Middle School Special Education - Affective Education Teacher, FTE

2026/2027 Middle School Special Education - Affective Education Teacher, 1.0 FTE

Apply for the 2026/2027 Middle School Special Education - Affective Education Teacher, 1.0 FTE role at Durango School District 9‑R.

The specialized program for Affective Education supports students in learning and practicing social‑emotional skills while providing engaging academic instruction aligned to Colorado state standards. AE programs focus on behavioral and social‑emotional learning (SEL) throughout the school day. Most students in this program have been educationally identified with a Serious Emotional Disability or Other Health Impairment.

Each program provides comprehensive, small‑group direct instruction for each student to reach their goals. Students also have the opportunity to participate in meaningful, inclusive learning activities to the extent that is appropriate for each individual student.

Must meet CDE and ESSA’s requirements for In‑Field Teacher in Special Education by the start date of the position. Begins August 13, 2026.

Job Title: Licensed Special Education Teacher
Pay Grade: Licensed Salary Schedule
Job Family: Licensed Staff
FLSA Status: Exempt
Department: School
Prepared Date: Nov. 25, 2014, Rev 7/1/17; 04/05/23
Typical Work Year: 10 months

Develop accommodations and curriculum modifications, develop standards‑aligned IEPs and ensure fidelity of their implementation. In collaboration with the general education staff plan and deliver specialized instruction and assessment aligned with District learner outcomes and State achievement standards. Supervise assigned students and maintain a positive learning environment, actively progress monitor student goals. Work with general education staff to provide direct and indirect support and adapt instruction to meet the individual learning needs of all students, resulting in an increased probability of advancing their achievement.

Maintain positive inter‑personal relationships with students, parents, staff and community members.

• Work with the IEP Team to develop and implement students’ Individualized Education Plans (IEPs). Monitor the goals and outcomes of the IEP and maintain communication with families and the rest of the IEP Team regarding progress on the IEP.
• Work with the school administrative and counseling team as well as designated service providers to develop schedules for students on the caseload.
• Effectively use case management strategies to support student outcomes based on the adopted curricula for assigned grades and subjects so that students attain adopted grade/course expectations and standards. Collaborate with general education teachers to modify and tailor the curriculum as necessary to address individual student differences, learning styles, functional educational levels and student abilities.
• Work with assigned paraprofessionals to train and support them in assisting students. Assist in developing schedules for paraprofessionals to assist students in the school setting as needed.
• Utilize formative and summative assessments to assess the learning, achievement, and performance of each student and report the results as required by District Policy and school procedures. Knowledge of both formal and informal diagnostic special education assessments.
• Model, promote, and as situations arise, take the opportunity to provide instruction related to character education including citizenship and responsible behavior, bullying prevention, conflict‑resolution skills, and responsible work habits and ethics.
• Provide safety instruction for students when the subject, activities, chemicals, product, tools and/or equipment pose possible harm or injury to students. Ensure students adhere to safety requirements.
• Maintain an orderly, positive learning environment free from disruptive behavior by implementing proactive classroom management strategies and enforcing the Student Conduct Code.
• Maintain an ongoing relationship with families for the purposes of sharing information regarding the student’s educational program and assisting the family in cooperatively improving the student’s home and school relationship.
• When…