Special Education Teacher - Mild to Moderate Disabilities -High School

JOB TITLE

Special Education Teacher - Mild to Moderate Disabilities (Pre-K - 12)

Certified

Building Principal(s) and Director of Exceptional Learners

Provides specialized instruction, case management, and collaborative support for students with mild to moderate disabilities across grade levels, Pre‑K through 12. This role ensures students receive specially designed instruction aligned to grade‑level standards, Individualized Education Programs (IEPs), and least restrictive environment requirements. The Teacher of Record supports student access to the general education curriculum, promotes academic and behavioral growth, and collaborates with staff and families to ensure meaningful progress toward individualized goals.

To perform this job successfully, an individual must be able to perform each essential function satisfactorily.

• Develop and implement specially designed instruction aligned to students’ Individualized Education Programs (IEPs) and grade‑level academic standards.
• Provide direct instruction in academic areas including reading, writing, mathematics, executive functioning, and learning strategies.
• Deliver services in a variety of settings including co‑teaching, small group instruction, resource support, and consultation.
• Collaborate with general education teachers to support access to grade‑level curriculum and implementation of accommodations and modifications.
• Monitor student progress using multiple data sources and adjust instruction based on IEP goals and student performance.
• Develop and implement accommodations, modifications, and instructional supports aligned to individual student needs.
• Participate in co‑planning and co‑teaching models when appropriate to support inclusive practices.
• Implement behavior support plans and positive behavior strategies to support student engagement and success.
• Provide instruction in organization, study skills, self‑advocacy, and executive functioning.
• Serve as case manager for assigned students, including development, implementation, and monitoring of IEPs.
• Ensure compliance with special education requirements including timelines, documentation, and progress monitoring.
• Communicate regularly with families regarding student progress, support, and programming.
• Collaborate with related service providers to integrate services and support student needs.
• Participate in evaluation processes including data collection, review of student performance, and team decision making.
• Support transition planning for students, including postsecondary goals when applicable.
• Maintain structured and supportive learning environments that promote student engagement and independence.
• Participate in professional development, staff meetings, and required compliance training.
• Other duties as assigned.

• Valid Indiana teaching license in Special Education or ability to obtain appropriate licensure.
• Experience working with students with mild to moderate disabilities preferred.
• Knowledge of differentiated instruction, accommodations, and inclusive practices.
• Strong understanding of progress monitoring and data‑based decision making.
• Experience with co‑teaching and collaborative instructional models preferred.
• Strong communication, collaboration, and organizational skills.
• Ability to manage case management responsibilities and compliance timelines.
• Willingness to participate in required training including Article 7 compliance and district initiatives.

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.

• Ability to move throughout the school building frequently, including classrooms, hallways, and intervention spaces
• Ability to stand and walk for extended periods during instruction, supervision, and collaboration
• Frequent sitting, bending, kneeling, and reaching to assist students and work in small‑group settings
• Frequent use of hands and fingers for typing, writing, manipulating instructional materials, and…