LOCATION Elementary Level
FTE 1.0
DAYS/YEAR 184
CONTRACT Non-Continuing
SALARY Per the WVEA Salary Schedule
- Dependent on verified education and experience
- Prorated for partial FTE positions
- Additional compensation and benefits as outlined in the WVEA CBA
- Placement according to verified education & experience
- Pay is annualized over 12 months
JOB TYPE Exempt
UNION/CONTRACT West Valley Education Association (WVEA)
START DATE 2026-2027 School Year
SUMMARY
A Resource Special Education Teacher provides specialized instruction and academic support to students with disabilities in both small-group and inclusive classroom settings. This role involves developing and implementing Individualized Education Programs (IEPs), collaborating with general education teachers and families, monitoring student progress, and ensuring compliance with state and federal special education regulations. The teacher fosters a supportive learning environment that promotes student growth, independence, and academic success.
This position will work to serve as an elementary special education caseload manager at up to 3 elementary schools.
PREFERRED QUALIFICATIONS
- Experience developing and implementing IEPs and behavior intervention plans
- Experience working collaboratively with multidisciplinary teams, families, and support staff
- Effective classroom management and differentiated instruction skills
- Knowledge of Best Practices around Inclusion.
- Experience in Positive Behavioral Interventions and Supports (PBIS).
REQUIRED QUALIFICATIONS
- Valid Washington State Teaching Certificate with endorsement in Special Education.
- Successful Washington State Patrol and Federal Bureau of Investigation Fingerprint Clearance.
- Valid Washington State driver’s license or evidence of mobility.
- Proof of Immunization (if born 1/1/57 or later).
- I-9 Employment Eligibility.
- Completion of all district-required trainings within thirty (30) calendar days from hire date.
KNOWLEDGE, SKILLS, & ABILITIES
- Understanding of special education laws and procedures, including IDEA, IEPs, and 504 plans.
- Knowledge of effective instructional practices for students with behavioral, developmental, and learning needs.
- Understanding of behavior supports, including PBIS, de-escalation strategies, and behavior management systems.
- Knowledge of inclusion practices and access to the general education curriculum.
- Understanding of child development and social-emotional learning.
- Deliver differentiated instruction to meet diverse academic and behavioral needs.
- Develop and implement IEPs and behavior intervention plans (BIPs).
- Use data to monitor student progress and guide instructional decisions.
- Create structured, positive learning environments that support engagement.
- Manage behavior using proactive and positive approaches.
- Communicate effectively with students, families, and staff.
- Collaborate with teachers, specialists, and support staff.
- Supervise paraeducators and effectively utilize instructional technology.
- Build positive relationships with students, including those with complex needs.
- Remain calm, flexible, and use sound judgment in challenging situations.
- Adapt instruction and supports based on student needs.
- Maintain a safe, inclusive, and supportive learning environment.
- Manage multiple responsibilities and meet timelines.
- Work effectively as part of a team.
- Maintain confidentiality and demonstrate professionalism.
- Demonstrate commitment to ongoing professional growth.
ESSENTIAL FUNCTIONS
- Center instruction on high expectations for student achievement by providing clear learning goals and scales, celebrating success, and understanding student interests and backgrounds.
- Demonstrate value and respect for all students, staff, and families, including typically underserved students.
- Use effective teaching practices that allow students to effectively interact with new knowledge, practice, deepen knowledge, and engage in cognitively complex tasks.
- Use effective teaching practices, including asking questions of students, probing incorrect student responses, noticing when students are not engaged, and implementing effective re-engagement strategies.
- Use effective teaching practices by helping students use and apply academic vocabulary and evaluate the effectiveness of individual lessons and units.
- Recognize individual students' learning needs and develop strategies to address those needs by using effective scaffolding of information with a lesson and planning and preparing for the needs of all students.
- Provide clear and intentional focus on subject matter content and curriculum using established content standards, approved curricular resources, and educational technology.
- Foster a safe, positive learning environment by creating a welcoming classroom space, organizing the physical layout of the classroom, and establishing classroom rules, procedures, and expectations.
- Manage a safe, positive learning environment by demonstrating with-it-ness, acknowledging adherence to rules and procedures, applying consequences for lack of adherence, and displaying objectivity and control.
- Use multiple data elements to track student progress and modify instruction to improve student learning by designing instruction informed by ongoing formative and summative assessments.
- Communicate and collaborate with parents and the school community through positive interactions.
- Exhibit collaborative and collegial practices focused on improving instructional practices and student learning by seeking mentorship for areas of need or interest, promoting positive interactions with colleagues, participating in district initiatives, and monitoring progress relative to the professional growth and development plan.
- Encourage students to think independently, problem-solve, and express original ideas.
- Establish and maintain standards of student behavior needed to provide an orderly, productive classroom environment.
- Evaluate student academic and social growth, keep appropriate records, and prepare progress reports.
- Communicate with parents and school counselors on student progress.
- Requisition books, instructional materials, tools, and instructional aids, and maintain required inventory records.
- Supervise students in out-of-classroom activities during the assigned work day as required.
- Maintain professional competence through active participation in education activities provided by the district and self-selected professional growth activities.
- Administer or monitor standardized tests in accordance with district and state testing programs.
- Participate in curriculum and other developmental programs within the school of assignment or on a district level.
- Directs the activities of assigned non-certificated personnel; attends to or directs staff to attend to the physical, emotional, behavioral, medical, or hygienic needs of students as appropriate; monitors conditions and behaviors.
- Collects and interprets a variety of data; develops, implements, and evaluates individual education plans (IEP's); provides reports for administrative purposes; amends documents where appropriate.
- Participate in Individualized Education Plan (IEP) and 504 meetings as necessary.
- Perform other duties as assigned.
WORKING CONDITIONS
The physical demands and working conditions for this role require the ability to perform essential job functions, with reasonable accommodations available for individuals with disabilities. Duties may involve varying levels of activity—from seldom to frequent—including lifting up to 30 pounds (and occasionally assisting with loads over 50 pounds), carrying lighter items, and performing movements such as twisting, stooping, bending, kneeling, pushing, and pulling. The position also involves periods of sitting, standing, and walking, along with repetitive keyboard use and extended computer screen viewing. Employees may be exposed to human-borne pathogens, noise, and outdoor elements, and may occasionally be required to work after hours.
IMMEDIATE SUPERVISOR
Building Principal/Special Education Director
TERMS OF EMPLOYMENT
Salary and work year are determined by the negotiated agreement and the needs of the District.
Verification of identity and United States work authorization must be completed before employment commences. The successful candidate for this position must complete a fingerprinted background check with the Washington State Patrol and the Federal Bureau of Investigation. Employment is contingent upon clearance of the background check.
ADDITIONAL INFORMATION
HEALTHCARE BENEFITS - Employees who meet the eligibility criteria outlined in Chapter 182-31 WAC have access to medical, dental, vision, supplemental life, and supplemental disability insurance through the School Employee Benefit Board (SEBB).
RETIREMENT - All regular, non-substitute employees are enrolled in a state retirement plan through the Washington State Department of Retirement Systems (DRS).
SICK LEAVE - All regular, non-substitute employees receive 12 sick leave days (prorated based on FTE) and paid time off. Substitute employees receive sick leave per RCW 49.46.210.
PAID TIME OFF - All regular, non-substitute employees receive paid time off, including annual and/or vacation leave. Paid time off varies by position and work year. Refer to the applicable Collective Bargaining Agreement or salary schedule for details.
OTHER BENEFITS
Classified employees receive 10-13 paid holidays (depending on position & work year). Refer to the applicable Collective Bargaining Agreement or salary schedule for details.
Employees may be eligible for VEBA including monthly accrual and/or sick leave conversion. Benefits are position specific. Refer to the applicable Collective Bargaining Agreement or salary schedule for details.
West Valley School District does not discriminate in any programs or activities 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 and other designated youth groups. The following employees have been designated to handle questions and complaints of alleged discrimination: Title IX and Civil Rights Compliance Coordinator: Sabre Dahl, 2805 N Argonne Rd., Spokane Valley WA 99212, Phone: (509) 924-2150, [email protected] . Section 504 Coordinator, Dan Andrews, 2805 N Argonne Rd., Spokane Valley WA 99212, Phone: (509) 922-5478, [email protected] .
