Foundational Skills Classroom (FSC)

• Current Oregon Licensure through Teachers Standards and Practices Commission in special education, or ability to obtain a license;
• Criminal history verification/clearance
  COVID-19 Vaccine or district-approved medical or religious exemption

• Understands the characteristics of general education environments, including grade level standards, core curriculum and instructional strategies used with all students.
• Contributes to a classroom culture which facilitates independence, characterized by a shared belief in the importance of learning.
• Establishes high expectations and emphasizes personal achievement of goals.
• Understands the aspects of schedule, routines, and transitions that promote development and learning.
• Demonstrates ways in which technology can assist with creating and managing the learning environment, incorporating the verbal and visual redirection and classroom expectations
• Provides oversight of assigned assistants by providing feedback and coaching, as well as developing daily instructional schedule for each assistant.
• Consults with general education teachers and specialists to plan for student's needs and required adaptations, modifications, and use of assistive/adaptive technology that will ensure his or her success.
• Implements effective researched-based instructional strategies for basic sequences of skills in the academic, social, and vocational curricular areas; including techniques for modifying instructional methods, curricular materials, and the environment to meet learners’ needs that are appropriate to those learners’ ages and skill levels.
• Uses instructional time effectively and efficiently; while facilitating the integration of related services into the instructional program.
• Implements instructional strategies that promote successful transitions for individuals with disabilities.
• Provides frequent and appropriate updates to families about their child’s instructional program and conveys information about individual student progress in a culturally sensitive manner.
• Has working knowledge of resources, strategies, networks, organizations, and unique services for individuals with disabilities and their families including career, vocational, and transition support, including possible funding agencies and financial sources for secondary aged students (local, state, and federal).
• Demonstrates effective use of diagnostic data to identify student strengths and weaknesses and use available information/services to assess the knowledge, skills and capabilities of the students.
• Establish student goals and objectives through the use of data gathered in assessment.
• Understands and attends to the impacts of implicit bias in teaching and education.

• Engages in meaningful and appropriate professional development opportunities and incorporates feedback and professional learning into teaching practices.

• Demonstrates knowledge of legal and ethical rights and responsibilities.
• Other duties as assigned.
  
  

• Maintain up-to-date training/certification status in CPR, Professional Crisis Management and other district-provided in-service topics.
• Must have and maintain a basic knowledge of computer systems and applicable software.