Responsibilities - Provide an optimum learning environment for all students
- Participate in, contribute to, and be supportive of group decisions and efforts
- collaborate with staff and work in teams to provide instruction to students in the classroom
- Employ a systematic instructional process designed to meet the needs of students in the classroom
- Engage in purposeful, deliberate planning for instruction
- Follow district and state guidelines for essential learning and instructional strategies
- Work cooperatively with special education teachers to modify curriculum as needed for special education students according to guidelines established in Individual Education Plans (IEP’s)
- Work cooperatively with administration and staff in problem solving and group process activities
- Set and maintain high personal, professional, and instructional standards for self and students
- Maintain appropriate levels of confidentiality in all matters pertaining to students, parents, staff, and program
- Perform other duties and responsibilities consistent with district policies and procedures as required
Qualifications and Education Requirements - The employee must satisfactorily pass a pre-employment background check and drug screening and random drug testing throughout employment.
- Valid K-12 Washington State Certification, with proper endorsement(s) in assigned area(s)
- Bachelor’s degree
- Valid Washington State Driver’s License or equivalent, if a spouse of active duty personnel.
- Ability to obtain Basic First Aid/CPR Certification
Required Knowledge, Skills, Abilities - Ability to design and teach PE/Health classes/ to a wide range of students in grades K-12.
- Knowledge of current core standards in a variety of subjects.
- Maintaining confidential files and/or records
- Effective in classroom management, i.e. PBIS and Zones of Regulation.
- Ability to develop age appropriate student lesson plans and outcomes.
- Knowledge of and experience with statewide assessment requirements and accommodations/modifications; ongoing assessments strategies and data gathering, maintenance and use of data to guide instruction.
- Preferred experience with diverse populations, specifically Native American and special needs students.
- Ability to work with teacher collaboration teams such as Professional Learning Communities (PLC model).
- Strong background in student management programs, such as Skyward, School House, Infinite Campus, and others preferred.
- Adjust, change, or modify school curriculum to address the special needs of the student population.
- Prepare daily/weekly lesson plans and submit for approval within the specified time.
- Establish and communicate to students well-defined objectives for each lesson, including related projects and activities.
- Communicate with parents/families regarding the needs of the student and proposed instructional program/ strategy that will be used; maintain all required documentation.
- Evaluate and prove individual student progress reports on a regular basis; meet with parents as required regarding student needs and progress; maintain student progress documentation.
- Meet regularly in structured meetings or in planning activities with general education staff to plan and to develop instructional strategies for whole-school effectiveness.
- Ability and willingness to develop favorable relationships with students.
17. Knowledge of current approaches to teaching and willingness to model behavior deemed appropriate by the school district and community. 18. Demonstrate ability to relate in a positive way with the students, staff, parents, and the community, i.e., skills in human relations which demonstrate cultural sensitivity to needs and concerns of others. 19. Ability to establish and maintain positive relationships with students, parents, and colleagues, as well as being culturally aware. 20. Ability to follow School Board policies and procedures. 21. Must be able to perform the essential functions of the job with or without reasonable accommodations. Physical Requirements
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.
While performing the duties of this job, the employee is frequently required to walk; use hands to finger, handle or feel objects, tools, or controls; reach with hands and arms; and talk or hear. The employee is frequently required to stand, sit, climb or balance, stoop, kneel, crouch, and or crawl.
The employee must regularly lift and/or move up to thirty (30) pounds and occasionally lift and/or move up to one hundred (100) pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.
Other Requirements
LANGUAGE SKILLS: Ability to read, analyze, and interpret written materials. Ability to effectively communicate and present information to children and employees in English.
MATHEMATICAL SKILLS: Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions, and decimals. Ability to apply concepts of basic mathematics.
REASONING ABILITY: Ability to solve practical to complex problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form.
TRAINING REQUIRED: On the job training, conferences, special technology training as funding and time provides. Training also required in district policies, emergency procedures, HIV/AIDS, Safety, self-insured program, telephone system, and building security system. EMPLOYEE WORKS: 8-hour days, Monday – Friday (includes 30-minute paid lunch break). NOTE: Some additional time may be needed for meetings, parent-teacher conferences, etc. MACHINES, TOOLS, OFFICE OR SPECIAL EQUIPMENT USED: Computers and hand-held devices and equipment typically used in a weight room and/or physical education facility. VEHICLES OR MOVING EQUIPMENT USED: Automobiles, school bus, hand and chair carts WORK ENVIRONMENT: 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. While performing the duties of this job, the employee will most frequently be in a building with carpeting, a wooden gym floor, or rubberized multipurpose room floor, that has a computer-controlled HVAC system provided through a heat exchange system. The employee may occasionally work in outside weather conditions (i.e., transporting equipment from one building to another, etc.), in classrooms or assisting others, or supervising outdoor PE/Health activities.
The noise level in the work environment is usually moderate to low.
HAZARDS/OBSTACLES: Employees are sometimes exposed to hazards such as chemicals and dust particles; Grounds - open ditches, trenching to install or repair cable, coax, fiber; and, other unforeseen hazards such as electrical shock, weather related conditions (ice, heavy wind and rain, flooding, heat, cold). UNPROTECTED HEIGHTS: This position does not typically require working from unprotected heights.
Comments: This position requires constant interaction with staff, Board members and vendors while remaining organized, firm and pleasant.
Except as provided in the Indian Preference Act (Title 25, U.S. Code section 472 and 473), the Quileute Tribal School shall not discriminate in any programs or activities on the basis of sex, race, creed, religion, color, national origin, age, disability, veteran or military status, sexual orientation, gender expression or identity, disability, political beliefs (where applicable), marital status, familial or parental status, 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. The following employee(s) have been designated to handle questions and complaints of alleged discrimination: Title IX/RCW 28A.640, Ryan Stevens (360-374-5657); Section 504, Anita Baisley (360-374-5602); and Compliance Coordinator for State Law, Ryan Stevens (360-374-5657) at PO Box 39, 40 Ocean Drive, La Push, Washington 98350. The Quileute Tribal School is exempt under federal or state law pertaining to employment practices under which a preferential treatment is given to any individual because he or she is an Indian living on or near a reservation. |