Autism, BEA Product Family, BSD (Berkeley Software Distribution) Unix Operating System, Behavioral Intervention, Cross-Functional, Customer Support/Service, Interpersonal Skills, Monitor Regulations, Organizational Skills, Presentation/Verbal Skills, Primary School, Problem Solving Skills, Regulatory Requirements, Schedule Development, Social Work, Special Education, Student Services, Team Player, Training/Teaching, Training/Teaching Curriculum
Special Education Resource Room Teacher JobID: 16687
Position Type:
Special Education/Special Education Teacher
Date Posted:
6/3/2026
Location:
Oakwood Elementary
District:
Brandon School District Additional Information: Show/Hide
POSITION: Special Education Resource Room Teacher
LOCATION: Oakwood Elementary School
Description of the District:
The Brandon School District is a mid-size school district nestled in Northwest Oakland County. The district has approximately 1,000 students in junior kindergarten-5th grade between the two elementary schools, approximately 550 at the middle school level and approximately 850 at the high school. This small, tight-knit community has a strong connection to its schools and is passionate about the education of its youth. Brandon High School sends 85-90% of its graduates to post-secondary school each year, it was ranked in the 82nd percentile of all schools in the State on the top-to-bottom rankings and it was awarded as a Silver Medal Winner by the US News.
Position Summary:
The Special Education Resource Room Teacher serves students with Individualized Education Programs (IEP) who have a variety of abilities. The teacher will provide core academic instruction across to meet the individual needs, interests and abilities of students with disabilities.
Minimum Qualifications:
- Bachelor's Degree in Elementary Education
- Valid Michigan Teaching Certificate with a Special Education endorsement
- Must be CPI trained or willing to be CPI trained within 30 days of hire and annually update certification
- Experience working with elementary-aged, special education students is preferred
- Experience with a diverse student and parent population is preferred
- Experience in implementing Behavior Intervention Plans (BIP) is preferred
Knowledge, Skills and Abilities:
- Knowledge of elementary curriculum and instructional practices
- Proficient in the Individuals with Disabilities Education Act (IDEA) and compliance laws
- Proficient in the Seclusion and Restraint Michigan Department of Education law
- Knowledge of PBIS practices
- Exceptional interpersonal skills to build successful working relationships
- Ability to work collaboratively with students, staff and parents
- Ability to speak clearly and concisely both in oral and written communication
- Ability to demonstrate critical thinking and problem solving skills
- Ability to successfully teach students with autism, emotional and/or cognitive impairment and those who require a higher level of behavioral support.
- Ability to create a classroom schedule and adhere to a structured environment within the classroom
- Ability to coordinate paraprofessional staff
Responsibilities:
- Create an inviting and nurturing classroom that meets the needs of all learners academically, culturally, socially and emotionally
- Schedule, attend and conduct Multidisciplinary Evaluation Team (MET) and Individualized Education Plan (IEP) meetings within required timeframes.
- Develop, implement, communicate and monitor IEPs per legal requirements and BSD standards
- Collaborate, create and implement rigorous lessons that are engaging, meaningful and aligned with the student's IEP, the District and State standards by grade and subject matter
- Confer with parents, administrators, testing specialists, social workers and other professionals to develop Individualized Educational Plans (IEP) designed to promoted students' educational, physical, and social development
- Provide ongoing support for general education teachers (including curriculum adaptations, behavior management, meeting IEP objectives, etc.
- Encourage and monitor the progress of individual students and uses information to adjust teaching strategies and regularly communicate with parents and the school team
- Conduct himself/herself in a professional manner commensurate with his/her position, and project a good public image of the School District in dealing with the community and employee groups
- Adhere to the District's policies
- Other duties as assigned
REPORTS TO: Director of Student Support Services and School Principal
WORKDAY/WEEK: Per Building Schedule
STARTING DATE: August 24, 2026
COMPENSATION: Per the BEA Master Agreement
POSTING DATE: 06.03.2026
POSTING DEADLINE:
Internal: 06.05.2026
External: Until Filled