One Compass, One Crew, One Mission

 

The Coos Bay School District is accepting applications for experienced Teacher for our Independent Skills Center (ISC) 

 

 

Job Summary:

This is a full-time, represented position. The Independent Skills Center teacher is responsible for providing instruction and support to students with disabilities, focusing on the development of academic readiness, adaptive skills and self-regulation. This position provides instruction to students with disabilities, focusing on developing functional life skills that promote independence in everyday activities. The teacher will work with students to enhance their social communication, self-care, and academic skills, tailored to their individual needs. This position requires creating a structured, supportive, and engaging classroom environment that fosters personal growth and prepares students for greater independence in their academic and personal lives. The teacher will be responsible for delivering instruction aligned to individualized education plans (IEPs) through meaningful learning experiences as prescribed by the case manager. 

 

Key Responsibilities: 

 

Instructional Delivery: 

• Scaffold instruction aligned with IEP goals and services.  
• Delivers Tier 3 interventions
• Regularly monitor and assess the effectiveness of interventions, use data-driven decision-making to adjust strategies as needed. 
• Utilize research-based strategies and programs to support students' growth across academic and functional areas.
• Deliver targeted small-group, one-on-one, push-in instruction to students as they build skills in a variety of areas.
• Support individualized student learning by building capacity in social interactions, functional daily living skills, academic abilities, community integration and problem-solving skills to build independence within the school setting. 

Classroom Management and Engagement

• Establish a consistent routine, clear visual cues, and a supportive classroom atmosphere to minimize disruptive behaviors. 
• Provide students with opportunities to practice skills in a safe, supportive environment, gradually increasing independence as students' abilities grow.
• Use role-playing, peer interactions, and group activities to reinforce positive social behaviors.
• Manage classroom behavior with positive reinforcement, individualized strategies, and clear expectations.
• Implement strategies to support students in managing emotions, improving focus, and understanding social cues. 
• Use visual aids, consistent routines, and clear instructions to help students understand expectations and feel secure.

Advocacy and Independence

• Advocate for students' needs, ensuring they receive appropriate resources and support.
• Work to create an inclusive environment where students with disabilities can thrive both academically and socially.
• Increase student independence through effective use of augmentative and alternative communication. 
• Tailor AAC devices, apps, or communication boards to match the student's unique cognitive, motor, and sensory needs.
• Help students develop a sense of independence by teaching them how to use their AAC system on their own. Encourage self-advocacy by helping them express their needs, wants, and preferences.
• Advocate for the use of AAC within the school environment and promote understanding of its importance for students with complex communication needs.
• Ability to assist students in their personal and physical care as needed.

Professional Collaboration and Communication:

• Collaborate with general education teachers, special education staff, and other school professionals to ensure the integration of independent skills education into the school community.
• Communicate regularly with parents and guardians to discuss student progress, challenges, and strategies for supporting student growth at home.
• Participate in IEP meetings and contribute to discussions on how to best support students in the school environment.
• Maintain accurate records of student progress, interventions, and outcomes for reporting purposes.
• Collaborate with building administrators to address systemic or classroom-specific issues related to special education.  
• Provide support and resources to educational assistants as needed regarding IEP-related procedures and compliance.  
• Stay updated on current research, trends, and best practices in intervention strategies.
  
  

Other Duties as Assigned

 

Qualifications:

• Current Oregon Teaching License with Special Education endorsement
• Strong ability to work as a team member
• Strong ability to direct assistants within the classroom
• Must possess excellent oral and written communication skills
• Knowledge of instructional practices and effective classroom management strategies for students with disabilities
• Proficiency in implementing and adapting educational and behavioral interventions
• In-depth knowledge of data collection to inform instruction and planning
• High level of patience, emotional resilience, and the ability to stay calm and focused under pressure
• Knowledge of neuroscience and its implications on learning and development for students with disabilities
• Knowledge of Special Education law and processes 
• Collaborative Problem Solving training preferred

Reports To: Director of Special Education and Principal

 

 

 

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.  

 

While performing the duties of this job, the employee is regularly required to talk or hear.  The employee is frequently required to walk, sit, stand, use hands for fine manipulation, handle or feel and reach with hands and arms, and use a keyboard and video display terminal.  The employee is frequently required to stoop, kneel, or crouch.  The employee must regularly lift and/or move up to 10 pounds and occasionally up to 25 pounds.  Specific vision abilities required by this job include close vision, distance vision, ability to adjust focus and peripheral vision.

 

Work Environment

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job.  

 

The work environments combine a standard classroom setting including standard classroom equipment (assistive technology, copier, phone, Chromebook or computer, audio/visual equipment etc.) in a standard school setting.  The noise level in the work environment is usually low to moderate and occasionally high depending upon student population and activities.  The employee may be exposed to blood borne pathogens and/or physically and emotionally dysregulated students.

 

Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

 

Employee Group- Licensed - CBEA 

 

Reports To:  Director of Special Education, and Principal

 

We offer a competitive benefit package, including PERS matching

 

Salary depends on experience and talent of candidate.

 

The position will remain open until a our ideal team members have been selected!

 

 

For more information please contact Michelle Barton in Human Resources

michelleba@coos-bay.k12.or.us or (541) 267-3104 x 1110

 

 

Notice of Non-Discrimination

Students, their families, employees and potential employees of the Coos Bay School District 9 are hereby notified that the Coos Bay School System does not discriminate on the basis of perceived or actual race, color, religion, sex, sexual orientation, national or ethnic origin, marital status, age, mental or physical disability, or perceived disability, pregnancy, familial status, economic status, veterans' status in employment, vocational programs, or activities as set forth in compliance with federal and state statutes and regulations. 

The district prohibits discrimination and harassment, including but not limited to; in employment, assignment and promotion of personnel; in educational opportunities and services offered students; in student assignments to schools and classes; in student discipline; in location and use of facilities; in educational offerings and materials.