Teacher - Special Education

Position Summary

Position:
Teacher – Special Education

Location:

Southern

Start Date:

August 2026

Reports to:

Principal
Compensation:
Refer to current teacher salary scale on District website
Work Year: 10 months

The Elementary Special Education SAM (Single Approach to Mastery) Teacher delivers high‑quality, specialized instruction within a structured, supportive learning environment. The educator works with elementary students who require intensive, scaffolded instruction and systematic skill development. Students with IEPs are taught alongside non-disabled peers, and the teacher holds dual certification in both special education and general education. The role emphasizes mastery of foundational skills, differentiated support, data‑driven decision making, and collaboration with families, general education staff, and related service providers.

• Develop, implement, and monitor Individualized Education Programs (IEPs) based on student assessments, present levels of performance, identified needs, and progress toward goals, ensuring compliance with federal, state, and district requirements.
• Design and deliver specially designed instruction (SDI) aligned with Common Core State Standards (CCSS) and IEP goals, including Behavior Intervention Plans where applicable, using district‑approved curriculum and instructional resources.
• Provide standards‑based core instruction through weekly lesson plans that incorporate a balanced program of direct instruction, guided practice, collaborative learning, and student inquiry, with targeted interventions, scaffolds, and instructional technologies, especially in Mathematics and Literacy.
• Differentiate instruction using a variety of evidence‑based teaching strategies, methodologies, and instructional technologies to address diverse learning styles, academic needs, and each student’s level of functioning and preferred learning modalities.
• Develop and implement structured classroom routines and management systems that support positive behavior, engagement, and a safe learning environment, including evidence‑based behavioral and social‑emotional supports and adherence to district expectations for Non‑Violent Crisis Intervention.
• Administer, collect, and analyze formal and informal assessment data, including curriculum‑based measures and IEP progress monitoring, to guide instructional decisions, adjust interventions, and document student growth.
• Communicate regularly and proactively with families regarding student progress, classroom expectations, academic performance, and IEP implementation; participate in IEP meetings, eligibility determinations, parent conferences, and other required meetings.
• Administer required state, district, and classroom‑based assessments in accordance with state regulations and district expectations and provide accommodations and modifications as outlined in student IEPs.
• Supervise, plan for, and collaborate with paraprofessionals and classroom support staff, providing direction and guidance to ensure effective implementation of instructional and behavioral supports.
• Maintain accurate and timely documentation and reporting, including IEP paperwork, progress monitoring data, lesson plans, and other required records in compliance with federal, state, and district policies.
• Establish and maintain collaborative and professional relationships with general education teachers, paraprofessionals, related service providers, support staff, administrators, and community agencies to support student success.
• Comply with all federal, state, and local regulations and policies, completing required paperwork within designated timelines and utilizing district resources to maintain professionalism and avoid noncompliance.
• Maintain current certifications (including clock hours via DEEDS) and engage in required professional development, mandated training, and self‑selected workshops, courses, and conferences to stay current on evidence‑based instructional strategies and technology.
• Perform other duties and responsibilities as assigned by the building principal and/or supervisor.

• Eligible or hold valid State of…