Special Education Teacher

Special Education Teacher

This is a full-time (1.0 FTE) position starting at the beginning of the upcoming 2026/27 school year. Candidates must hold a TSPC teaching license with a Special Education endorsement. The ideal candidate will possess the following skills and qualities:

Experience with Autism:
Understanding autism spectrum traits and the ability to provide individualized support. Math Support:
Ability to work two-on-one with a student to help achieve their math goals. Sensory Awareness:
Ability to recognize and respond to sensory needs and sensitivities. Routine-Oriented:
Strong commitment to maintaining and following consistent routines. Patience and Perseverance:
Willingness to remain calm and persistent in challenging situations. Wait Time:
Ability to provide adequate processing time for student responses. Collaboration with Education Assistants (EA):
Strong coordination and teamwork skills to work effectively with the team. People

Skills:

Positive interpersonal skills to build trust and effective working relationships. Communication with Administrators:
Clear and professional communication with school administrators. Data Tracking:
Ability to track and monitor student progress with accurate and organized data collection. Calm Demeanor:
Maintaining composure during stressful situations to support students effectively. Clear, Consistent Communication:
Demonstrating clarity, consistency, and directness when communicating with students, colleagues, and families. Active Listening:
Paying close attention to verbal and nonverbal cues to better understand students' needs. Reading Nonverbal Cues:
Skills in interpreting body language and other nonverbal signals from nonverbal students. Creating Visual Aids and Graphic Organizers:
Developing tools to support learning and comprehension. Positive Reinforcement:
Using encouragement and rewards to promote positive behavior and learning. Social Skills Instruction:
Teaching and modeling appropriate social norms and behaviors. Modeling Social Norms:
Demonstrating expected behaviors to help students learn by example. Clear Boundaries:
Setting and maintaining professional boundaries to foster a respectful environment. Being Direct:
Providing clear, straightforward instructions and feedback. Collaborative style:
Able to team with classroom teachers to set all students up for access and success in the classroom through scaffolding, UDL strategies, and teamwork. This teacher will work collaboratively with school personnel in providing, implementing, designing and adapting instructional programs for the special educational needs of identified students in a variety of settings. A primary focus is the establishment of a positive learning environment that promotes a high level of achievement for all students while considering the background and developmental level of the individual student.

This teacher is a full member of a building staff and Educational Support Services and will be supervised by the principal in collaboration with Educational Support Services.

Essential Functions: