ESS Special Education Generalist Teacher - Social Emotional Communication Classroom

Job Title: 26 - ESS Special Education Generalist Teacher - Social Emotional Communication Classroom (2026 - 2027 School Year)
Job

• Position Type: Student Support Services / ESS Generalist
• Date Posted: 6/25/2026
• Location: Pueblo Academy of Arts
• Department: Teaching and Learning Services
• Reports To: School Principal
• Salary Range: Teacher Salary Schedule
• Additional Stipend: $5000
• Benefits: Fringe Benefits based on PEA Negotiated Agreement
• Status: FLSA Status:
  Exempt

The primary responsibility of the ISEC (Intense Social Emotional Communication) Special Education Generalist Teacher is to support the instructional process by developing ESS students' success in academics, interpersonal skills, and activities of daily living. The teacher also maintains a cooperative attitude with staff, parents, and students.

Required

• Endorsement in applicable level of teaching (Elementary or Secondary) ESS Generalist
• Must be highly qualified in ESS through one of the following:
  • Special Education Generalist endorsement on a Colorado teaching license
  • Special Education Specialist endorsement
  • Trainable Child or Educable Mentally Handicapped, Multi‑handicapped, Severe Needs Cognitive, Profound Needs
• Minimum of 3 years teaching in ESS Special Education
• Complete a fingerprint‑based criminal background check and be cleared by the Office of Human Resources
• Must communicate effectively in English, orally and in writing, using proper grammar and vocabulary

Preferred

• Experience in writing and implementing behavior plans
• Knowledge of the social, emotional, behavioral, and communication needs of students
• Classroom management skills
• Ability to administer and interpret behavior assessments to create effective behavior plans
• Ability to establish daily routines and consistency in the classroom
• Strong communication skills

• Thorough knowledge of special education principles, practices, and procedures
• Effective teaching methodology for students with disabilities
• Knowledge of school rules, regulations, and procedures; ability to establish behavior standards
• Ability to deliver oral presentations and written reports
• Strong analytical skills
• Ability to build working relationships with students, parents, staff, and community
• Knowledge of technology use (e.g., iPads) for individualized instruction
• Meet professional teacher education requirements of the district and state
• Experience working with children with ADD and behavioral/emotional disabilities
• Reliability: report to work regularly and punctually

• Provide direct and indirect instructional support to students in a positive environment.
• Employ special education strategies and techniques to improve sensory, perceptual, motor, language, cognition, and memory development.
• Confer with parents, administrators, testing specialists, social workers, and other professionals to develop and implement individualized education programs (IEPs).
• Instruct students in academic subjects using various techniques (phonetics, multisensory learning, repetition) to meet diverse needs.
• Teach socially acceptable behavior as determined by IEPs, using positive behavioral support techniques.
• Provide consultation to classroom teachers regarding adaptations, modifications, adaptive equipment, behavior modification plans, and other interventions.
• Plan and conduct activities for a balanced program of instruction, demonstration, and work time.
• Assess student progress and determine need for reinforcement or adjustment of instructional techniques.
• Establish and enforce behavior rules and procedures for a conducive learning environment.
• Meet with parents to discuss progress and priorities.
• Schedule team meetings and collaborate with child study team members.
• Maintain accurate records and prepare reports as required by law, district policies, and regulations.
• Establish clear objectives for all lessons, units, and projects and communicate them to students.
• Develop plans for effective communication, monitoring, and follow‑up in inclusive classrooms.
• Serve as primary contact for parents.
• Provide crisis intervention as needed.
• Assist in data collection and preparation for local, state,…