Special Education Teacher; Cognitive Impairment

Special Education Teacher (Cognitive Impairment)

Job : 5706515

Final date to receive applications: Posted until filled

Re-Posted: May 15, 2026 4:00 AM (UTC)

Starting Date: Aug 13, 2026

• Location: Howell High School (9-12)
• Positions Available: 1 (FTE 1.0)
• Work Year: August - June (10 months); first scheduled teacher report day through last scheduled teacher report day of the school year

Job Title: Special Education Teacher (Cognitive Impairment) - High School

Reports To: Building Principal(s)

Summary: The Special Education Teacher creates and sustains a community of learners through the development of a positive classroom and school culture, holding rigorous expectations, utilizing quality instructional practices, supervising students, developing and delivering lessons, utilizing established curriculum, and maintaining high levels of communication with parents/guardians regarding student progress and wellbeing.

• Continuous ongoing learning and the development of the craft of teaching for self; encourages, supports and mentors ongoing learning in students.
• High expectations for students, developing a vision of success for each student and moving that student toward its achievement.
• Positive relationships and communication, promoting and modeling a safe and supportive learning culture for all.
• Honoring all students, embracing their community and diversity.
• Establishing a learning environment that is accountable for effective instruction, assessment and data‑driven decision‑making.
• Using community resources to improve instruction.
• Collegiality and professionalism.

• Participates in professional development, maintains appropriate certification and qualifications and keeps current in changing pedagogy.
• Participates in collegial conversations surrounding student achievement on a regular basis, influencing individual, grade, and/or department instruction based on collective examination of student performance.
• Teaches district‑approved curriculum, as well as local and state standards, using contemporary thinking around best‑practices and program‑specific objectives.
• Participates in district and school initiatives, adheres to building and district school improvement plans.
• Plans a program of study that meets the individual needs, interests and abilities of the students.
• Creates a positive, engaging classroom environment that is conducive to learning and appropriately responds to the maturity level and interest of the students.
• Encourages students to set and maintain high standards of classroom behavior.
• Proactively teaches appropriate behavior and expectations.
• Guides the learning process toward the achievement of curriculum goals and, in harmony with the goals, establishes and communicates clear objectives for all lessons, units, projects and activities.
• Identifies and responds to the learning style of all students. Differentiates instruction to accommodate these styles.
• Evaluates the academic and social growth of students, keeps appropriate records and prepares progress reports. Uses academic outcome information to inform curriculum and instructional decisions for all students.
• Acts as a public relations agent for the success and image of the district.
• Communicates regularly with students, parents, families and administration in advocacy of student growth. Develops communication plans that adjust for varying levels of parent involvement and inclusion.
• Integrates cultural consciousness in instruction, classroom culture and classroom artifacts.
• Collects and integrates information about community heritage in instruction.
• Adheres to district and school rules and procedures.
• Conducts behavior to demonstrate collegiality and professionalism.
• Maintains regular predictable in‑person attendance.
• Other duties as assigned.

• Position may include supervisory responsibilities over paraprofessional staff.

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Alternative requirements that may be appropriate and acceptable to the Board of Education may be considered. The requirements…