Itinerant Special Education Teacher, Functional Academic Classroom - Continuing (Potential for Multiple Positions)

2026-27 SCHOOL YEAR 

*Please note: Per the CEA bargaining agreement, this is a restricted position. Those wishing to transfer must currently hold the same position (i.e., Instructional Support TOSA to Instructional Support TOSA). Employees not currently holding the same position and seeking transfer into the restricted positions must apply and the top four candidates, as determined by the hiring team, will be guaranteed an interview with out-of-district candidates.

GENERAL INFORMATION

Cheney Public Schools is a rapidly growing district serving approximately 5,500 students and encompasses the towns of Cheney and Airway Heights, an expansive rural area, and a developing industrial and residential area on the West Plains. The District covers 380 square miles.

Cheney Public Schools is committed to high expectations and continuous progress for students, staff, and administration. The District provides a rich learning environment for all students, and the local community provides consistent and unwavering support for an extensive co-curricular program. Our mission states, “Cheney Public Schools exists to guarantee a safe and caring environment where ALL students learn at high levels and graduate with options for post-secondary education, careers, and civic engagement.”

Cheney Public Schools utilizes the PLC process to drive student learning and success. Teachers in Cheney Public Schools work in highly collaborative teams and participate in shared assessments and continual improvement in support of student learning growth. Cheney Public Schools Strategic Plan drives the work of the district. There are six priorities: Student Safety, Student Well Being, Learning and Growth, Future Ready Outcomes, Exemplar School District, and Community and Facility Growth. The work of district teachers is integral to Learning and Growth, Future Ready Outcomes and Exemplar School District.

GENERAL DESCRIPTION AND RESPONSIBILITIES

As an itinerant special education teacher, position and location will be reviewed annually in consideration of enrollment numbers, program, and district need. The teacher of special education assumes responsibility to create an educationally supportive instructional environment appropriate to the needs of students with disabilities and eligible for Special Education who are assigned to their caseload. The teacher works collaboratively with the special education team to reach consensus and ratify decisions of evaluation findings and eligibility for services; develop IEPs in academic content areas, as well as behavior, life skills, and transition pursuant to the evaluation report; implement an instructional program for these students; and collect data and document progress on the written goals. In addition, the special education teacher will be responsible to clearly and appropriately communicate regarding special education goals and services with families, general education teachers, and other professionals, as appropriate. Special education teachers are uniquely trained to provide the services reflected in the specific needs of the students served and address the non-exhaustive list of duties, responsibilities, expectations, and essential functions indicated below.

ESSENTIAL FUNCTIONS

An employee hired for this assignment may perform all or some of the responsibilities defined below:

• Develop and implement IEPs that address student strengths and needs as well as align to state standards
• Develop lesson plans and instructional materials/activities
• Translate lesson plans into learning experiences to best utilize the available time for instruction
• Instruct eligible special education students in content areas, as outlined in students’ IEP and consistent with program requirements and district curriculum goals
• Assist in developing positive support plans and behavioral intervention plans
• Demonstrated professional training and/or successful prior experience including one or more of the following: inclusion services, pull-out programming, and/or self-contained programming
• Demonstrated knowledge of a range of disabilities; their impact on education and student learning; and strategies for instructional support
• Demonstrated knowledge of the physical, psychological, and social characteristics of students
• Demonstrated understanding of and ability to implement federal, state, and district requirements for providing free, appropriate public education to students with disabilities
• Collaborate with and include families in the IEP process
• Communicate student progress to students and families
• Demonstrated knowledge of general education content area curriculum
• Demonstrated ability to manage and maintain a positive classroom environment through the use of appropriate guidance, discipline, and classroom management techniques consistent with current research and best practice
• Demonstrated knowledge and application of current technology with a multimedia approach to instruction
• Employ a variety of instructional techniques and instructional media, consistent with the physical limitations of the location provided and the needs and capabilities of the individual students involved
• Demonstrated ability to communicate, establish rapport, and work effectively with children, families, staff, community members, and administrative personnel
• Serve as a consultant for school and district staff
• Provide instruction in a variety of settings including large groups, small groups and individual students as appropriate
• Train and provide immediate supervision to instructional paraeducators
• Assume responsibility for safe and proper use of materials, equipment, and facilities, ensuring student safety
• Evaluate and document student performance growth on goals and content areas; keep accurate and complete records as required by law, district, policy, and administrative regulation; prepare progress reports
• Collaborate with and share strategies to support student success and achievement with families, teachers, other educators, and community organizations
• Advocate for students at individual education plan meetings and other student-focused meetings
• Analyze data to identify student needs and challenges
• Advocate to improve equity and access, achievement and opportunities for all students
• Provide transitional services to students and parents
• Organize and prioritize daily, weekly, and monthly schedules for timely work completion
• Participate in building- and department-level and special education meetings
• Actively participate in department meetings, staff meetings, and trainings
• Actively participate in district/building Professional Learning Communities (PLCs)
• Maintain highest degree of confidentiality, per FERPA guidelines
• Other duties and responsibilities as assigned

Each position in a building and within the district-wide student support services team serves as one unit of the whole team.

KNOWLEDGE, SKILLS AND ABILITIES

Knowledge of: Current trends in the field of special education teaching; current general education and instructional support curriculum and activities for elementary and/or secondary students, depending on assignment; OSPI rules and regulations regarding teacher certification, along with the OSPI Code of Professional Conduct and generally recognized professional practices. Demonstrated professional training and/or successful prior experience in field of special education including student assessment, development/implementation of specially designed instruction and IEP’s, progress monitoring and team decision making/collaboration. Knowledgeable in special education, Section 504 and IDEA laws and responsibilities.

Ability to: Follow special education laws, district policies and procedures, and administrative regulations; work as a team member with administration, teachers, and fellow special education teachers; work collaboratively under the Cheney School District Mission Statement; communicate clearly and effectively in both verbal and written communications; use email to receive District communication; utilize technology and software to complete duties and responsibilities; maintain emotional control under stress; work with multiple deadlines and frequent interruptions is required. Ability to work alone and in a team setting; maintain good rapport with supervisors, colleagues, students, and the public. Visual acuity and hearing are required for the delivery of assessment, intervention, and consultation services.

MENTAL DEMANDS

Required to regularly engage in problem solving and decision making; deal with a wide range of behaviors and needs in a positive and service-oriented manner; may experience shifts in work schedule and/or work site according to student/district needs; sustain mental awareness while also maintaining attention to details and safety requirements; may frequently support with distraught or difficult adults and children.

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, walk, and/or stand for extended periods of time
• Amount of sitting, standing and walking may vary depending on projects/tasks. Generally, the job requires 50% standing, 30% walking, and 20% sitting
• May be exposed to visual display terminal for prolonged periods
• The usual and customary methods of performing the job's functions require the following physical demands: the employee is regularly required to talk and hear, sit, stand, walk, bend at neck and back, twist body, use hands to push/pull and lift/carry, squat, kneel, stoop, and crouch. The employee is occasionally required to reach with hands and arms, climb or balance, lift and/or move up to 25 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.

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions, duties, and responsibilities of this position. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee often remains indoors, however, may occasionally work in outside weather conditions. The noise level in the work environment is usually moderate.

REQUIRED QUALIFICATIONS

• Valid Washington State Teacher Certificate with special education endorsement
• Must have and maintain a valid Washington State Driver License
• Training in de-escalation techniques and restraint or willingness to be trained (district adopted practices)
• Experience in like position preferred
• Experience with positive behavior intervention techniques

CLEARANCES

• WSP/FBI criminal history background clearance

EVALUATION

The employee shall be evaluated per the terms of the Cheney Education Association (CEA) Collective Bargaining Agreement by the building principal, department director, or designee. The process shall include an evaluation of the employee’s performance of the above Duties and Responsibilities, Essential Functions, and Knowledge, Skills, and Abilities.

CONTINUING EDUCATION/TRAINING

• Must maintain valid Washington State Teacher Certificate with special education endorsement
• Must maintain valid first aid/CPR certification
• Must complete school safety training prior to deadline indicated within system and annually thereafter
• Attend designated trainings as specified by department director(s) and/or supervisor in order to maintain knowledge/skills
• Submit current/renewed certificates/licenses to Human Resources upon attaining

HISTORY

Job description updated: March 2024

Cheney Public Schools 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, economic status, pregnancy, familial status, marital status, disability, or the use of a trained guide dog 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: Title IX/Chapter 28A.640 Officer/Civil Rights Compliance Coordinator/ADA Coordinator - Tom Arlt, Assistant Superintendent, Cheney School District, 12414 S. Andrus Rd. Cheney, WA 99004 Phone: (509) 559-4550; Section 504 Coordinator - Franklin Day, Director of Student Support Services, Cheney School District, 12414 S. Andrus Rd., Cheney, WA 99004 Phone: (509) 559-4507.

EQUAL OPPORTUNITY EMPLOYER