Special Education Teacher - Social Emotional Behavioral Core Program; SEB

Special Education Teacher - Social Emotional Behavioral Core Program (SEB)

• Position Type:
  Certificated/ Special Education - PreK through High School
• Date Posted: 3/6/2026
• Days of the Week:
  Monday, Tuesday, Wednesday, Thursday, Friday

A social emotional behavioral (SEB) core program teacher works with students with identified disabilities that demonstrate primary learning needs in the social emotional skills domain. They may need intensive specially designed instruction to learn how to interact effectively with others or regulate personal behavior and emotions. They may also need specially designed instruction in academic skills, and possibly functional life skills, but social emotional skills is the primary area of need.

• Develop and maintain compliant individual education plans (IEPs) and other compliance documents.
• Develop, implement, and adjust appropriate programming to provide access to a student's least restrictive environment (LRE).
• Provide interventions and systematic purposeful instruction at students' instructional levels, linking district initiatives and grade level expectations to IEPs.
• Coordinate with general education teachers to address students' instructional needs in order to support further involvement in core instruction.
• Design and implement intervention based on student assessment and evaluation.
• Collect and utilize data and frequent ongoing progress monitoring systems to inform instructional decisions or revisions.
• Design and implement appropriate accommodations and modifications.
• Train and supervise para educators.
• Provide individualized inclusion opportunities.

The preceding list of responsibilities is not exhaustive and may be supplemented as necessary.

Education and Experience

A current Washington state teaching certificate with a special education endorsement.

Work scheduled hours on a consistent basis.

• Training or experience in serving students with disabilities of an emotional/behavioral nature.
• Proficiency in conducting functional behavior assessments and developing behavior intervention plans.
• Training and/or experience teaching students who have been impacted by trauma and neglect.
• Bilingual.

• Criminal background clearance.
• Washington state driver's license and proof of insurance.
• Possess and maintain a current district-approved CPR/First Aid card within 90 days of employment. District approved courses must include hands‑on and written exam.
• Successfully complete the FWPS district-approved Right Response training at the advanced level at the next available time; maintain current certification at the advanced level through an annual recertification class.

• School board policies and procedures.
• Computer systems and various software programs.
• Evidence‑based classroom and behavior management practices.

• Plan, implement, and evaluate individualized programs for students.
• Establish and maintain effective working relationship with staff, parents, and community members.
• Skill in operating a computer and ability to learn and use various software programs.
• Work effectively under varying levels of pressure.
• Intervene in situations of imminent likelihood of serious harm using district approved Right Response techniques, including de‑escalation strategies and restraint when needed.
• Comply with school board policies and follow administrative procedures.
• Organize and perform job responsibilities efficiently and independently without close supervision and able to pay strict attention to detail.
• Communicate effectively through spoken and written word; read and follow written or verbal communications.
• Develop and maintain positive relationships with staff and service providers.
• Work collaboratively with District staff and promote teamwork with co‑workers.
• Practice effective safety and security within individual work routines.
• Practice ethical and professional standards of conduct including the requirements of confidentiality.
• Relate effectively with parents, staff, students and community members in a multicultural and multiracial community.
• Perform job responsibilities with or without reasonable accommodations.

• Knowledge/awareness of own cultural identity and how this influences behavior, and desire to learn about the cultural identity of others.
• Ability to establish and nurture an environment that promotes cultural competence and equitable treatment of staff, students, and patrons of the District.
• Ability to understand and hold self and others accountable for promoting the Federal Way Public Schools' commitment to "Each Scholar: A Voice. A Dream. A Bright Future."
• Ability to recognize that each person is a unique individual even as we celebrate their group cultural heritage.

The physical demands described here are representative of those that must be met by an employee to…