Elementary SPED Resource Room Teacher (0.5 FTE) and Special Education Transition
Anova Education, Quincy, WA, United States
QUINCY SCHOOL DISTRICT
Special Education Teacher (1.0 FTE)
0.5 Special Education Resource Teacher for Elementary at George Elementary
0.5 FTE Special Education Transition Teacher (18–22 Program)
Supervisor: Building Principal/Special Ed Director
Salary Range: QEA Salary Schedule
Location: George Elementary and Quincy High School
Conditions of work: 180 Days/1FTE
School Year: 2026‑27
SUMMARY (0.5 Special Education Resource Room - George)
The job of an elementary school teacher is to prepare learning objectives and standards for assigned academic and enrichment subject areas and grade levels, to teach and instruct students to promote student achievement, to provide guidance, counsel, supervision and discipline to students, and to assess and evaluate performance and progress to enhance effective learning.
ESSENTIAL FUNCTIONS
Teach students the skills and attitudes to be successful in the subject matter in accordance with state statutes, district policy and adopted curriculum, to help prepare students for lifelong learning and success.
Foster an educational environment conducive to the learning and maturation process of assigned students; plans and instructional program designed to meet individual student needs and whole groups which may include at risk or special needs youth.
Creates positive classroom atmosphere to encourage and motivate students to learn essential skills, develop essential attitudes and experience.
Plans and prepares well‑organized series of learning opportunities and activities; established objectives to ensure mastery of district outcomes.
Assess and evaluates student achievement; adapts and modifies techniques and material for effectiveness as necessary for student progress and success; seeks and recommends special assistance as appropriate.
Assists students in developing self‑esteem and responsible behaviors; models appropriate behavior; maintains and provides fair and consistent classroom management.
Acknowledges, discusses rewards and corrects student behavior; disciplines students as necessary and maintains student safety.
Evaluates and records student progress; prepares progress and grade reports as required; administers tests as necessary.
Attends or participates in all required staff meetings, committees, team building, field trips and other activities (may include overnight stay) deemed necessary by the District and/or building principal, in order to accomplish the objectives of the position and for professional achievement.
Performs related tasks consistent with the scope and responsibility of the position.
Must have good human relations and interpersonal skills, demonstrated ability to keep confidentiality and show initiative when appropriate.
Other duties as assigned by the Building Principal or Superintendent.
QUALIFICATIONS
Currently have or will have by the start date a valid Washington State Teaching Certificate with a Special Education related endorsement required. Other degrees and certifications may be considered.
Extensive knowledge of subject areas and ability to have effective behavior classroom techniques; effective instructional techniques.
Proficiency in reading, writing, and oral communications.
POSITION TITLE
Special Education Transition Teacher (0.5 FTE) – 18–22 Program (QHS)
POSITION SUMMARY
The Special Education Transition Teacher provides specialized instruction and transition services to students ages 18–22 with disabilities who are receiving services through an Individualized Education Program (IEP). The teacher supports students in developing skills necessary for successful post‑school outcomes, including employment, independent living, community participation, and continued education or training. This position requires collaboration with families, adult service agencies, employers, and community partners to ensure meaningful transition planning and implementation.
ESSENTIAL DUTIES AND RESPONSIBILITIES
Instruction & Program Implementation
Provide individualized and small group instruction aligned to students’ transition goals in areas such as:
Employment and job readiness
Functional academics
Independent living skills
Social and communication skills
Community access and participation
Develop and implement community‑based instruction and work‑based learning experiences
Supervise students in community settings, job sites, and vocational training environments
Monitor student progress and adjust instruction based on data and student needs
Ensure instruction aligns with transition services identified in students’ IEPs
IEP Development & Compliance
Serve as case manager for assigned students in the 18–22 program
Develop measurable postsecondary 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 special education regulations
Collaboration & Coordination
Collaborate with families to support transition planning and adult life readiness
Coordinate services with community agencies such as:
Vocational rehabilitation
Developmental disability services
Community colleges or training programs
Employers and job coaches
Work collaboratively with related service providers, paraprofessionals, and support staff
Provide guidance and direction to instructional assistants supporting transition services
Community & Employment Support
Develop and maintain partnerships with local businesses and community organizations
Support job development, job coaching coordination, and workplace readiness
Assist students in learning workplace expectations, communication, and safety skills
Facilitate transportation training and community navigation skills as appropriate
Program Management
Maintain required documentation for transition services and community‑based instruction
Ensure student safety in school and community settings
Participate in program planning, staff meetings, and professional development
Support program evaluation and continuous improvement of transition services
Minimum Qualifications
Valid Special Education Teaching Certificate
Endorsement in Special Education (or applicable credential per state requirements)
Experience working with students with disabilities
Knowledge of transition services, community‑based instruction, and vocational training
Ability to collaborate effectively with families and community partners
Preferred Qualifications
Experience working with students ages 18–22
Experience developing community‑based or vocational programs
Knowledge of adult service systems and transition planning
Training in functional curriculum, life skills instruction, or supported employment
UNION AFFILIATION
This position is represented by the Quincy Education Association
BENEFITS
Health insurance benefits include medical, dental, vision, life and long‑term disability plans through the School Employees Benefits Board (SEBB). Retirement benefits are provided through the WA State Department of Retirement Systems (DRS). Click here for more detailed information on benefits. https://www.qsd.wednet.edu/departments/human-resources/contracts
Paid leave benefits include 12 day of sick leave and 3 personal leave days.
WORKING CONDITIONS & PHYSICAL REQUIREMENTS
Establish and maintain effective, positive communication and working relationships with students, parents or guardians, staff and administrators.
Knowledge of Special Education compliance and required IEP elements and assessments/screenings.
Designing and implementing lesson plans for students having a wide range of achievement.
Strong technical and word processing skills required.
Ability to deal with students in a positive and confident manner; be fair and consistent when working with a culturally, racially, and economically diverse student population; adapt to change and remain flexible; organize activities; manage student behavior; use good judgement to maintain a safe learning environment; provide instruction and demonstrate techniques.
Use necessary equipment, computers, machinery, tools, or software.
Ability to consult, supervise and motivate paraeducators in program requirements and guidelines; in some positions, administer first aid and CPR.
Sets and maintains high expectations of students.
Ability to gain respect and confidence of students and community through the modeling of appropriate behavior, methods and attire.
Ability to meet and maintain punctuality and attendance expectations.
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. Reasonable accommodation may be made to enable individuals with disabilities to perform essential functions. The usual and customary methods of performing the job’s functions require the following physical demands:
Ability to regularly walk, sit, stoop, kneel, crouch, crawl, push, and pull.
Ability to lift up to 30 lbs.
Immigration Reform and Control Act Requirement
The recommended applicant, if not a current regular employee, will be required to complete an INS I‑9 form and must provide proof of employment eligibility.
Equal Opportunity Statement
Quincy School District does not discriminate in any programs or activities 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. The following employees have been designated to handle questions and complaints of alleged discrimination:
Title IX Coordinator : Nik Bergman, Superintendent, nbergman@qsd.wednet.edu, 404 1st AVE SW, Quincy, WA 98848, (509) 787‑4571.
Section 504/ADA Coordinator:
Victoria Hodge, Special Programs Director, vhodge@qsd.wednet.edu, 404 1st AVE SW, Quincy, WA 98848, (509) 787‑4571.
Civil Rights Compliance Coordinator:
David Garza, Assistant Superintendent, dgarza@qsd.wednet.edu, 404 1st AVE SW, Quincy, WA 98848, (509) 787‑4571.
Quincy School District is an Equal Opportunity Employer
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Special Education Teacher (1.0 FTE)
0.5 Special Education Resource Teacher for Elementary at George Elementary
0.5 FTE Special Education Transition Teacher (18–22 Program)
Supervisor: Building Principal/Special Ed Director
Salary Range: QEA Salary Schedule
Location: George Elementary and Quincy High School
Conditions of work: 180 Days/1FTE
School Year: 2026‑27
SUMMARY (0.5 Special Education Resource Room - George)
The job of an elementary school teacher is to prepare learning objectives and standards for assigned academic and enrichment subject areas and grade levels, to teach and instruct students to promote student achievement, to provide guidance, counsel, supervision and discipline to students, and to assess and evaluate performance and progress to enhance effective learning.
ESSENTIAL FUNCTIONS
Teach students the skills and attitudes to be successful in the subject matter in accordance with state statutes, district policy and adopted curriculum, to help prepare students for lifelong learning and success.
Foster an educational environment conducive to the learning and maturation process of assigned students; plans and instructional program designed to meet individual student needs and whole groups which may include at risk or special needs youth.
Creates positive classroom atmosphere to encourage and motivate students to learn essential skills, develop essential attitudes and experience.
Plans and prepares well‑organized series of learning opportunities and activities; established objectives to ensure mastery of district outcomes.
Assess and evaluates student achievement; adapts and modifies techniques and material for effectiveness as necessary for student progress and success; seeks and recommends special assistance as appropriate.
Assists students in developing self‑esteem and responsible behaviors; models appropriate behavior; maintains and provides fair and consistent classroom management.
Acknowledges, discusses rewards and corrects student behavior; disciplines students as necessary and maintains student safety.
Evaluates and records student progress; prepares progress and grade reports as required; administers tests as necessary.
Attends or participates in all required staff meetings, committees, team building, field trips and other activities (may include overnight stay) deemed necessary by the District and/or building principal, in order to accomplish the objectives of the position and for professional achievement.
Performs related tasks consistent with the scope and responsibility of the position.
Must have good human relations and interpersonal skills, demonstrated ability to keep confidentiality and show initiative when appropriate.
Other duties as assigned by the Building Principal or Superintendent.
QUALIFICATIONS
Currently have or will have by the start date a valid Washington State Teaching Certificate with a Special Education related endorsement required. Other degrees and certifications may be considered.
Extensive knowledge of subject areas and ability to have effective behavior classroom techniques; effective instructional techniques.
Proficiency in reading, writing, and oral communications.
POSITION TITLE
Special Education Transition Teacher (0.5 FTE) – 18–22 Program (QHS)
POSITION SUMMARY
The Special Education Transition Teacher provides specialized instruction and transition services to students ages 18–22 with disabilities who are receiving services through an Individualized Education Program (IEP). The teacher supports students in developing skills necessary for successful post‑school outcomes, including employment, independent living, community participation, and continued education or training. This position requires collaboration with families, adult service agencies, employers, and community partners to ensure meaningful transition planning and implementation.
ESSENTIAL DUTIES AND RESPONSIBILITIES
Instruction & Program Implementation
Provide individualized and small group instruction aligned to students’ transition goals in areas such as:
Employment and job readiness
Functional academics
Independent living skills
Social and communication skills
Community access and participation
Develop and implement community‑based instruction and work‑based learning experiences
Supervise students in community settings, job sites, and vocational training environments
Monitor student progress and adjust instruction based on data and student needs
Ensure instruction aligns with transition services identified in students’ IEPs
IEP Development & Compliance
Serve as case manager for assigned students in the 18–22 program
Develop measurable postsecondary 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 special education regulations
Collaboration & Coordination
Collaborate with families to support transition planning and adult life readiness
Coordinate services with community agencies such as:
Vocational rehabilitation
Developmental disability services
Community colleges or training programs
Employers and job coaches
Work collaboratively with related service providers, paraprofessionals, and support staff
Provide guidance and direction to instructional assistants supporting transition services
Community & Employment Support
Develop and maintain partnerships with local businesses and community organizations
Support job development, job coaching coordination, and workplace readiness
Assist students in learning workplace expectations, communication, and safety skills
Facilitate transportation training and community navigation skills as appropriate
Program Management
Maintain required documentation for transition services and community‑based instruction
Ensure student safety in school and community settings
Participate in program planning, staff meetings, and professional development
Support program evaluation and continuous improvement of transition services
Minimum Qualifications
Valid Special Education Teaching Certificate
Endorsement in Special Education (or applicable credential per state requirements)
Experience working with students with disabilities
Knowledge of transition services, community‑based instruction, and vocational training
Ability to collaborate effectively with families and community partners
Preferred Qualifications
Experience working with students ages 18–22
Experience developing community‑based or vocational programs
Knowledge of adult service systems and transition planning
Training in functional curriculum, life skills instruction, or supported employment
UNION AFFILIATION
This position is represented by the Quincy Education Association
BENEFITS
Health insurance benefits include medical, dental, vision, life and long‑term disability plans through the School Employees Benefits Board (SEBB). Retirement benefits are provided through the WA State Department of Retirement Systems (DRS). Click here for more detailed information on benefits. https://www.qsd.wednet.edu/departments/human-resources/contracts
Paid leave benefits include 12 day of sick leave and 3 personal leave days.
WORKING CONDITIONS & PHYSICAL REQUIREMENTS
Establish and maintain effective, positive communication and working relationships with students, parents or guardians, staff and administrators.
Knowledge of Special Education compliance and required IEP elements and assessments/screenings.
Designing and implementing lesson plans for students having a wide range of achievement.
Strong technical and word processing skills required.
Ability to deal with students in a positive and confident manner; be fair and consistent when working with a culturally, racially, and economically diverse student population; adapt to change and remain flexible; organize activities; manage student behavior; use good judgement to maintain a safe learning environment; provide instruction and demonstrate techniques.
Use necessary equipment, computers, machinery, tools, or software.
Ability to consult, supervise and motivate paraeducators in program requirements and guidelines; in some positions, administer first aid and CPR.
Sets and maintains high expectations of students.
Ability to gain respect and confidence of students and community through the modeling of appropriate behavior, methods and attire.
Ability to meet and maintain punctuality and attendance expectations.
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. Reasonable accommodation may be made to enable individuals with disabilities to perform essential functions. The usual and customary methods of performing the job’s functions require the following physical demands:
Ability to regularly walk, sit, stoop, kneel, crouch, crawl, push, and pull.
Ability to lift up to 30 lbs.
Immigration Reform and Control Act Requirement
The recommended applicant, if not a current regular employee, will be required to complete an INS I‑9 form and must provide proof of employment eligibility.
Equal Opportunity Statement
Quincy School District does not discriminate in any programs or activities 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. The following employees have been designated to handle questions and complaints of alleged discrimination:
Title IX Coordinator : Nik Bergman, Superintendent, nbergman@qsd.wednet.edu, 404 1st AVE SW, Quincy, WA 98848, (509) 787‑4571.
Section 504/ADA Coordinator:
Victoria Hodge, Special Programs Director, vhodge@qsd.wednet.edu, 404 1st AVE SW, Quincy, WA 98848, (509) 787‑4571.
Civil Rights Compliance Coordinator:
David Garza, Assistant Superintendent, dgarza@qsd.wednet.edu, 404 1st AVE SW, Quincy, WA 98848, (509) 787‑4571.
Quincy School District is an Equal Opportunity Employer
#J-18808-Ljbffr