Middle School Special Ed Resource Teacher

The Metropolitan School District of Washington Township (MSDWT) is located in the northern section of Indianapolis. It is a dynamic community with broad diversity in cultures, religions, ethnic groups, races, and socioeconomic levels. MSDWT has been an educational leader in Indiana for the last seventy years.

Our mission is to nurture our students into tomorrow's leaders by cultivating learning environments that ignite innovation, amplify diverse and critical thinking, and inspire growth and achievement.

JOB DETAILS

Job Title:

Middle School Special Education Resource Teacher

Qualifications Profile (Licensure):
This position requires a valid and active license issued by the Indiana Department of Education in Special Education.

Education:

Candidates must document successful attainment of degrees required for licensure in the state of Indiana

Location:

Westlane Middle School

Position

Start Date:

8/4/2026

Work Schedule:

Full-Time

Calendar Length: 185 days

FLSA Classification:
Contract Salary, Exempt

Salary/Hourly Rate: BS 0 years experience=$53,000, MS 0 years experience=$54,000 with additional compensation for years of experience

Benefits:
Benefits are effective 1st of the month following the first day of employment. Additional benefits information can be found at

JOB EXPECTATIONS & REQUIREMENTS

Position Purpose / Description

* The Teacher is responsible for teaching groups of students in a classroom setting, based on a curriculum and supported by instructional materials. The Teacher is responsible for developing daily lesson plans to ensure that the Teacher covers the curricular content in a timely manner throughout the semester or school year. The Teacher uses various instructional methods and techniques to meet the unique needs of the individual students and to assess their learning;

the Teacher modifies instruction, re-teaches and remediates to ensure the students' success.

Essential Functions

Instruction & Intervention:

* Deliver targeted instruction aligned to IEP goals in reading, writing, math, and behavior.

* Use evidence-based strategies and interventions tailored to students' unique learning needs.

* Monitor and assess student progress regularly, adjusting instruction accordingly.

IEP Development & Implementation:

* Develop and write IEPs in collaboration with team members

* Strong understanding of Specially Designed Instruction

* Provide accommodations, modifications, and services outlined in each student's IEP.

* Collect and maintain data on IEP goals and provide regular progress updates.

Collaboration & Support:

* Co-teach or consult in general education classrooms to support inclusion.

* Collaborate with general education teachers to plan lessons and differentiate instruction.

* Partner with families, service providers, and administrators to ensure consistent and cohesive support for students.

Professional Development:

* Engage in ongoing training in special education practices, behavior management, and inclusive instruction.

* Reflect on instructional practices and seek out feedback for continuous improvement.

Instructional Practice:

* Use of differentiated materials and teaching methods tailored to student needs.

* Visible data tracking systems (progress monitoring tools, goal charts).

* Students actively engaged in learning activities aligned to IEP goals.

* Evidence of scaffolding, modeling, and checking for understanding.

Learning Environment:

* Classroom structured to promote independence, safety, and accessibility.

* Positive behavior supports and proactive classroom management.

Collaboration & Communication:

* Regular collaboration with general education teachers and paraprofessionals.

* Evidence of communication logs, shared lesson plans, or co-teaching strategies.

* Consistent parent/family contact documented.

IEP & Compliance:

* IEPs are well-written, legally compliant, and individualized.

* Documentation of services provided matches IEP service minutes.

* Regularly updated data collection aligned to goals and objectives.

Professionalism:

* Attends IEP meetings well-prepared and advocates for student needs.

* Participates in professional development and applies new learning.

* Demonstrates organization, flexibility, and strong time management.

PHYSICAL REQUIREMENT

PERCENT OF TIME

Seldom = Less than 25%

Occasional = 26 to 50%

Often = 51 to 75%

Very Frequent = 76% and above

Ability to stand for extended periods of time

Often

Ability to carry 25 pounds

Occasional

Amount to lift 25 pounds

Occasional

Amount of force to push/pull up to 25pounds

Seldom

Ability to work at a desk, conference table or in meetings of various configurations

Very Frequent

Ability to see for the purpose of reading laws and codes, rules and policies and other printed matter

Very Frequent

Ability to hear and understand speech at normal levels

Very Frequent

Ability to communicate so others will be able to clearly understand a normal conversation

Very Frequent

Ability to operate office equipment

Very Frequent

Ability to reach in all directions

Very Frequent

Climbing

Seldom

Overhead work

Seldom

Contact…