Special Education Teacher - Resource Support Program (RSP) - Secondary

Job | Posted 3 months ago
Start Date


A Resource Support Program Teacher (RSP) works with identified special education students who may receive services in the special education and or general education settings.  The RSP teacher, in collaboration with the general education teachers design and implement services to meet the needs of the students with a variety of disabilities such as autism, cognitive deficits, behavioral disabilities, and specific learning disabilities.
ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. This list is meant to be representative, not exhaustive. Some incumbents may not perform all the duties listed while in other cases related duties may also be assigned. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

  • Develop and maintain compliant Individual Education Plans (IEP) 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 student’s instructional level linking district initiatives and grade level expectations to IEP.
  • 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 paraeducators.
  • 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 Teacher’s Certificate with a Special Education Endorsement
Work scheduled hours on a consistent basis
Training or experience in serving students with mild to moderate disabilities
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
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.
Complete the Right Response training at the advanced level at the next available class and maintain certification annually. (Elementary level RSP only.)
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.
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.
While performing the duties of this job, the employee will frequently be required to reach, bend, stoop, squat, kneel, handle/grasp, talk, and hear.  The employee will occasionally be required to stand, walk, sit, climb stairs, lift and reach overhead, twist torso and neck, and fine motor manipulation.  The employee will occasionally be required to lift/carry a maximum of 50 pounds.  The employee will occasionally be required to push/pull a maximum weight of 100 pounds.  Anything over the weight limits will be performed as a two-person lift or with a mechanical lift.
WORK ENVIRONMENT:  The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee regularly works in indoor conditions and regularly works near video display.  The employee will experience constant interruptions; required to meet deadlines.  The employee will be exposed to infectious diseases carried by students and exposed to unpredictable students who may grab or bite.  The noise level in the work environment is usually moderate.
This position has a school year schedule.
Position reports to, and is evaluated by, a building administrator, department director, or designee.
Federal Way Education Association (FWEA)
Federal Way Education Association (FWEA) salary schedule
Update 12/2015
Update 1/2017
The preceding list is not exhaustive and may be supplemented as necessary.  The statements contained herein reflect general details as necessary to describe the principal functions of this job, the scope of responsibility and the level of knowledge and skills typically required, but should not be considered an all-inclusive listing of work requirements, skills or duties so classified. All personnel may be required to perform duties outside their normal responsibilities from time to time as needed. 
All employment open positions are made available on a nondiscriminatory basis without regard to race, color, creed, religion, sexual orientation, national origin, gender, age, disability or veteran status.
Job descriptions are written as a representative list of the ADA essential duties performed by the entire classification. They cannot include, and are not intended to include, every possible activity and task performed by every specific employee.

Posted By

Federal Way School Dist 210

1000 South 289th Street, Federal Way, WA 98003
Compare with State

Amount per Student


State Average: $11,896

% ELL Students


State Average: 10%

Student Teacher Ratio


State Average: 18.76

% IEP Students


State Average: 12%



State Average: 284