Elementary SPED Resource Room Teacher (0.5 FTE) and Special Education Transition Teacher (0.5 FTE) – 18–22 Program

QUINCY SCHOOL DISTRICT

1.0 Special Education Teacher

• 0.5 SPECIAL EDUCATION RESOURCE TEACHER for Elementary at George Elementary
• 0.5 FTE Special Education Transition Teacher (18–22 Program)

 
Supervisor: Building Principal/Special Ed Director
Salary Range: QEA Salary Schedule
Location: George Elementary and Quincy High School

Conditions of work: 180Days/1FTE

School Year: 2026-27

SUMMARY: (0.5 Special Education Resource Room - George)

The job of an elementary school teacher is to prepare learning objectives
and standards for assigned academic and enrichment subject areas and grade levels, to teach and instruct students to promote student achievement, to provide guidance, counsel, supervision and discipline to students, and to assess and evaluate performance and progress to enhance effective learning.

 
ESSENTIAL FUNCTIONS:
• Teach students the skills and attitudes to be successful in the subject matter in accordance
with state statutes, district policy and adopted curriculum, to help prepare students for lifelong learning and success.
• Foster an educational environment conducive to the learning and maturation process of assigned students; plans and instructional program designed to meet individual student needs and whole groups which may include at risk or special needs youth.
• Creates positive classroom atmosphere to encourage and motivate students to learn essential skills, develop essential attitudes and experience.
• Plans and prepares well organized series of learning opportunities and activities; established objectives to ensure mastery of district outcomes.
• Assess and evaluates student achievement; adapts and modifies techniques and material for effectiveness as necessary for student progress and success; seeks and recommends special assistance as appropriate.
• Assists students in developing self-esteem and responsible behaviors; models appropriate
behavior; maintains and provides fair and consistent classroom management.
• Acknowledges, discusses rewards and corrects student behavior; disciplines students as
necessary and maintains student safety.
• Evaluates and records student progress; prepares progress and grade reports as required;
administers tests as necessary.
• Attends or participates in all required staff meetings, committees, team building, field trips
and other activities (may include overnight stay) deemed necessary by the District and/or building principal, in order to accomplish the objectives of the position and for professional achievement.
• Performs related tasks consistent with the scope and responsibility of the position.
• Must have good human relations and interpersonal skills, demonstrated ability to keep
confidentiality and show initiative when appropriate.
• Other duties as assigned by the Building Principal or Superintendent.

QUALIFICATIONS:

• Currently have or will have by the start date a valid Washington
State Teaching Certificate with a Special Education related endorsement required. Other degrees and certifications may be considered.
• Extensive knowledge of subject areas and ability to have effective behavior classroom
techniques; effective instructional techniques.
• Proficiency in reading, writing, and oral communications.

Position Title: 

Special Education Transition Teacher (0.5 FTE) – 18–22 Program (QHS) 

Position Summary: 

The Special Education Transition Teacher provides specialized instruction and transition services to students ages 18–22 with disabilities who are receiving services through an Individualized Education Program (IEP). The teacher supports students in developing skills necessary for successful post-school outcomes, including employment, independent living, community participation, and continued education or training. This position requires collaboration with families, adult service agencies, employers, and community partners to ensure meaningful transition planning and implementation. 

Essential Duties and Responsibilities 

Instruction & Program Implementation 

Provide individualized and small group instruction aligned to students’ transition goals in areas such as:

• Employment and job readiness 
• Functional academics 
• Independent living skills 
• Social and communication skills 
• Community access and participation 
• Develop and implement community-based instruction and work-based learning experiences 
• Supervise students in community settings, job sites, and vocational training environments 
• Monitor student progress and adjust instruction based on data and student needs 
• Ensure instruction aligns with transition services identified in students’ IEPs 

IEP Development & Compliance 

• Serve as case manager for assigned students in the 18–22 program 
• Develop measurable postsecondary goals and transition services within the IEP 
• Collect and maintain data on student progress toward IEP goals 
• Facilitate and participate in IEP meetings and transition planning conferences 
• Ensure compliance with state and federal special education regulations 

Collaboration & Coordination 

• Collaborate with families to support transition planning and adult life readiness 
• Coordinate services with community agencies such as: 
• Vocational rehabilitation 
• Developmental disability services 
• Community colleges or training programs 
• Employers and job coaches 
• Work collaboratively with related service providers, paraprofessionals, and support staff 
• Provide guidance and directions to instructional assistants supporting transition services 

Community & Employment Support 

• Develop and maintain partnerships with local businesses and community organizations 
• Support job development, job coaching coordination, and workplace readiness 
• Assist students in learning workplace expectations, communication, and safety skills 
• Facilitate transportation training and community navigation skills as appropriate 

Program Management 

• Maintain required documentation for transition services and community-based instruction 
• Ensure student safety in school and community settings 
• Participate in program planning, staff meetings, and professional development 
• Support program evaluation and continuous improvement of transition services 

Minimum Qualifications 

• Valid Special Education Teaching Certificate 
• Endorsement in Special Education (or applicable credential per state requirements) 
• Experience working with students with disabilities 
• Knowledge of transition services, community-based instruction, and vocational training 
• Ability to collaborate effectively with families and community partners 

Preferred Qualifications 

• Experience working with students ages 18–22 
• Experience developing community-based or vocational programs 
• Knowledge of adult service systems and transition planning 
• Training in functional curriculum, life skills instruction, or supported employment 

UNION AFFILIATION:

This position is represented by the Quincy Education Association

BENEFITS:

Health insurance benefits include medical, dental, vision, life and long-term disability plans through the School Employees Benefits Board (SEBB).  Retirement benefits are provided through the WA State Department of Retirement Systems (DRS).  Click here for more detailed information on benefits. https://www.qsd.wednet.edu/departments/human-resources/contracts

Paid leave benefits include 12 day of sick leave and 3 personal leave days.

*Benefits may be prorated based upon date of hire/FTE.

WORKING CONDITIONS & PHYSICAL REQUIREMENTS:
• Establish and maintain effective, positive communication and working relationships with
students, parents or guardians, staff and administrators.
• Knowledge of Special Education compliance and required IEP elements and assessments/screenings.
• Designing and implementing lesson plans for students having a wide range of achievement.
• Strong technical and word processing skills required.
• Ability to deal with students in a positive and confident manner; be fair and consistent when working with a culturally, racially, and economically diverse student population; adapt to change and remain flexible; organize activities; manage student behavior; use good judgment to maintain a safe learning environment; provide instruction and demonstrate techniques.
• Use necessary equipment, computers, machinery, tools, or software.
• Ability to consult, supervise and motivate paraeducators in program requirements and
guidelines; in some positions, administer first aid and CPR.
• Sets and maintains high expectations of students.
• Ability to gain respect and confidence of students and community through the modeling of
appropriate behavior, methods and attire.
• Ability to meet and maintain punctuality and attendance expectations.

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 accommodation may be made to enable individuals with disabilities to perform essential functions. The usual and customary methods of performing the job’s functions require the following physical demands:

• Ability to regularly walk, sit, stoop, kneel, crouch, crawl, push, and pull.
• Ability to lift up to 30 lbs.

 
PROCEDURE:

• Application Online at www.qsd.wednet.edu/
• Click on “Employment” and “Current Openings TalentEd”
• All applications must be submitted online through the TalentEd system. For questions
regarding the TalentEd system, please contact Velma Flores.
• Note: Employment contingent upon successful clearance of a Washington State Patrol, FBI
fingerprint criminal history background check, and School Board approval.

Immigration Reform and Control Act Requirement: The recommended applicant, if not a current regular employee, will be required to complete an INS I-9 form and must provide proof of employment eligibility.

Quincy 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 Coordinator: Nik Bergman, Superintendent, nbergman@qsd.wednet.edu, 404 1st AVE SW, Quincy, WA 98848, (509) 787-4571. Section 504/ADA Coordinator: Victoria Hodge, Special Programs Director, vhodge@qsd.wednet.edu, 404 1st AVE SW, Quincy, WA 98848, (509) 787-4571. Civil Rights Compliance Coordinator: David Garza, Assistant Superintendent, dgarza@qsd.wednet.edu, 404 1st AVE SW, Quincy, WA 98848, (509) 787-4571.

Quincy School District is an Equal Opportunity Employer