Special Education Teacher MAPS ; Self-Contained - FTE - Abraham Lincoln Elementary

Special Education Teacher MAPS I (Self-Contained) - 1.0 FTE
- Abraham Lincoln Elementary (2026-27)

Medford School District, 549C ABRAHAM LINCOLN ELEMENTARY SCHOOL
- Medford, Oregon

Permanent 1.0 FTE position to begin with the 2026-27 school year.

Salary range listed includes Self-Contained Classroom stipend and District Special Education stipend. $66,426 - $106,648

$5,000 sign-on bonus for new to district and first time Special Education teachers.

Job Title: Special Education Classroom Teacher

Classification: Certified

Supervisor: Principal

FLSA Status: Exempt

Days: 192

Summary: Under the direction of the Building Principal and Director of Special Education, the Licensed Special Education Teacher develops and provides specialized instruction to meet the unique needs of students with disabilities; evaluates and assesses student progress against instructional objectives; follows State and Federal requirements and functions as a case manager to assigned students. The Special Education Teacher may be required to work before or after the contractual year and will be compensated at the per diem rate.

• Develop and implement annual Individualized Educational Program (IEP) plans for students, provide ongoing or follow-up assessments, and continually track progress and make modifications as necessary.
• Coordinate the delivery of special education services in each student's IEP.
• Develop, complete, and maintain all paperwork mandated by local, state, and federal guidelines, laws, and regulations.
• Maintain knowledge of special education teaching methods, research, and best practices through professional development and study.
• Provide direction, supervision, and evaluation of educational assistants as directed.
• Collaborate and consult with educational professionals and community service providers (e.g., social services, public health, medical providers) regarding the needs of students.
• Provide consultation to classroom teachers regarding classroom adaptations, instructional modifications, adaptive equipment, behavior modification plans, and other instructional interventions to meet the needs of students with disabilities.
• Employ and implement a classroom structure and consistency to encourage student responsibility, cooperation, and mutual respect consistent with district policies and procedures.
• Participate on school-level teams and provide input on Tier 3 interventions.

• Instruction reflects a well‑planned and effective methodology.
• Develop and implement instructional practices and strategies that include multiple assessment methods, support students in meeting rigorous learning goals, and engage and encourage learners to develop a deep understanding of content areas.
• Meet district, state, and federal timelines and legal requirements; maintain student records and confidentiality.
• Understand how learners grow and develop, recognizing variations within and across cognitive, linguistic, social, emotional, and physical areas, and implement a developmentally appropriate, challenging, and high‑standard learning environment.
• Make objective, non‑emotional, well‑informed decisions regarding the welfare of students.
• Instruction reflects adequate and current knowledge of essential skills, literacy promotion, and technology.
• Improve professional skills through in‑service workshops, district meetings, continuing education, etc.
• Set goals and engage in cooperative planning with the supervisor.

• Show respect, consideration, and fairness to students varying learning levels.
• Meet the needs of students with unique interests, abilities, and learning challenges.
• Give students personal help and positive reinforcement.
• Challenge students to think and express their thoughts through engaging lessons and activities.
• Help students set achievement expectations and evaluate their progress.
• Establish and communicate clear objectives for all learning activities.
• Provide a variety of learning materials and resources for use in educational activities.
• Make it clear to the students what they are learning and why.

• Be aware of and…