Teacher , Special Education L..F.E. Skills , High School; Fall

Position: Teacher 2026-2027, Special Education L.I.F.E. Skills 18+, High School (Fall Vacancies)
PRIMARY PURPOSE:

Provide special education students that are in the 18+ vocational program with lessons and experiences designed to help them fulfill their postsecondary goals in employment, training/education, and independent living. Design a schedule in alignment with the students individualized transition plan. Work in self-contained, team, departmental, or itinerant capacity as assigned.
QUALIFICATIONS:

Education/Certification:

Bachelor's degree or higher from a recognized, accredited college or university;

Valid Texas teaching certificate with required special education endorsements for assignments;

Valid Texas teaching certificate that matches the content area and grade level of the assignment

Special Knowledge/Skills:

Knowledge of special needs of students in assigned area

Knowledge of Individual Education Plan (IEP) goal setting and meeting process and implementation

Knowledge of how to adapt curriculum and instruction for special needs

Knowledge of transition planning and communicating with various agency connections

Effective communication skills

TERMS OF EMPLOYMENT:

Probationary/Term

Contract:

187 days

SALARY:

Pay Grade T60 (Teacher Classification) as approved by the Board of Trustees
ESSENTIAL FUNCTIONS:
Attendance

• Regular and reliable attendance is an essential job function

Instructional Strategies

• Case manage students and complete IEP paperwork, while being knowledgeable in transition planning.
• Create and implement lessons for functional academics (budgeting, reading bus schedules, basic writing for job applications) and independent living skills (cooking, laundry, self-care).
• Plan and lead trips into the community to practice social skills, safety, and navigation in real-world settings.
• Partner with community sites, as appropriate, to practice those skills in the community.
• Conduct surveys and meet with parents to identify barriers the student or family has that potentially hinder them from reaching their postsecondary goals.
• Be knowledgeable in adult service agencies and provide appropriate recommendations to parents.
• Facilitate tours/visits of appropriate day habilitation locations and/or workplace/vocational settings.
• Monitor progress on specific transition goals and ensure all community activities align with the student's Individualized Transition Plan (ITP).

Classroom Management and Organization

• Create classroom environment conducive to learning and appropriate for the physical, social, and emotional development of students.
• Manage student behavior and administer discipline including intervening in crisis situations and physically restraining students as necessary according to IEP.
• Consult with classroom teachers regarding management of student behavior according to IEP.
• Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities.
• Plan and assign the work of teacher aide(s) and oversee completion, if assigned.

Other

• Keep informed of and comply with federal, state, district, and school regulations and policies for special education teachers.
• Establish and maintain open communication by conducting conferences with parents, students, principals, and teachers.
• Maintain professional relationships with parents, students, and colleagues.
• Participate in staff development activities to improve job-related skills.
• Compile, maintain, and file all physical and computerized reports, records, and other documents required.
• Attend and participate in faculty meetings and serve on staff committees as required.

SUPERVISORY RESPONSIBILITIES:

• Direct the work of instructional aide(s), if assigned.

Mental Demands/Physical Demands/Environmental Factors:

Mental Demands

• Ability to multi-task many projects at one time
• Maintain emotional control under stress
• Work with frequent interruptions

Physical Demands

• Occasional prolonged and irregular hours
• Frequent standing, bending, stooping, kneeling and pushing
• Sitting for long periods
• Lifting: moderate lifting and carrying (15-45 lbs. weekly)
• Moving small stacks of textbooks, audit folders, media equipment, desks, and other classroom or adaptive equipment

Environmental Factors

• Frequent in district travel and some out of district travel

APPLICATION INFORMATION:

Applications will be reviewed.

Not all applicants will be interviewed.

Hiring Managers may choose to email you regarding this application. Please monitor your email regularly for any communication.

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