QUALIFICATIONS:

• Successful completion of a Bachelor’s Degree; valid Washington State teaching certificate.
• Must be flexible, exhibit a commitment to accomplishment, possess outstanding communication and conceptual skills, demonstrate appropriate and positive student relationships, possess a strong professional orientation, and be willing to actively participate in a team environment.
• Must have regular, consistent attendanance.
• Must be willing to uphold board policies and follow administrative procedures.
• Demonstrated knowledge of curriculum integration and a commitment to improve and refine instructional and management skills by participating in professional development.
• Demonstrated knowledge of technology and an ability to incorporate into instructional programs.
• Demonstrated compatibility with staff, program, and school goals.
• Demonstrated commitment to fostering a positive attitude with students, and adults (staff & parents).
• Demonstrated awareness, appreciation and respect of diversity among students and adults.
• Sets appropriate expectations for individual students.
• Demonstrated successful teaching experience at the designated grade level preferred, and a willingness and ability to utilize a variety of research-based effective instructional strategies, including an emphasis on reading, writing and mathematics skills.
• Experience working with at-risk student population preferred.
• Experience working with economically diverse or challenged populations preferred.

KNOWLEDGE, SKILLS AND ABILITIES RELATED TO CULTURAL COMPETENCE AND EQUITY:

• Knowledge/awareness of own cultural identity and how this influences behavior, and desire to learn about the cultural identity of others.
• Nurtures a positive school environment that celebrates, respects and values diversity, where teaching and learning are made relevant and meaningful to students of various cultures.
• Initiates activities and discussions that lead to increased cultural competence of staff, informing and expanding teaching practices within classrooms.
• Models instructional leadership and demonstrates a strong commitment to equitable outcomes for all students.
• Ability to recognize each person as a unique individual even as we celebrate their group cultural heritage.
• The ability and desire to establish positive relationships with persons regardless of race, gender, physical limitation, sexual orientation or religious belief, with an active commitment to equal opportunity for all persons.
• Demonstrated ability to establish effective working relationships and interact successfully with diverse instructional support services and administrative staff, including perceiving the needs and concerns of others; assisting others in resolving conflicts; motivating others; and designing programs to assist others in meeting organizational goals.

• Plan and implement a program of study following state and district outcomes that meet the individual needs and abilities of the students.
• Create a classroom environment that is conducive to learning.
• Guide the learning process toward the achievement of curriculum student outcomes.
• Employ instructional methods and materials that are appropriate for meeting objectives.
• Assess students’ academic learning and/or skills for the purpose of providing feedback to students, parents and administration regarding students’ progress, expectations, goals, etc.
• Advise parents and/or legal guardians of student progress for the purpose of supporting teacher’s expectations, developing methods for improvement and/or reinforcing classroom goals.
• Maintain accurate, complete, and correct records as required by law, district policy, and Administrative Regulations.
• Confer with colleagues, administrators, students and/or parents when necessary.
• Collaborate with school personnel and parents for the purpose of improving the quality of student performance, developing solutions and planning curriculum.
• Implement instructional methods and materials that are most appropriate for achieving stated objectives for instruction and student success.
• Manage student behavior for the purpose of providing a safe and an optimal learning environment.
• Prepare teaching materials and reports (e.g. grades, attendance, anecdotal record, etc.) for the purpose of implementing lesson plans and providing documentation of teacher and student progress.
• Become familiar with and uphold the enforcement of school rules, Administrative Regulations and Board Policy.
• Demonstrate a professional and positive attitude when carrying out responsibilities as a faculty member.
• Attend staff meeting as well as serve on staff and district committees as requested.
• Use Common Core State Standards (CCSS) to plan and provide effective, differentiated instruction using research-based practices.
• Maintains student records, including attendance, cumulative records, and classroom inventory.
• Undertakes with the timely submission of IEPs, progress reports, etc.
• Participates with other staff to cooperatively develop effective, positive techniques for improving student behavior.
• Provides positive assistance and guidance to a diverse population.
• Participates with other staff to cooperatively plan, develop, and implement a course of instruction designed to meet the needs of students in all curriculum areas.
• Educates special needs students within the regular classroom environment in collaboration with other staff.
• Performs assigned out-of-classroom supervision and other duties,
• Participates in staff meetings, planning events, and grade level/department meetings.
• Participates in total building program, including assemblies, contests, and other student activities.
• Assists in upholding and enforcing school rules, administrative regulations, and board policiies.
• Engage in ongoing professional development.