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Vancouver Public Schools Special Education Teacher, Supported Communication Program (SCP) in Vancouver, Washington

For the 2019-2020 school year

Full time position

Posting Period: Open until filled

We appreciate your interest in employment with Vancouver Public Schools (VPS). All applications are considered and reviewed. The most qualified and competitive applicant(s) that possess directly related experience and expertise, training, and education may be invited to participate in the interview/selection process. As part of the selection process, the District conducts confidential reference checks to include former and present employers and also requires a criminal background investigation. Unfortunately, due to the number of applications received, not all applicants will receive an interview.

Résumés should include education, relevant experience (including current position), and skills which highlight the qualifications of the position to which a person is applying.

All district employees are encouraged to review their personnel file periodically to ensure that their file includes current and relevant documentation that supports their education, experience, training, etc., as it relates to qualifications described on job postings.


  • Valid Washington State teaching certificate appropriate for the assignment

  • Bachelor's degree from an accredited institution of higher learning; Master's degree preferred

  • Specific training in developmental disabilities to include Autism

  • Successful teaching experience with special education students, preferred

  • Ability to develop and implement behavior intervention programs

  • Ability to collaborate and team with other teachers of Autism

  • Knowledge of effective intervention strategies, such as Discrete Trial, Structured Teaching, and Picture Exchange Communication System

  • Ability to coordinate a team consisting of staff assistants and/or community resources

  • Demonstrated ability to communicate clearly and effectively in both written and oral form

  • Possesses enthusiasm toward teaching and student learning

  • Experience with employing a precise behavioral management system for students within a positive learning environment

  • Uses appropriate disciplinary procedures, establishes clear parameters for student behavior, responds properly when problems occur, and helps students toward self-discipline

  • Ability to assess needs of students, prescribe, and implement effective lessons to meet identified needs

  • Experience in writing behavioral objectives based upon students' individual needs

  • Experience with employing the procedures of daily continuous measurement for maintaining adequate and current progress records

  • Ability to utilize and evaluate interpretive feedback

  • Experience in administering and interpreting a wide variety of diagnostic tools relevant to the students to be served

  • Familiarization with state standards and testing

  • Ability to work cooperatively with students and their parents who are culturally, racially, and linguistically diverse

  • Advanced ability to use technology as an effective communication, planning and instructional tool

  • Willingness to participate in professional development opportunities aligned with school and district initiatives

Essential Functions:

  • Implements and prepares lesson plans

  • Integrates technology into planning, learning, and required record-keeping activities including IEPs using IEP Online

  • Delivers instruction using the prescribed curriculum and provide for individual differences

  • Implements effective teaching strategies related to the individualized learning needs and developmental stage of students

  • Effectively teaches students of varying abilities

  • Gains the respect and confidence of students, parents, and staff through modeling appropriate demeanor, behavior, and attire

  • Develops favorable relationships with students; listens to, cares for, and works collaboratively with them

  • Relates positively to youth and adults of varying socioeconomic, cultural, and ethnic backgrounds; different learning styles, and various disabilities

  • Uses appropriate disciplinary procedures, establishes clear parameters for student behavior, responds properly when problems occur, and helps students toward self-discipline

  • Maintains classroom discipline through use of effective classroom management skills

  • Maintains appropriate student records

  • Communicates student progress to parents, as directed

  • Ability to supervise paraeducators

  • Works as an effective member of the grade/content area team, staff, and community to evaluate and improve student learning

  • Cooperates as a professional team member and perform faculty duties including student supervision

  • Actively engage students in using technology in individual and collaborative learning activities

  • Works in a flexible and cooperative manner

  • Treats co-workers, supervisors, students, parents, and others with dignity and respect at all times

  • Serves as a positive role model for students, and practices the behaviors that are expected of our students

  • Maintains regular and punctual attendance and hours of operation as set by the assigned building/location and the Comprehensive Professional Agreement to carry out the duties and responsibilities of the position to achieve program requirements

  • Supervision of students

  • Other duties as assigned

Such alternatives to the above requirements and desirable qualifications may be made as the district finds appropriate and acceptable.