Special Education Teacher Developmental Learning Center (DLC)

June 3, 2026

CERTIFICATED VACANCY

2026/2027 School Year

Special Services/Prairie View Elementary

Special Education Teacher

Developmental Learning Center Classroom (DLC)

1.0 FTE/Continuing

Position Summary

The Development Learning Center (similar to a Self-Contained structure) Special Education Teacher provides intensive, individualized instruction and comprehensive case management for students with developmental disabilities, autism spectrum disorder, behavioral challenges, and/or complex support needs. This role requires deep instructional expertise, exceptional classroom management, and strong leadership of paraprofessionals. The teacher develops and implements Specially Designed Instruction (SDI), oversees behavioral and safety systems, builds structured routines, and ensures full compliance with state and federal requirements.

Essential Functions:

• Design, deliver, and adjust SDI aligned with IEP goals using evidence-based methodologies such as structured teaching, direct instruction, task analysis, prompting hierarchies, and visual supports.
• Integrate accommodations, modifications, assistive technology, and AAC systems to maximize student access and engagement.
• Differentiate instruction for students with significant cognitive, behavioral, adaptive, communication, and medical needs.
• Implement functional academics, communication instruction, social skills training, and independent living skills.
• Provide instruction that supports generalization of skills across routines, environments, and community contexts.
• Maintain a predictable and supportive environment that fosters student independence and self-regulation.
• Establish a highly structured, therapeutic classroom environment built on consistent routines, proactive expectations, and positive behavior supports.
• Implement PBIS, functional behavioral assessments (FBAs), and individualized Behavior Intervention Plans (BIPs) with fidelity.
• Supervise and assist students with activities of daily living, including but not limited to toileting, feeding, hygiene, and mobility
• Apply evidence-based strategies for autism, emotional/behavioral disabilities, and medically complex student profiles.
• Maintain safety protocols, crisis-prevention strategies, and emergency response procedures.
• Provide clear direction, modeling, and daily communication to paraprofessionals; ensure consistent implementation of instructional, behavior-support procedures, data collection, regulation strategies, student engagement and supervision systems.
• Assign staff roles, monitor coverage, oversee transitions, and maintain predictable classroom operations.
• Build a collaborative, supportive, student-centered team culture that prioritizes safety, dignity, and growth.
• Deliver ongoing coaching and support to staff in instructional strategies, AAC use, social-emotional approaches, and data collection.
• Conduct ongoing assessment of student progress; collect, analyze, and interpret data to guide instruction and document meaningful growth including providing required progress reports.
• Develop high-quality, legally compliant IEPs with measurable goals and accurate present levels; ensure adherence to timelines and procedural safeguards.
• Maintain thorough records of instruction, behavior data, progress monitoring, accommodations, and parent communication.
• Act as case manager for the IEP including monitoring the implementation of IEP, Lead IEP meetings and collaborate with families and teams to design appropriate goals, services, and supports.
• Use data to inform instructional changes, program design, and team decision-making.
• Collaborate closely with related service providers, general education teachers, behavior teams, nurses, and building administrators to support student programming.
• Maintain proactive, professional, and clear communication with parents—even in challenging situations.
• Coordinate supports for transitions, inclusive opportunities, and community-based instruction.
• Participate in MTSS processes, safety planning, crisis response teams, and building-level problem-solving.
• Promote collaborative practices that honor family culture, values, and needs.
• Take full responsibility for the integrity and effectiveness of the classroom program , including maintaining consistent systems, ensuring high-quality instruction, holding team members accountable to expectations, and proactively addressing issues that impact student learning, safety, or compliance.
• Develop structured daily schedules, routines, work systems, and visual supports to ensure predictability and reduce dysregulation.
• Organize and maintain curricular materials, assessment data, behavior systems, and classroom documentation.
• Create an environment that supports communication, sensory regulation, social engagement, and student autonomy.
• Oversee classroom logistics, safety procedures, and transitions to ensure smooth, consistent operation.
• Demonstrate high emotional resilience and a calm, regulated approach during dysregulation.
• Maintain professional ethics and current knowledge of research and legislation related to developmental disabilities and autism.
• Uphold a commitment to dignity, inclusion, autonomy, and family partnership.
• Engage in continuous professional learning aligned with district, building and Special Services department goals.

REQUIRED QUALIFICATIONS:

• Washington State teaching certificate with a special education endorsement/s as required by law and regulation, or the ability to obtain said Washington State teaching certificate before the beginning of the school year.

ESSENTIAL CRITERIA:

• Experience providing SDI to students with significant disabilities.
• Strong classroom management and behavior support skills.
• Ability to lead and train paraprofessionals.
• Competence with assessment, data collection, and IEP compliance.
• Self-starter with strong initiative, able to independently identify needs, organize tasks, and move work forward without extensive direction.
• Demonstrated problem-solving ability, including ability to analyze complex situations, evaluate options, and implement effective solutions in real time.
• Ability to take information from multiple sources and make rational, well-reasoned decisions that prioritize student safety, learning, and program integrity.
• Clear and proactive communication skills, able to keep administrators, families, and team members informed, aligned, and engaged.
• Reflective practice, including recognizing when support or clarification is needed and seeking assistance appropriately to maintain high-quality instruction and safe classroom operations.
• Capacity to remain composed and regulated when navigating student dysregulation, competing demands, or unexpected challenges.
• Ability to accurately recognize and respond to the needs of all students—even during periods of high escalation, crisis, or classroom disruption;
• Strong differentiation skills, including the ability to adjust instruction, supports, and expectations in real time to meet diverse cognitive, behavioral, adaptive, sensory, and communication needs.
• Able to adjust plans, routines, and instructional approaches in response to student needs, unexpected behaviors, staffing changes, or shifting priorities without losing momentum or instructional focus.

DESIRED CRITERIA

• Training or experience in autism-specific strategies, AAC, FBAs, BIPs, sensory regulation, and functional academics.
• Experience working in a self-contained classroom serving students with complex needs.

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

A person working in this position will exert 35 to 50 pounds of force occasionally, and/or 25 to 50 pounds of force frequently, and/or up to 10 pounds of force constantly while carrying, pushing, and/or pulling to move objects. The employee must occasionally lift and/or move up to 50 pounds. While performing the duties of this job, the employee is frequently required to stand; walk; sit; some stooping, kneeling, and/or crouching; and significant fine finger dexterity. The employee may also be required to work at elevated heights and climb ladders. The job is performed under conditions with exposure to risk of injury and/or ordinary infectious diseases carried by students.

TERMS OF EMPLOYMENT AND SALARY:

As outlined by and in accordance with the collective bargaining agreement (CBA) of Mead Education Association (MEA) and Policies and Procedures of Mead School District. CBAs and Salary Schedules can be reviewed from the Human Resources page of the Mead School District website at . Mead policies and Procedures can be accessed online at

The 2025-26 salary range for teachers in the Mead School District is between $59323.50 and $120245.42 per school year. Placement is defined within the Collective Bargaining Agreement (CBA) and is generally based upon a combination of Education and Experience. Other forms of compensation may be available to the hired applicant in addition to their established salary range or wage scale as defined within the current collective bargaining agreement (CBA).

Each employee shall accumulate twelve (12) days of sick leave per year. An employee employed less than a full term shall be entitled to a proportionate part of the sick leave allowance Each employee shall earn five (5) annual leave days per year. Employees less than 1.0 FTE will receive a prorated share of annual leave based on their percentage of FTE.

Employees anticipated to work more than 630 hours per year will be eligible for Benefits through the School Employees Benefits Board (SEBB) Standard benefits include Medical, Dental, Vision, Life Insurance, and Long-Term Disability. Positions anticipated to work 70 hours or more per month for at least 5 months over the school year are eligible for Retirement through the State Department of Retirement Services.

APPLICATION

MEMBERS of Mead Education Association interested in this position need to apply for this position via the mead.schoolspring.com internal link. Please complete the required information on the internal application, including uploading the required documents to your profile, on or before 11:59 PM, June 10, 2026.

All other applicants interested in this position must apply for this posting through a link to our online applicant system found on the website at mead.schoolspring.com. Upload the required documents to your application. Below is a list of required materials. If you have questions regarding this process, you may contact Shelli Nemec at the District Administration Building or email shelli.nemec @mead354.org . The application, along with all required documents must be completed on or before 11:59 PM, June 10, 2026. Incomplete applications will not be considered.

Mead School District #354 is an equal opportunity employer and does not discriminate against otherwise qualified applicants on the basis of sex, race, ethnicity, color, religion, creed, national origin, sexual orientation, gender identity, gender expression, homelessness, immigration or citizenship status, disability, neurodivergence, the use of a trained dog guide or service animal, age, and honorably discharged veteran or military status and provides equal access to the Boy Scouts and other designated youth groups. Inquiries regarding compliance procedures may be directed to the District’s Title IX/Civil Rights Officer, Josh Westermann, Section 504 Coordinator, Heather Havens and/or Affirmative Action officer, Keri Hutchins, at ... or via mail to 2323 E. Farwell Rd., Mead, WA, 99021. Persons who may need some accommodation in the hiring process should contact the Human Resources Office at .... #35054618