East Valley Elementary SPED Strategies Teacher

Position: East Valley Elementary SPED Strategies Teacher 2026/27
Position Type:
Teaching-Special Education/Autism Strategies Teacher

Date Posted:
3/10/2026

Location:
East Valley Elementary

Date Available:
Aug/2026

Closing Date:
Open until filled
SPECIAL EDUCATION TEACHER
- Strategies Program
Range $50,761-$92,279 annually with Employer-paid retirement, dependent upon previous experience

Terms of Employment: 9 Months or (185/189 Days)
FLSA STATUS: NON-EXEMPT, This is a salaried position assigned to the Licensed Employee Salary Schedule.


* Must possess a Special Education Autism endorsement.

POSITION SUMMARY: The special education teacher is responsible for establishing teaching strategies which are goal oriented and based upon proven instructional techniques that are designed to benefit students with disabilities within the educational setting. Works under the direct supervision and is evaluated by of the school administrator.

ESSENTIAL DUTIES AND RESPONSIBILITIES: This list of

Essential Duties and Responsibilities is not exhaustive and may be supplemented.

Follows mandated compliance standards established by the Federal, the State, or the District regulations.

Utilizes District curriculum guides, standardized tests, and special education teacher-prepared criterion referenced test results for meeting individual needs.

Evaluates goals and modified plans when necessary.

Develops and executes appropriate lesson strategies which will guide instruction on a daily basis to accomplish long-range goals.

Develops organized plans designed to assist a substitute special education teacher in finding class lists, inclusion and/or resource schedules, seating charts, materials, and lesson plans.

Demonstrates the knowledge and application of the concepts, processes, and facts necessary to the proper implementation of IEP goals and objectives.

Recognizes the relationship of his/her program with other disciplines, and stresses the interrelationships of all disciplines while teaching.

Plans for and participates in professional improvement activities and takes advantage of courses, readings, in-service training, and conferences in his/her area of specialization and competency.

Gives written and oral directions that are clear, concise, and appropriate and/or modifies written and oral directions so that students can benefit from the general education curriculum.

Guides the learning process toward the achievement of IEP goals by establishing clear objectives and by effectively implementing the criteria described in these objectives to the students.

Remains aware of and utilizes appropriate questioning strategies that enhance student participation and success and the development of thinking skills.

Develops and/or utilizes data about students' needs and progress. (Samples may include records indicating the level of attainment of each pupil, diagnostic tests, psychological tests, anecdotal records, student objective cards, and pupils' written contributions.) The special education teacher reports this data to parents in a manner consistent with the reporting of student progress used in the general education classroom.

Assesses the needs of students as individuals and provides learning activities that are appropriate and sufficiently varied to meet the learning styles of each student on his/her caseload.

Utilizes individual student interests and physical/mental aptitudes to promote a desire to learn.

Assigns and monitors homework, when appropriate, as an extension and reinforcement of classroom learning activities.

Informs students of their progress through various means of assessment such as grading, evaluation, and testing in a timely manner.

Recognizes encouragement and positive reinforcement techniques as effective motivational factors.

Provides learning experiences so that students are encouraged to assume responsibilities toward self-direction. (Samples may include independent study programs, small group leadership activities, and student initiated activities.)

Utilizes bulletin boards, displays, interest centers and other motivational materials and/or techniques to promote student learning and feeling tone without creating an over-stimulating environment, which would detract from student achievement.

Demonstrates acceptable command of the English language in written and oral communication.

Establishes clear limits of behavior; students know the consequences of exceeding those limits, and the special education teacher explains fully to students what is expected from them in the school environment. The special education teacher defers to individual behavior plans in order to guide students toward appropriate behavior.

Promotes self-discipline and responsibility in students by monitoring expected behavior and utilizing appropriate responses (shouting, sarcasm, and belittling comments are not acceptable.)

Helps students improve their self-image by helping them grow in their understanding of their capabilities and limitations. The special education teacher utilizes student's area of strength most frequently and discourages continued…