Special Education Resource Teacher | Aquila Elementary |

Special Education Teacher

The district is seeking multiple Special Education Teachers to serve students across a variety of disability areas and program settings. Positions may include, but are not limited to:

• Autism Spectrum Disorder (ASD)
• Emotional/Behavioral Disorders (EBD)
• Developmental Cognitive Disabilities (DCD)
• Learning Disabilities (LD)

A Special Education Teacher is responsible for providing individualized instruction and support to students with disabilities, ensuring they receive appropriate educational services in alignment with their Individualized Education Programs (IEPs). The role includes collaboration with families, general education teachers, and support staff to create an inclusive and supportive learning environment.

Duties and responsibilities include:

• Develop and implement lesson plans tailored to meet the needs of students with disabilities.
• Adapt instructional methods, materials, and assessments to accommodate diverse learning styles.
• Provide direct instruction in academic, social-emotional, and functional skills.
• Utilize assistive technology and specialized resources to support student learning.
• Monitor and assess student progress, adjusting instructional strategies as needed.
• Develop and update Individualized Education Programs (IEPs) in collaboration with the IEP team.
• Ensure compliance with federal and state special education laws (e.g., IDEA, Section 504).
• Collect and document data to assess progress toward IEP goals.
• Participate in IEP meetings, multidisciplinary team discussions, and student evaluations.
• Provide accommodations and modifications in accordance with IEPs.
• Work closely with general education teachers to support inclusive practices.
• Communicate regularly with parents/guardians regarding student progress and needs.
• Collaborate with paraprofessionals, related service providers, and other support staff.
• Serve as an advocate for students with disabilities to ensure access to appropriate educational resources.
• Implement positive behavior support plans (PBSP) and interventions.
• Utilize de-escalation and crisis intervention strategies as needed.
• Promote a safe and supportive learning environment.
• Foster students' social and emotional development through targeted interventions.
• Maintain accurate and up-to-date student records, including progress reports and services documentation.
• Use data-driven decision-making to refine instructional strategies.
• Participate in professional development and training to enhance instructional effectiveness.
• Supervise and provide direction to paraprofessionals and support staff.
• Participate in school-wide initiatives, committees, and professional learning communities.
• Adhere to all district policies, ethical guidelines, and confidentiality requirements.
• Other duties as assigned.

Knowledge, skills, and abilities include:

• Special Education Laws & Policies: Understanding of IDEA, Section 504, ADA, and state regulations governing special education.
• Individualized Education Programs (IEPs): Knowledge of IEP development, implementation, and compliance requirements.
• Instructional Strategies: Familiarity with differentiated instruction, Universal Design for Learning (UDL), and evidence-based teaching practices.
• Behavior Management: Understanding of Positive Behavioral Interventions and Supports (PBIS), Functional Behavior Assessments (FBA), and Behavior Intervention Plans (BIP).
• Assessment & Data Collection: Knowledge of formal and informal assessments to track student progress and inform instruction.
• Assistive Technology: Familiarity with adaptive tools, software, and communication devices that support student learning.
• Inclusion & Co-Teaching Models: Understanding of best practices for integrating students with disabilities into general education classrooms.
• Instructional Delivery: Ability to modify and differentiate instruction based on student needs.
• Collaboration & Teamwork: Strong skills in working with general education teachers, paraprofessionals, related service providers, and families.
• Communication: Clear and effective verbal and written communication with students, parents, and colleagues.
• Problem-Solving: Ability to develop and implement creative solutions to support student learning and behavior.
• Adaptability & Flexibility: Capability to adjust teaching strategies and interventions as student needs evolve.
• Classroom & Behavior Management: Skill in implementing behavior support strategies and fostering a positive learning environment.
• Time Management & Organization: Ability to manage multiple responsibilities, including lesson planning, IEP meetings, and documentation.
• Build Positive Relationships: Establish trust and rapport with students, families, and staff.
• Support Diverse Learning Needs: Adapt instruction for students with various disabilities and learning styles.
• Maintain Confidentiality & Ethical Standards: Handle sensitive student information with professionalism and discretion.
• Advocate for Student Success: Ensure students receive the necessary support, accommodations, and services.
• Foster Independence & Self-Advocacy: Encourage students to develop self-regulation, confidence, and autonomy.
• Implement Crisis Intervention Strategies: Apply de-escalation techniques and support students in managing behaviors.
• Engage in Continuous Learning: Stay current with best practices and professional development in special education.

Physical demands include:

• Standing & Walking: Frequent standing and walking throughout the classroom and school to assist students and provide instruction.
• Sitting: Periods of sitting while working with students, developing lesson plans, and completing documentation.
• Bending, Stooping, & Kneeling: Occasionally required to assist students with mobility needs, provide support during activities, or manage classroom materials.
• Lifting & Carrying: May need to lift and carry instructional materials, student belongings, or adaptive equipment (typically up to 25 lbs). Some positions may require assisting students with physical disabilities in transferring or positioning (training and assistance from support staff are typically provided).
• Assisting with Mobility: Supporting students who use walkers, wheelchairs, or other assistive devices.
• Physical Restraint & De-escalation (if required): In some cases, training in Crisis Prevention Intervention (CPI) or similar methods may be necessary to ensure student and staff safety.
• Assisting with Daily Living Skills: If working with students with significant needs, the role may involve helping with toileting, feeding, or other self-care tasks.
• Visual & Auditory Requirements: Ability to observe students, monitor behaviors, and respond to verbal and nonverbal cues.
• Clear speech and strong listening skills to communicate effectively with students, parents, and staff.
• Fine Motor Skills: Required for writing, typing reports, and manipulating classroom materials.

Work environment includes:

• Classroom Environment: Most work is conducted in a specialized or inclusive classroom setting, supporting students with diverse learning needs.
• General Education Classrooms: Collaboration with general education teachers in co-teaching or push-in models.
• Resource Rooms & Therapy Spaces: Small group or one-on-one instruction in designated areas for students requiring targeted interventions.
• Community-Based Learning: Some programs may involve field trips, vocational training, or real-world learning experiences outside of school.
• Students: Daily interaction with students who have a range of disabilities, including cognitive, emotional, behavioral, and physical challenges.
• Colleagues & Support Staff: Frequent collaboration with general education teachers, paraprofessionals, related service providers (e.g., speech therapists, occupational therapists), and school administrators.
• Families & Caregivers: Regular communication with parents/guardians to discuss student progress, challenges, and support strategies.
• District & Community Resources: May coordinate with external agencies, specialists, and transition services to support student success.
• Noise Levels: Vary from quiet, focused learning sessions to high-energy classroom interactions.
• Physical Activity: May involve standing, walking, assisting students, and managing classroom materials.
• Behavioral Challenges: Some students may display disruptive behaviors requiring de-escalation strategies or Crisis Prevention Intervention (CPI) techniques.
• Adaptive & Assistive Technology: Use of specialized equipment, visual aids, communication devices, and assistive technology tools.
• Standard School Hours: Typically follows the academic calendar, including professional development days, IEP meetings, and parent conferences.
• Additional Responsibilities: May require occasional evening or weekend commitments for training, school events, or