Special Education Teacher/Resource (Temporary for the 2025-2026 School Year)

• COMPENSATION and BENEFITS:

• $47,810.90 - $90,243.76 depending upon approved accepted experience. 
• Service Premium pay after completion of 10 years of employment
• Annual COLA pay increase (as negotiated with Oregon Education Association)
• Annual step pay increase awarded to eligible employees
• 6 paid holidays annually
• 10 paid sick leave days per year
• 2 paid personal leave days per year
• 3 paid personal leave deduct sub pay per year
• 5 paid bereavement leave days per year
• Up to $1,900 per month district-paid contribution toward full-family medical, dental and vision insurance
• $600. per month opt-out stipend for employees who demonstrate other health insurance coverage under a qualifying employer sponsored group medical plan (for full-time employees)
• Employee Assistance Program (EAP)
• 6% district-paid contribution towards Oregon Public Employees Retirement System
• $50. per month employer match into a tax sheltered annuity when employee contributes $50. per month (after employee completes three years with the district)

The Central Point School District recognizes the diversity and worth of all individuals and groups. It is the policy of the Central Point School District that there will be no discrimination or harassment of individuals or groups based on race, color, religion, gender, sexual orientation, gender identity, gender expression, national origin, marital status, age, veterans’ status, genetic information or disability in any educational programs, activities or employment.

1. Demonstrates knowledge of content and pedagogy, identifying important concepts and their relationships to one another, providing clear explanations, answering questions accurately, providing effective feedback, and developing suitable instructional strategies.
2. Demonstrates knowledge of students by being aware of students’ varying levels of cognitive development, by becoming informed about different cultural groups and incorporating that knowledge in lesson planning, and by remaining cognizant of the special needs of any student.
3. Sets instructional outcomes by setting high and rigorous expectations related to central concepts of the discipline; by pursuing outcomes grounded in expectations of what students will learn (rather than do); by ensuring outcomes represent various types of knowledge, including factual knowledge, conceptual understanding, reasoning and social interaction; and by ensuring that outcomes are suitable to various groups of students in a given classroom.
4. Demonstrates knowledge of resources by ensuring that texts and other written are at varied levels, supplementing instructional materials with guest speakers and field experiences, facilitating the use of multidisciplinary and online resources; and expanding knowledge through professional training opportunities.
5. Designs coherent instruction by matching learning activities to instructional outcomes, by providing opportunities for higher-level thinking, by providing material and resources that are appropriately challenging, by organizing student groups to maximize learning and building on strengths, and by ensuring that lesson plans are structured with reasonable time allocations.
6. Designs student assessments by ensuring that learning outcomes are assessed in a manner that matches expectations and are clearly communicated, modifying assessments as necessary, using formative assessments during instruction, and crafting lesson plans to allow for adjustments based on formative assessment data.
7. Creates an environment of respect and rapport by ensuring that classroom communication is uniformly respectful, by responding effectively to disrespectful or off-task behavior, by ensuring that students participate willingly, and by making general connections with individual students.
8. Establishes a culture of learning by communicating the importance of the content and that with hard work students can reach their full potential. Demonstrates high regard for student abilities by conveying high expectations of student effort, by eliciting student effort to achieve high-quality work, and by insisting on precise use of language by students.
9. Manages classroom procedures by engaging students proactively during small group or independent work, by transitioning smoothly between large and small group activities, by establishing efficient routines for the distribution and collection of materials, and by ensuring that classroom routines function smoothly.
10. Manages student behavior through the establishment and implementation of effective standards of conduct, and by ensuring that student behavior is generally appropriate. Frequently monitors student behavior and effectively responds to misbehavior.
11. Organizes physical space by ensuring that the classroom is safe, and that all students are able to see and hear the teacher and see the board.  Arranges classroom to support instructional goals and activities and makes appropriate use of available technology.
12. Effectively communicates with students by stating clearly what students will be learning and clearly explaining content. Invites student participation and thinking; avoids content errors; describes specific strategies students might use and invites students to interpret them in the context of their learning.  Promotes student engagement with the learning task and seeks indicators that they understand instructions. Models process to be followed if necessary, employs correct vocabulary and usage appropriate to the lesson, explains vocabulary as needed, and ensures vocabulary is appropriate to student age and development.
13. Uses questioning and discussion techniques, employing open-ended questions that invite students to think and offer multiple possible answers. Makes effective use of wait time, enabling students to talk without ongoing mediation by teacher. Calls on most students, including those who don’t initially volunteer, engages many students in active discussion, and prompts students to justify their reasoning.
14. Engages students in learning by ensuring that students are intellectually engaged. Encourages higher-order thinking by creating tasks with multiple correct approaches, inviting students to explain their thinking. Ensures materials and resources require intellectual engagement; paces lessons to provide students time to engage. and uses groupings suitable to lesson activities.
15. Uses assessments in instruction, making standards of high-quality work clear. Elicits evidence of student understanding, invites students to assess their own work, and provides feedback with specific and timely guidance.
16. Demonstrates flexibility and responsiveness.  Incorporates student interests into lesson, employing alternate approaches when students encounter difficulty, and making adjustments to the lesson as needed.
17. Reflects on teaching. Accurately assesses effectiveness of instruction and identifies specific ways to improve lessons.
18. Maintains accurate records. Establishes efficient processes for recording student work, attainment of learning goals and non-instructional information. Ensures student access to information about assignments, enabling students to see how they’re progressing.
19. Communicates with families, making information about instruction regularly available. Routinely makes available information about student progress and develops activities to engage families in their children’s learning. Ensures communications with families are appropriate to cultural norms.
20. Is present at school to fulfill daily necessary professional obligations, including student conferences, class preparation, curriculum improvement, staff and in-service meetings, and parent conferences.
21. Participates in a professional learning community, maintaining supportive and collaborative relationships with colleagues. Participates in school events and community activities and projects.
22. Grows and develops professionally. Seeks regular opportunities for continued professional development. Welcomes classroom supervision to gain insight and feedback.
23. Shows professionalism. Demonstrates honesty and high standards of integrity. Actively addresses student needs, working to provide opportunities for student success.  Participates in team and departmental decision making, and complies with District regulations.
24. Maintains effective and respectful working relationships with staff and students.

1. Provides specially designed instruction, including Behavior Instruction, Cognitive Instruction or Work Exploration, for students in accordance with their Individual Education Plan (IEP).
2. Manages and coordinates the IEP and eligibility process for all students on caseload; confers with parents, administrators, testing specialists, social workers, and other professionals to develop IEPs aimed at promoting educational, physical, and social/emotional development.
3. Provides behavior management programs to control atypical behavior and increase appropriate behavior.

4. Schedules and manages the activities of paraprofessionals, including delegating duties to Instructional Assistants, monitoring effectiveness, and providing direction and training as needed.
5. Serves as a member of multidisciplinary teams.
6. Maintains close communication with parents, guardians, concerned agencies and outside professional consultants.
7. Communicates with general education Teachers with regard to specific IEP needs of students within regular classroom environments; counsels Teachers on effective modifications and ensures students are receiving the necessary instructional support as identified on the student’s IEP.
8. Provides expert guidance on the application of Special Education law in the classroom and appropriate instructional strategies.

1. Current TSPC Licensure with endorsement in the assigned subject area.
2. Meets Title III requirements which stipulate that all teachers of English Learners be fluent in both oral and written English language, as determined by District assessment(s).