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

Teacher , Special Education L.I.F.E. Skills 18+, High School (Fall Vacancies)

Job : 5682070

Final date to receive applications: Dec 18, 2026 11:59 PM (Central Standard Time)

Posted: Apr 30, 2026 5:00 AM (UTC)

Starting Date: Immediately

Position Type: Full-Time

Job Categories: Special Education >
Life Skills

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.

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

• Regular and reliable attendance is an essential job function

• 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).

• 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.

• 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.

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

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

• 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

• Frequent in district travel and some out of district travel

• Human Resources
• Email: