Sheriff/Police Chief jobs in Kent, WA

This position is for the 2024-25 School Year

GROUP: Certificated

SALARY: Certificated Salary Schedule

FLSA STATUS: Exempt

WORKDAYS PER FISCAL YEAR: 180 days 10 extra days

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SUMMARY: The Special Education Instructional Coach will support instruction by coaching and modeling behavior and social emotional support strategies, and by providing staff development to improve students’ overall academic/behavioral performance. Additionally, this role will include opportunities to facilitate relevant committee work, provide standards alignment material, identifying supplemental intervention materials that best support standards, and working with building leadership to implement current school improvement action plans.

ABOUT CHIEF LESCHI SCHOOLS: Formerly known as the Puyallup Tribal School, Chief Leschi Schools was founded in 1976 to address the high dropout rate of the youth of the Puyallup tribe. It is the largest of seven tribal schools in the state of Washington and one of approximately 200 tribal schools in the United States. It is also one of the largest tribal schools to be funded by the Bureau of Indian Education.

ESSENTIAL DUTIES AND RESPONSIBILITIES include the following:

• Maintain regular coaching cycles with special education teams and individual special education teachers
• Support Special Education PLC team meetings by modeling questioning strategies regarding assessment information and instructional practice
• Support special education staff with the writing and implementation of IEPs, FBA/BIP, and transition plans
• Attend IEP meetings as needed
• Provide feedback, input, and professional development to special education staff on the Special Education Process
• Collaborates with special education staff to ensure students are receiving appropriate instruction and specially designed instruction
• Support appropriate classroom and schoolwide assessments by helping special education teachers to analyze their own student’s data
• Collaboratively review school progress with district stakeholders in order to review systems, celebrate achievement and problem solve where appropriate
• Assists and coordinates special education teachers with all state and local assessments
• Collaborate with general education and special education staff on implementation of inclusionary practices and Universal Design for Learning

• Collaborates with general and special education staff and related service staff in the development, implementation, and monitoring of a variety of instructional and behavior intervention strategies
• Collaborates and monitors general and special education staff on the implementation of accommodations and modifications within an inclusive classroom
• Monitor IEP accommodations and modifications to ensure compliance
• Collaborates with district instructional coaches to support district adopted curriculum and instructional practices
• Train on delivery of district curriculum
• Support counselors, school psychologist, and building administration on SST process, data collection, and interventions prior to special education referral
• Participate as a Teaching for Learning Team Member, lead in inclusionary practices, special education, and social emotional learning
• Work with Special Education Director, district leadership, and building administrators on developing strong implementation of inclusionary practices and universal design for learning

• Develop and support systems for job-embedded professional development as assigned
• Provides appropriate staff development for all staff
• Is familiar with technology and special education applications
• Is familiar with IDEA concepts and BIE policies/procedures as appropriate
• Engages in on-going professional development to increase knowledge and skills in implementing positive behavior support for all students, targeted students and students who represent sub-group populations
• Right Response Trainer
• Collaboratively review districtwide and special education in order to better support programs, review systems, celebrate achievement and problem solve where appropriate
• Performs other related duties as assigned

This list is meant to be representative, not exhaustive. Some incumbents may not perform all the duties listed, while in other cases related duties may also be assigned. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

MINIMUM QUALIFICATIONS

EDUCATION AND EXPERIENCE:

Valid Washington State Teaching Certificate in Special Education

Successful teaching experience

PREFERRED QUALIFICATIONS

A master’s degree in education

At least five years successful teaching experience in Special Education

Two years of experience in consulting and/or instructional coaching in Special Education

Experience facilitating and supporting implementation of Functional Behavior Assessments and Behavior Intervention Plans

Experience working with culturally, socially, and economically diverse students and parent/guardian populations

De-escalation Program Certification Preferred

Neural Education Training Preferred

Experience or Interest in Universal Design for Learning and Conscious Discipline

CONDITION OF EMPLOYMENT:

Successful criminal background clearance Successful and/or clear drug screening

KNOWLEDGE OF:

Best practices in teaching and learning & School board policies and procedures

ABILITY TO:

Take initiative and work independently

Demonstrate commitment to the teaching profession and its code of ethics

Communicate effectively, both verbally and in writing

Manage a classroom effectively for optimum learning

Synthesize information and present it clearly and in an organized manner

Work with and relate to Native American children and serve as a positive role model

Establish and maintain effective working relationships in a diverse, multicultural environment, to include school staff and administrators, parents and community members

Demonstrate and maintain confidentiality

Integrate cultural competencies in teaching Native American students

Comply with school board policies and follow administrative procedures

REPORTING RELATIONSHIP: Director of Special Services or designee

PHYSICAL DEMANDS: 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 regularly required to sit and stand for long periods of time. The employee must frequently reach with hands and arms and is regularly required to talk or hear; stand and/or walk; bend, stoop, twist, squat, and kneel; and use hands to finger, handle, feel and perform fine motor manipulations. The employee must regularly lift and/or move up to 10 pounds and occasionally lift and/or move up to 50 pounds. Anything over the weight limits should be done as a two-person lift or with a mechanical lift.

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 regularly works indoors, occasionally working near visual displays. The noise level in the work environment is usually moderate.

Chief Leschi Schools is an Equal Opportunity /M/F/Affirmative Action/Veterans/Disability Employer, except as provided under the Indian Preference Act.