Link to apply: https://www.applitrack.com/camas/onlineapp/
Salary: $62,419-114,634
FTE: 1.0
Anticipated Dates: 8/24/2026 - 1218/2026
Long Term Sub for the Integrated Social Emotional Learning (iSEL) program at Lacamas Elementary.
Position Summary: Under the general supervision of the building principal, performs a variety of tasks, with the major responsibility being the instruction and supervision of students. Demonstrates a competent level of knowledge and skill in planning for and implementing instruction, student achievement, and creates a positive classroom environment. Demonstrates a commitment to continual professional growth and the accomplishment of building, district, and state goals as related to the education of students.
Responsibilities:
A. Lesson Planning and Design: Demonstrate a competent level of knowledge and skill in planning and implementing classroom instruction.
1. Develop lessons based on Universally Designed Learning (UDL) with clear objectives focusing on Common Core State Standards (CCSS), concepts, skills, and strategies.
2. Incorporate data-driven reflection and assessment results, including student self-assessments, to improve lessons.
3. Meet the learning needs of the students by planning culturally responsive instructional strategies and practices appropriate to the students involved, the subject matter, and the desired learning objective.
4. Select and organize instructional materials and equipment for the unit of instruction.
5. Ensure a positive and supportive school environment that engages all students and includes multiple pathways for success.
6. Plan and conduct lessons to promote educational equity for all students in order to eliminate disproportional racial and socioeconomic predictability of academic success.
B. Classroom Environment: Create and maintain a classroom environment conducive to learning for all students.
1. Create a sense of belonging and sustain practices ensuring a welcoming and inclusive learning environment for all members of the learning community.
2. Establish management practices that result in routines, transitions, and minimal loss of instruction time through the use of Positive Behavior Interventions and Supports (PBIS).
3. Establish and maintain open communication with students and caregivers, clearly communicating parameters for student behavior.
4. Use the Multi-Tiered System of Supports (MTSS) framework to provide behavioral supports and intervention and provide meaningful reinforcement when it occurs.
5. Manage student discipline fairly and in accordance with building regulations, school board policies, and legal requirements.
6. Use classroom time effectively to provide maximum time on learning tasks.
C. Assessment: Utilize multiple and appropriate assessment tools in evaluating student achievement.
1. Communicate clear assessment criteria and standards, allowing multiple opportunities for students to demonstrate their learning.
2. Assess and evaluate students in all areas of potential need, to determine eligibility and areas of service/need, and for purposes of providing feedback to students, caregivers and administration regarding students' progress, expectations and goals.
3. Assess the effectiveness of lessons to plan instruction and work toward improvement of instructional practices.
4. Evaluate and inform students and caregivers of student progress in a timely manner and provide opportunity for feedback.
D. Instruction and Classroom Teaching Practice: Demonstrate a repertoire of engaging instructional and classroom teaching practices.
1. Create lessons that presents the subject matter clearly and precisely, with multiple entry points to engage all students' learning preferences and abilities.
2. Give clear direction and persistently checks for student understanding, providing appropriate accommodations, interventions, or support.
3. Use a wide variety of Evidence-Based strategies to differentiate student learning experiences.
4. Explain, demonstrate, provide practice and feedback so that students can comprehend and retain what is being taught.
5. Use inclusionary practices to accommodate and support varying ability and experience levels of students receiving services on Individualized Education Plans (IEP).
6. Provide specially designed instruction, support and related services to students including accommodations, supplemental services and modifications of general education curriculum to students.
7. Supervise special education paraprofessionals by offering clear direction on instructional objectives, implementing effective behavior management techniques, and reinforcing established classroom protocols to ensure a supportive and structured learning environment.
8. Collaborate with health staff to oversee general management of student's health and physical needs.
9. Implement services and supports focused on student's hygiene, health and basic needs.
E. General Responsibilities and Professional Development: Effectively manage professional responsibilities and demonstrate continual commitment to professional growth and improved student learning.
1. Ensure all evaluations and Individualized Education Programs (IEPs) are completed within state-mandated timelines.
2. Maintain effective, respectful communication with all team members regarding student needs, programming, evaluations, and IEP development.
3. Complete required records and reports promptly, including attendance, grade reporting, progress monitoring data, and contributions to IEPs.
4. Communicate with caregivers professionally and in a timely manner, fostering collaboration and trust.
5. Incorporate technology into lesson planning, instruction, and required documentation, including the use of IEP management platforms.
6. Plan, schedule, and actively engage in IEP meetings, student support teams, Multi-Tiered Systems of Support (MTSS), intervention teams, and 504 plan meetings, as applicable.
7. Pursue opportunities for professional growth by attending staff meetings and participating in school- and district-level professional development to enhance content knowledge and instructional practices.
8. Contribute to the development and implementation of building and district strategic plans, supporting their goals and initiatives.
Qualifications:
1. Washington State Teaching Certification with a Special Education endorsement.
2. Experience in or knowledge of equitable teaching and learning practices and protocols and Universal Design for Learning (UDL).
3. Successful teaching experience working with students with disabilities, preferred.
4. Experience in writing behavioral objectives based upon students' individual needs, preferred.
5. A commitment to provide equitable access and experiences for all students, including the disruption of systemic inequities.
6. Possession of a high level of organizational skills and practices.
7. Understanding of current State and Federal laws pertaining to the education of students with disabilities.
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Work Environment:
The usual and customary methods of performing the job's functions require the following physical demands: Generally, the job requires 10% sitting, 50% walking, and 40% standing. The job is performed in a generally clean and healthy environment.
EQUAL OPPORTUNITY EMPLOYER
The Camas School District complies with all federal and state rules and regulations and does not discriminate on the basis of sex, race, creed, religion, color, national origin, age, honorably discharged veteran or military status, sexual orientation including gender expression or identity, the presence of any sensory, mental, or physical disability, or the use of a trained dog guide or service animal by a person with a disability in its programs and activities and provides equal access to the Boy Scouts and other designated youth groups. This holds true for all district employment and educational programs. The following employees have been designated to handle questions and complaints of alleged discrimination:
Title IX Compliance Officer: Amie Stewart (360) 335-3000 Ext. 89960
ADA Compliance Officer: Allan Fleck (360) 335-3000 Ext. 79974
Section 504 Coordinator: Allan Fleck (360) 335-3000 Ext. 79974
Civil Rights Compliance Officer: Katie Seidl 360-335-3000 Ext. 74956
HIB Compliance Officer: Derek Jaques 360-335-3000 Ext. 77154
Inquiries regarding compliance and/or grievance procedures may be directed to the school district's Title IX/ RCW 28A.640 & ADA compliance officer and Section 504 coordinator.
Benefits:
School Employee Benefit Board (SEBB) Eligibility determination: All eligibility determinations are based on rules in Chapters 182-30 and 182-31 of the Washington Administrative Code (WAC). If the position is anticipated to work a minimum of 630 hours in a school year, then that position would be deemed benefit eligible. SEBB benefits include medical, vision, dental, long-term disability and life insurance. Supplemental coverages are also available.
Retirement Eligibility determination: A certificated position participates in the Teacher Retirement System (TRS) which requires at least 5 months of 70 or more hours of compensated employment during a school year to be eligible for Washington State Retirement. A classified position participates in the School Employee Retirement System (SERS) if the position is expected to require at least 5 months of 70 hours or more for two consecutive years (initially) of employment.
Acknowledgment
I understand that this job description is not intended to be an exhaustive list of all duties, responsibilities, or qualifications associated with the position. My signature indicates that I have reviewed and understand the requirements of this position.
Signature: _____________________________________ Date: ______________________