POSITION TITLE: Teacher, Special Education Site Based; 1.0 FTE; Probationary (Multiple Open Positions)
SITE: Student Services/Helman
TARGET START DATE: August 18, 2025
FLSA: Exempt
SALARY: Salary based on certified schedule
Ashland School District appreciates the diversity and worth of all individuals and groups and their roles in society. It is the policy of the Ashland School District Board of Education that there will be no discrimination or harassment of individuals or groups on the grounds of age, color, creed, disability, marital status, national origin, race, religion, sex, gender identity, or sexual orientation in any educational programs, activities or employment.
Family and Medical Leave Rights:
English: https://www.dol.gov/whd/regs/compliance/posters/fmlaen.pdf
Spanish: https://www.dol.gov/whd/regs/compliance/posters/fmlasp.pdf
QUALIFICATIONS:
1. Successful experience in teaching (preferred).
2. A bachelor’s degree or higher (Master Degree preferred).
3. An Oregon teaching certificate (TSPC approved) with endorsement in Special Education
4. A belief perspective that includes the notion that all students can learn at high levels.
5. Such alternatives to the above qualifications as the Board may find appropriate and acceptable.
6. Experience teaching Special Education
7. Experience with tiered instruction, progress monitoring and interventions preferred.
REPORTS TO: Principal
SUPERVISES: N/A
JOB GOAL:
To lead students toward fulfillment of their potential for intellectual, emotional and psychological growth and maturation.
PERFORMANCE RESPONSIBILITIES:
1. Meets and instructs assigned classes in the locations and at the times designated.
2. Maintains the dignity of students, parents, co-workers and self in all human interactions.
3. Develops and maintains a classroom environment conducive to effective learning within the limits of the resources provided by the district.
4. Prepares for classes assigned and shows written evidence of preparation upon request of immediate supervisor.
5. Establishes procedures for gathering data and diagnosing the needs and concerns of the individual student and the group.
6. Utilizes diagnostic data to meet individual and group needs.
7. Establishes evaluative procedures for assessing, interpreting and utilizing data on student performance.
8. Encourages students to set and maintain standards of classroom behavior.
9. Employs a variety of instructional techniques and instructional media consistent with the physical limitations of the location provided and the needs and capabilities of the individuals or student groups involved.
10. Strives to implement by instruction and action the district’s philosophy of education and instructional goals and objectives.
11. Takes all necessary and reasonable precautions to protect students, equipment, materials and facilities.
12. To ensure safety, middle school and high school physical education teachers will supervise in the locker rooms respective of gender (i.e., a male teacher in the male locker room, female teacher in the female locker room).
13. Maintains accurate, complete and correct records as required by law, district policy and administrative regulation.
14. Assists in upholding and enforcing school rules, administrative regulations and Board policy.
15. Makes provision for being available to students and parents for education related purposes outside the instructional day when required or requested to do so under reasonable terms.
16. Attends and participates in faculty meetings.
17. Cooperates with other members of the district and building staff in planning and implementing program development activities.
18. Assists in the selection of books, equipment and other instructional materials.
19. Works to establish and maintain open lines of communication with students and their parents concerning both the broad academic and behavioral progress of all assigned students.
20. Establishes and maintains cooperative relations with co-workers and community.
21. Provides for personal professional growth through an ongoing program of reading, workshops, seminars, conferences and/or advanced course work at institutions of higher learning.
22. Cooperates in implementing the district and school counseling programs.
23. Performs such other related duties and assumes such other related responsibilities as may be required from time to time.
EVALUATION:
Performance of this job will be evaluated annually in accordance with provisions of the Board’s policy on Evaluation of Professional Personnel.
PHYSICAL DEMANDS:
1. Stand while teaching classes.
2. Use hands to handle, control or feel objects, tools, or controls.
3. Speak clearly so listeners can understand.
4. Understand the speech of another person.
5. See details of objects whether they are nearby or far away.
6. Hear sounds and recognize the difference between them.
7. Focus on one source of sound and ignore others.
8. See differences between colors, shades and brightness.
9. Use fingers or hands to grasp, move or assemble very small objects.
10. Hold the arm and hand in one position or hold the hand steady while moving the arm.
11. Be physically active for long periods without getting tired or out of breath.
12. Use stomach and lower back muscles to support the body for long periods without getting tired.
13. Move two or more limbs together (for example, two arms, two legs, or one leg and one arm) while remaining in place.
14. Coordinate movement of several parts of the body, such as arms and legs, while the body is moving.
15. Determine the distance between objects.
16. Use muscles to lift, push, pull or carry heavy objects.
17. Use muscles for extended periods without getting tired.
18. Keep or regain the body’s balance or stay upright when in an unstable position.
19. Bend, stretch, twist or reach out.
20. Move arms and legs quickly.
MENTAL DEMANDS:
1. Assess baseline academic levels, learning abilities, needs and styles of students of significantly different capabilities.
2. Exercise creativity and mental flexibility in presenting instructional material to accommodate students of widely varying learning styles and intellectual levels.
3. Develop a curriculum sequence which allows for adequate coverage of all required academic subjects during the school year.
4. Facilitate the development of student self-esteem, trust and respect through positive, constructive, student-teacher interaction in both group and individual settings.
5. Understand and carry out the selection, implementation and maintenance of current teaching support technology and materials.
6. Create opportunities for students to receive personalized assistance through use of support services (e.g., volunteers, teacher aides, support technologies).
7. Determine how to fulfill curricula to maximize students’ acquisition of mastery skills.
8. Create teaching processes which maximize relevance and student involvement in authentic tasks which facilitate learning.
9. Manage the distraction of interruptions without losing concentration or unduly disrupting class work.
10. Keep current with the best teaching processes, instructional resources and materials.
EMOTIONAL DEMANDS:
1. Possess the motivation and self-discipline to maintain currency with professional literature, teaching techniques, technology and instructional materials.
2. Detect and understand the unique roadblocks individual students have in learning and demonstrate patience by persevering with traditional or alternative learning processes.
3. Manage the repetitive instructional preparation, review and grading of student assignments without experiencing undue stress (which leads to emotional detachment from the teaching process and to ineffectiveness in the classroom).
4. Maintain high emotional energy and display enthusiasm for the subject matter and individual student effort.
5. Develop effective coping strategies for dealing with the fatigue and stress of ongoing involvement in teaching, supervising and monitoring of students.
6. Take the appropriate emotional risk to implement new teaching techniques and instructional technology and materials.