Teacher - Special Education Resource Room (Internal) @ Frontier Middle School

Young World Physical Education; Moses Lake (WA); On-site; USD 50,000 - 70,000; Full time

Job summary

Young World Physical Education is seeking a dedicated Teacher for the Special Education Resource Room at Frontier Middle School in Moses Lake. This role focuses on delivering tailored instruction and support for students with disabilities, ensuring their academic and social success.

The ideal candidate will hold a bachelor's degree in Special Education and a valid Washington State teaching certificate, with strong communication and organizational skills. Join our team and help make a difference in the lives of our students.

Qualifications

• Bachelor's degree or post-graduate work in Special Education, Master's degree preferred.
• Valid Washington State teaching certificate with endorsement in Special Education.
• Experience working with students with multiple disabilities, autism spectrum disorders, or behavior challenges.
• Commitment to confidentiality and integrity of student information.

Responsibilities

• Deliver individualized instruction and support to students with disabilities.
• Collaborate with multidisciplinary teams to design tailored instruction.
• Maintain a positive learning environment and establish relationships with students.
• Use data to modify instruction and assess learning progress.

Skills

Communication skills

Collaboration

Data-informed decision-making

Commitment to inclusive practices

Organizational skills

Interpersonal skills

Proficiency in technology

Education

Bachelor's degree in Special Education

Valid Washington State teaching certificate

Master's degree preferred

Job description

Teacher - Special Education Resource Room (Internal) @ Frontier Middle School

The Special Education Teacher plays a vital role in delivering individualized instruction and support to students with disabilities, ensuring their academic, social, and emotional success. The teacher collaborates with multidisciplinary teams, including paraeducators and specialists, to design and deliver instruction tailored to students’ unique needs, such as those with multiple disabilities, autism spectrum disorders, and behavioral challenges. The role requires strong communication skills, collaboration, data‑informed decision‑making, and a commitment to inclusive practices and equity for all learners.

Qualifications

• Bachelor's degree or post‑graduate work in Special Education; Master's degree preferred.
• Valid Washington State teaching certificate with endorsement in Special Education.
• Care Certification or willingness to obtain certification.
• Knowledge of current state and federal laws pertaining to the education of children with disabilities.
• Experience working with students with multiple disabilities, autism spectrum disorders, or behavior challenges.
• Skill in teaching academics, behavioral interventions, social behavior, and working with parents.
• Demonstrated understanding of research‑based instructional strategies and assessment practices.
• Recent experience modeling effective instructional strategies and assessment practices.
• Knowledge of the needs of diverse learners and strategies for addressing those needs.
• Experience with students from families in poverty.
• Experience writing IEPs and Behavior Plans using IEP Online.
• Commitment to confidentiality and integrity of student information.
• Proficiency in technology to enhance student learning.
• Strong organizational skills and follow‑through ability.
• Excellent interpersonal skills with students, teachers, administrators, support personnel, and community members.
• Effective oral and written communication skills.

Essential Job Functions

Centering instruction on high expectations for student achievement by:

• Communicating expectations verbally and in writing for learning and achievement.
• Consistently conveying rigorous expectations to students and parents.
• Demonstrating how results impact daily instruction.
• Conducting learning activities aligned to lesson objectives and priority standards.

Demonstrating effective teaching practices by:

• Utilizing research‑based instructional practices.
• Aligning instructional behaviors with best practices of the learning process.
• Remaining current in content‑related pedagogy.
• Structuring and pacing to the appropriate level of learners.
• Using questioning that requires higher‑level thinking.
• Clearly articulating directions and teaching necessary procedures.
• Modifying curriculum and differentiating instructional practices to support learning.

Recognizing individual student learning needs by:

• Using appropriate intervention strategies.
• Differentiating activities to address developmental characteristics.
• Maintaining a persistent attitude that all students can learn.
• Communicating individual needs and clear learning targets.
• Providing a student‑friendly lesson and unit structure.
• Aligning materials and resources with learning targets.
• Activating prior knowledge to support learning.
• Identifying critical content within the time allotted.

Managing a safe, positive learning environment by:

• Establishing positive relationships with all students.
• Monitoring behavior and providing respectful feedback.
• Organizing the environment so transitions do not take away instructional time.

Using student data to modify instruction by:

• Using data to adjust instruction as needed.
• Assessing learning multiple times during lessons.
• Instructing self‑assessment and monitoring progress.
• Encouraging students to reflect on their learning.
• Using a variety of formative assessments.

Collaborating with parents and the school community by:

• Initiating communication beyond mandatory reporting.
• Communicating important aspects of the instructional program.
• Providing meaningful information about individual students.

Engaging in collegial practices by:

• Contributing to PLC/Data Team regularly.
• Seeking continuous improvement.
• Making decisions in the best interest of students.
• Maintaining positive peer relationships.
• Consulting with counselors, psychologists, and staff for interventions.
• Coordinating and training paraeducators as needed.

Working Conditions / Physical Requirements

• May travel between buildings and attend regional or state workshops and conferences.
• Work flexible hours, including occasional evenings, and prepare classroom for start of school and end‑of‑semester cleaning.
• Classroom/office environment includes frequent walking, occasional lifting, bending, stooping, kneeling, and keyboarding.

The Moses Lake School District #161 does not discriminate in any programs or activities on the basis of sex, race, creed, religion, color, national origin, age, honorably discharged 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 Boys Scouts and other designated youth groups. Inquiries regarding compliance and/or grievance procedures may be directed to the school district’s Title IX, Civil Rights, and Equal Opportunity officer, Michelle Musso, 1620 S Pioneer Way, Moses Lake, WA 98837, [phone], [e-mail]; or Section 504/ADA Coordinator, Samantha Burgess, 1620 S Pioneer Way, Moses Lake, WA 98837, [phone], [e-mail].