficial copies are acceptable)
Copy of your Washington State Teaching Certificate(s) or Professional Permit(s)
If your WA State teaching certificate is in the application process or your permit is pending, you can still be considered for positions.
A current Placement File (within the past 3 years) containing a minimum of 3 dated Letters of Recommendation
* In Lieu of a current Placement File you may submit 3-5 Letters of Recommendation (current and dated within the last 3 years).
Verification of identity and United States work authorization must be completed before employment commences. The successful candidate for this position must be fingerprinted. Employment is contingent upon clearance by the Washington State Patrol and the Federal Bureau of Investigation.
Mead School District #354 is an equal opportunity employer and does not discriminate against otherwise qualified applicants 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 of America and other designated youth groups. Inquiries regarding compliance procedures may be directed to the District’s Title IX/RCW 28A.640 Officer, Section 504 Coordinator, Josh Westermann, josh.westermann@mead354.org and/or Affirmative Action officer, Keri Hutchins, keri.hutchins@mead354.org mailto:keri.hutchins@mead354.org , (509) 465-6000 or via mail to 2323 E. Farwell Rd., Mead, WA, 99021. Persons who may need some accommodation in the hiring process should contact the Human Resources Office at (509) 465-6010
Source : Mead School District