Elementary SPED Resource Room Teacher (0.5 FTE) and Special Education Transition
Young World Physical Education, George, WA, United States
Job Title
Elementary SPED Resource Room Teacher (0.5 FTE) and Special Education Transition Teacher (0.5 FTE) – 18–22 Program
Job Details
Job ID:
5646920
Application Deadline:
Apr 30, 2026 11:59 PM (Pacific Standard Time)
Posted:
Apr 14, 2026 7:00 AM (UTC)
Starting Date:
Aug 26, 2026
Elementary SPED Resource Room Teacher Responsibilities
The role includes preparing learning objectives and standards, teaching and instructing students to promote achievement, providing guidance, counseling, supervision, and discipline, and assessing performance.
Teach students the skills and attitudes to succeed in alignment with state statutes, district policy, and curriculum.
Foster an educational environment conducive to learning and maturation for assigned students.
Create a positive classroom atmosphere to encourage learning.
Plan and prepare organized series of learning opportunities aligned with district outcomes.
Assess and evaluate student achievement; modify techniques as necessary.
Assist students in developing self‑esteem and responsible behaviors; model appropriate behavior.
Discipline students as required and maintain student safety.
Record student progress and prepare progress and grade reports; administer tests as needed.
Attend required staff meetings, committees, team building, field trips, and other activities (may include overnight stays).
Perform related tasks consistent with scope of the position.
Demonstrate good human relations and interpersonal skills with confidentiality and initiative.
Other duties as assigned by Principal or Superintendent.
Special Education Transition Teacher Responsibilities
Provide specialized instruction and transition services for students ages 18–22, supporting post‑school outcomes and collaborating with families, agencies, and employers.
Provide individualized and small group instruction aligned to transition goals.
Serve as case manager for assigned students.
Develop measurable post‑secondary goals and transition services within the IEP.
Collect and maintain data on student progress toward IEP goals.
Facilitate and participate in IEP meetings and transition planning conferences.
Ensure compliance with state and federal regulations.
Collaborate with families and community agencies for transition planning.
Coordinate services with vocational rehabilitation, developmental disability services, community colleges, employers, and job coaches.
Work with related service providers, paraprofessionals, and support staff.
Provide guidance to instructional assistants supporting transition services.
Develop and maintain partnerships with local businesses and community organizations.
Support job development, coaching, and workplace readiness.
Assist students in learning workplace expectations, communication, safety skills, and transportation training.
Maintain required documentation for transition services.
Ensure student safety in school and community settings.
Participate in program planning, staff meetings, and professional development.
Support program evaluation and continuous improvement.
Qualifications
Valid Washington State Teaching Certificate with Special Education endorsement.
Experience with students with disabilities; for the transition role, experience with ages 18–22 (preferred).
Knowledge of transition services, community‑based instruction, and vocational training.
Ability to collaborate effectively with families and community partners.
Strong instructional skills and behavior classroom techniques.
Proficiency in reading, writing, and oral communications.
Experience developing community‑based or vocational programs (preferred).
Training in functional curriculum, life skills instruction, or supported employment (preferred).
Bachelor’s degree preferred.
Citizenship, residency or work visa required.
Benefits
Health insurance (medical, dental, vision, life, and long‑term disability) through SEBB. Retirement via WA State DRS. Paid leave: 12 sick days and 3 personal leave days. Benefits may be prorated based on hire date/FTE.
EEO Statement
Quincy School District does not discriminate in any program or activity on the basis of sex, race, creed, religion, color, national origin, age, veteran or military status, sexual orientation, gender expression or identity, disability, or the use of a trained dog guide or service animal and provides equal access to the Boy Scouts and other designated youth groups.
Quincy School District is an Equal Opportunity Employer .
Position Type
Full‑Time
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Elementary SPED Resource Room Teacher (0.5 FTE) and Special Education Transition Teacher (0.5 FTE) – 18–22 Program
Job Details
Job ID:
5646920
Application Deadline:
Apr 30, 2026 11:59 PM (Pacific Standard Time)
Posted:
Apr 14, 2026 7:00 AM (UTC)
Starting Date:
Aug 26, 2026
Elementary SPED Resource Room Teacher Responsibilities
The role includes preparing learning objectives and standards, teaching and instructing students to promote achievement, providing guidance, counseling, supervision, and discipline, and assessing performance.
Teach students the skills and attitudes to succeed in alignment with state statutes, district policy, and curriculum.
Foster an educational environment conducive to learning and maturation for assigned students.
Create a positive classroom atmosphere to encourage learning.
Plan and prepare organized series of learning opportunities aligned with district outcomes.
Assess and evaluate student achievement; modify techniques as necessary.
Assist students in developing self‑esteem and responsible behaviors; model appropriate behavior.
Discipline students as required and maintain student safety.
Record student progress and prepare progress and grade reports; administer tests as needed.
Attend required staff meetings, committees, team building, field trips, and other activities (may include overnight stays).
Perform related tasks consistent with scope of the position.
Demonstrate good human relations and interpersonal skills with confidentiality and initiative.
Other duties as assigned by Principal or Superintendent.
Special Education Transition Teacher Responsibilities
Provide specialized instruction and transition services for students ages 18–22, supporting post‑school outcomes and collaborating with families, agencies, and employers.
Provide individualized and small group instruction aligned to transition goals.
Serve as case manager for assigned students.
Develop measurable post‑secondary goals and transition services within the IEP.
Collect and maintain data on student progress toward IEP goals.
Facilitate and participate in IEP meetings and transition planning conferences.
Ensure compliance with state and federal regulations.
Collaborate with families and community agencies for transition planning.
Coordinate services with vocational rehabilitation, developmental disability services, community colleges, employers, and job coaches.
Work with related service providers, paraprofessionals, and support staff.
Provide guidance to instructional assistants supporting transition services.
Develop and maintain partnerships with local businesses and community organizations.
Support job development, coaching, and workplace readiness.
Assist students in learning workplace expectations, communication, safety skills, and transportation training.
Maintain required documentation for transition services.
Ensure student safety in school and community settings.
Participate in program planning, staff meetings, and professional development.
Support program evaluation and continuous improvement.
Qualifications
Valid Washington State Teaching Certificate with Special Education endorsement.
Experience with students with disabilities; for the transition role, experience with ages 18–22 (preferred).
Knowledge of transition services, community‑based instruction, and vocational training.
Ability to collaborate effectively with families and community partners.
Strong instructional skills and behavior classroom techniques.
Proficiency in reading, writing, and oral communications.
Experience developing community‑based or vocational programs (preferred).
Training in functional curriculum, life skills instruction, or supported employment (preferred).
Bachelor’s degree preferred.
Citizenship, residency or work visa required.
Benefits
Health insurance (medical, dental, vision, life, and long‑term disability) through SEBB. Retirement via WA State DRS. Paid leave: 12 sick days and 3 personal leave days. Benefits may be prorated based on hire date/FTE.
EEO Statement
Quincy School District does not discriminate in any program or activity on the basis of sex, race, creed, religion, color, national origin, age, veteran or military status, sexual orientation, gender expression or identity, disability, or the use of a trained dog guide or service animal and provides equal access to the Boy Scouts and other designated youth groups.
Quincy School District is an Equal Opportunity Employer .
Position Type
Full‑Time
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