High School SPED Teacher: IEPs & Inclusive Classrooms

Buffalo/Rochester Academy of Science Charter School

Certified
- Teaching
- Special Education Teacher {SPED}

Position Summary
The High School Special Education (SPED) Teacher provides individualized and small‑group instruction to students with disabilities in grades 9‑12. The teacher develops and implements IEPs (Individualized Education Programs), supports students' academic and social‑emotional growth, and collaborates with general education teachers, families, and specialists to ensure student success.

Develop, implement, and monitor individualized education programs (IEPs) for high school students with disabilities.

Provide specialized instruction in core subjects (ELA, Math, Science, Social Studies) tailored to students' abilities and goals.

Collaborate with general education teachers to modify curriculum, accommodations, and instruction as needed.

Conduct formal and informal assessments to evaluate student progress and adjust instruction.

Support students' social‑emotional development, self‑advocacy, and transition planning for post‑secondary goals.

Maintain a structured, inclusive, and supportive classroom environment.

Communicate regularly with students, parents/guardians, staff, and related service providers regarding progress and needs.

Participate in multidisciplinary team meetings, professional development, and school activities.

Maintain accurate records of IEPs, progress monitoring, interventions, and assessments.

Bachelor's degree in Special Education, Secondary Education, or a related field.

Valid state teaching certification/licensure in Special Education for high school students.

Knowledge of secondary education curriculum, special education laws, and evidence‑based instructional strategies.

Strong classroom management, organizational, and communication skills.

Ability to differentiate instruction for students with a variety of learning needs.

Prior experience teaching high school students with disabilities in inclusive and specialized settings.

Familiarity with transition planning, behavior intervention plans (BIPs), and progress monitoring tools.

Experience collaborating with related service providers (speech, OT, PT, counseling).

Training in evidence‑based literacy and math interventions for secondary students with disabilities.