Evergreen Virtual Academy (EVA) is an independently managed, public charter school for Kindergarten through 12th grade students in Oregon. When you join the team at EVA, you join a team of dedicated professionals working all over the state in a virtual environment to ensure the success of our families and students meet their educational needs and goals. EVA is authorized by the North Bend School District and accredited through Cognia.
Important information about this posting:
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Current grade band placement is expected to be High School.
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Employees of EVA are required to reside in Oregon
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Please include at least one current and/or recent supervisor on references to be considered
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To be considered for an interview, you will need to upload a completed Performance Task to your application. You will use THIS DATA to fill in the highlighted sections of THIS PERFORMANCE TASK. If you are unable to upload, you can send it to [email protected]
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As per our CBA, steps on our salary scale are not aligned directly with years of experience. We cannot give credit for all years of experience upon hire. Most can expect to receive half their years of experience, plus up to 2 additional steps. To determine your salary placement please refer to details on page 37 & 38 of the CBA.
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Special Education Teachers receive a stipend in addition to the base pay. You can find stipend information below the salary scale in the CBA. Stipend is included in the salary range.
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EVA pays the employee 6% PERS contribution and employer contributions toward health insurance premiums can be found in the CBA.
- This is a virtual position with some required in person events and/or PD. For additional information, please refer to the Events section of the CBA
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The workday is 8am-4pm M-F
Job Summary
The Special Education Teacher is a highly qualified, state certified educator responsible for delivering Specially Designed Instruction in an online environment. Special Education Teachers provide instruction, support, and guidance, manage the learning process, and focus on students’ individual needs. Special Education Teachers monitor student progress through the learning management system, and they actively work closely with students and parents/Learning Coaches to advance each student’s learning toward established goals. Special Education Teachers typically work from home but must travel occasionally throughout the year to various school functions, for state testing and as may be otherwise required by the school.
Essential Duties, Responsibilities, and Abilities
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.
Instructional:
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Takes ownership for student’s academic progress and attendance, communicating high expectations and showing active interest in student’s achievement
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Conducts live Synchronous Teaching for Specially Designed Instruction and when necessary, based on student need, Modified Curriculum courses.
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Asynchronously supports objectives, including composing/sending emails, planning class objectives, preparing learning plans, and using data to determine student needs.
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Team Teach/Push-into in General Education classrooms to support IEP students either on case management caseload or on assigned SDI caseload.
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Supports General Education Teachers in modifying assignments for all assigned students
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Ensures all assigned students are accessing their outlined IEP accommodations in the classroom through consistent communication with GE Teachers.
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Attend GE classrooms for observations and evaluation of student needs in the classroom as needed.
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Prepares students for high stakes standardized tests and school-based assessments by ensuring appropriate accommodations are utilized based on the nature of the student’s disability and needs.
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Maintains grade book and submits grades and required student work ensuring student academic honesty and integrity. HS Resource Elective Course, as well as any Modified Curriculum courses taught.
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Makes placement and promotion decisions by generating formal and informal reports regarding student progress, alerting administrators to concerns about student performance and progress.
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Maintains progress monitoring on all assigned student IEP goals with a minimum of 5 data points through the school year. Reviews this data and hold’s immediate IEPs to re-evaluation student needs for those not making expected progress toward goals throughout the school year.
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Reports progress to all IEP goals of assigned students at the end of each semester and at the annual IEP.
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Collaborates with local/regional/ national teams and instructional coaches regarding instruction, resources, interventions, and data-driven decision making.
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Receptive and responsive to coaching from administrators and instructional coaches on a regular basis.
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Under guidance from principal, augments course content according to prescribed policies and procedures using appropriate asynchronous and synchronous tools.
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Use of effective presentation skills when addressing students, staff, parents, and the community, including appropriate vocabulary and examples, clear and legible visuals, and articulate and audible speech.
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Promote high standards and expectations for all students and staff for academic performance and responsibility for behavior.
Case Management and Compliance:
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Special Education IEP Case Management for all assigned students.
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Holds all IEPs within legal timeframes for assigned students
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Intake IEPs held as soon as possible, within 10 days of enrollment whenever possible
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IEPs held at least annually
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Re-Eligibility meetings held at least tri-annually
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Initial Eligibility meetings held within 60 days of signed Evaluation Plan
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Ensures all ODE General Supervision items are in compliance on IEPs for all assigned students
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Gathers all required compliance documents for assigned students
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Orders Related Services and assessments immediately upon receiving the IEP or consent
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Ensures assessors have all the necessary information from the school to conduct a comprehensive evaluation (i.e., previous reports, academic data, classroom information, classroom observation) for all assigned students being evaluated
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Plans for IEP meetings at least 30 days in advance to ensure staff and parent attendance (exceptions for emergency situations)
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Schedules IEP meetings with all required and optional participants, communicating with each participant as to what their role will be and what they may need to prepare
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Conducts Eligibility planning and has completed File Reviews ready at least 60 school days prior to the Re-Eligibility due date to ensure compliance timelines are met should additional testing be required
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Uploads and maintains all procedurally required documents into IEP software system
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Uploads and maintains all IEP paperwork in EVA’s student records system within expected timelines while following procedural outline of documents and naming conventions
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Follows ODE Best Practices for writing IEP’s guide
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Reports student progress to goals at the end of each semester and at annual IEP
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Provides Summary of Progress for assigned students upon graduation
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Completes Exit Surveys and Follow Up Interviews for graduated EVA students
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Completes classroom observations of initial and re-evaluation evaluation students to share with assessors
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Conducts standardized academic evaluations as requested and needed
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Follows EVA’s Special Education Procedural Manual and direction from Director of Special Programs & Alternative Pathways / Dean of Special Education for all other procedural and compliance items
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Adhere to Oregon school law, State Board of Education rules and regulations, Board of Education policies and regulations, school regulations and procedures, and contractual obligations
Functional and Life Skills Teacher Specific Responsibilities:
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Provides Functional Academics, Life Skills, Transition Services, and Specially Designed Instruction to all assigned students and those who would be appropriately placed in this level of support
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Teaches Modified curriculum to assigned students on caseload requiring such
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Modifies assignments and supports General Education Teachers in modifying assignments for assigned students
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Supports EVA administrators with school information sessions and PD for staff pertaining to their expertise
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May be assigned students with high needs who would be best served by this teacher, but who do not meet ID Eligibility
Communication and Relationship Building:
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Establishes and maintains positive rapport with families and regularly communicates with students and learning coaches/parents.
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Supports students and learning coaches with the set-up and maintenance of their learning environment including basic computer troubleshooting.
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Understands how both diverse and unique characteristics of students and their families impact required support.
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Works collaboratively with other staff to ensure that all students are successfully progressing through the program, that parents have a central point of contact, and that tasks are distributed among the stakeholders.
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Contact students and/or learning coaches that need extra support and guidance.
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Responds to students, parents, and colleagues in timely manner.
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Conduct regular conferences with parents/responsible adults and students to assess each child’s progress, learning style, and any other academic, social, or developmental issues.
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Organize service-learning opportunities that support student development.
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Attend grade band staff meetings, Special Programs staff meetings, assigned PLC’s, and review all school newsletters/emails when received
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Represent the school and district at community, state, and professional meetings and conferences.
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Maintain appropriate levels of communication with the General Education staff and other Special Programs Coordinators regarding shared students.
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Ensure all General Education Teachers and all appropriate staff have been provided with the most updated IEP/IEP-At-A-Glance for all assigned students.
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Inform all appropriate staff and update documents for any changes to student diploma type
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Collaborate with General Education Teachers regarding development and planning of lessons to ensure scaffolding, including instructional strategies, for student learning styles and skills.
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Contacts assigned families for schoolwide initiatives such as universal assessments, Re-Registration status, Summer School participation, etc.
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Meet with Principal/Dean/Director as needed or on scheduled basis for compliance assurance items.
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Support EVA administrators with school information sessions and PD presentations as needed.
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Facilitates student clubs, monthly community and social events as needed.
Other Essential Functions:
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Work with support staff, coordinators/specialists, and administrators to support students, collect and analyze data.
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Maintain a tracker to monitor progress of students.
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Maintain a log of work completed and hours for final submission.
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Travel for in person events, PD, and testing
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Participate in committees as required
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Helps with any enrollment retention efforts as directed
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Pedagogical knowledge of content being taught and ability to apply critical thinking.
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Knowledge of state content standards and ability to align those with the curriculum.
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Ability to embrace change/ adapt to ensure excellent student outcomes.
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Ability to problem solve independently and have a high level of organization.
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Proficient in Microsoft Office 365
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Ability to rapidly learn and adapt to new technologies and teaching platforms.
Supervisory Responsibilities
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This job has no supervisory responsibilities
Qualifications
Minimum Required Qualifications:
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Bachelor’s Degree
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Six (6) months teaching experience OR Equivalent combination of education and experience
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Meet requirements for Highly Qualified Teacher (HQT) in subject area by TSPC
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Ability to clear required background check
Certificates and Licenses:
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TSPC Special Education Teaching License
Other Desired Qualifications:
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Experience working with proposed age group and disability severity level
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Experience working in a virtual classroom
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Experience with various online platforms, such as Canvas
Physical/Mental Demands
The employee is required to possess excellent communication skills, both written and oral. Human relations and communication skills are necessary to handle frequent personal and telephone inquiries received from students/families, administrators, teachers, classified employees, and others. Work requests are often received which require immediate attention setting up conflicting priorities for timely response. Sound judgment and a pleasant attitude are required in stressful situations. The employee needs to be able to lift/move/carry materials, equipment or boxes weighing up to 30 pounds.
