TEACHER, ESS SPECIALIZED PROGRAMS (1546)

TEACHER, ESS SPECIALIZED PROGRAMS (1546) JobID: 16342 Position Type: Classroom Teacher/ TEACHER, ESS SPECIALIZED PROGRAM Date Posted: 8/26/2026 Location:

CACTUS CANYON HIGH SCHOOL

Closing Date: 09/09/2026 DIVISION: Teaching & Learning DEPARTMENT: Exceptional Student Services The ESS teacher for Specialized Programs will work in a dedicated setting to meet the unique needs of exceptional learners. They will create a safe learning environment that accommodates individual student needs, providing instruction both inside and outside the general education setting. With expertise in exceptionalities including for students with significant cognitive disabilities, the teacher ensures access to challenging activities and materials in line with Board-approved curricula and in accordance with federal and state law and Board policy. They implement individualized special education services using district resources for specially designed instruction and collaborate effectively with administrators, service providers (including but not limited to SLP, OT, PT, Nurse, and/or BIS), families, and other stakeholders to advocate for student success. The teacher diligently monitors the academic and behavioral progress of students on their caseload and takes a proactive approach to collaborative problem-solving. This includes advocating for support and addressing students' needs in academics, social-emotional wellbeing, communication, and transition services. Our specialized programs consist of functional courses for students with moderate to severe disabilities, supporting in our Community-Based Training (CBT program), including students taking alternative assessments, and skills courses for students with mild to moderate disabilities supported in our Practical program. We also offer specialized classrooms for students with significant medical needs (THRIVE) and for students with significant sensory needs (STRIVE).

ESSENTIAL FUNCTIONS

Designs, plans, and provides specially designed instruction based on individualized education programs (IEP). Collaborates with other professionals on how to implement accommodations and modifications based on IEPs. Coordinates with other certified and classified staff, such as, but not limited to, speech language pathologists, occupational therapists, physical therapists, nurses, and instructional aides, to ensure that services are provided in accordance with an IEP. Designs specially designed instruction for students to have high-quality academic experiences aligned to the general education curricula but requiring significant adaptations due to the cognitive variabilities of students in the classroom. Assesses student learning by using appropriate formal and informal methods. Uses content knowledge and interpersonal skills to collaborate effectively to foster student learning in a specialized setting. Uses district and state assessment data, predominantly the state alternate assessment due to students in the classroom, to improve instruction and place students in proper instructional and intervention programs. Administers state assessments, which may include alternative assessments. Keeps and maintains required records, such as IEP goals and short-term objectives, progress reports, parent/student communication logs, and IEP paperwork by deadlines. Reviews caseload to ensure that federal and state requirements are met in accordance with timelines for annual IEP meetings, progress reports, Extended School Year decisions, and implementation of transition services. Acts in accordance with PXU core values to communicate regularly with parents regarding student progress. Documents and resolves issues related to student behavior problems and attendance. Follows meeting agenda to lead annual IEP meetings for students on their caseload. Attends ongoing professional development and is willing to apply new evidence-based strategies to their teaching practices. Commits to be an active participant in a collaborative team to review data, engage in new strategies, and address needs identified by the group. Assumes legal responsibility for the supervision of students on school property or in attendance at school-sponsored events. Supports and directs instructional assistants in collecting data on academic goals, behavioral support, and completion of activities of daily living. Develops, plans, and organizes community-based activities that align with students' Individualized Education Programs (IEPs) and goals. Activities may include work-based learning experiences, community outings, job shadowing, volunteer opportunities, and social skill development activities. Supervises and supports students during community-based activities, ensuring their safety, engagement, and active participation. Provide individualized assistance as needed to promote social skills, communication, and functional life skills. Other duties as assigned The above essential functions are intended to represent only the key areas of responsibilities and not a comprehensive listing of all functions and duties performed by incumbents of this class.

REQUIRED QUALIFICATIONS

Possess a bachelor's degree Have experience working with students with disabilities, including intellectual disabilities, autism, and/or other areas of eligibility that require significantly adapted and modified curriculum. Demonstrate knowledge and experience in the development and implementation of special services activities and related documents that conform to federal, state, and district guidelines. Experience in training staff to implement services and paperwork to conform to federal, state, and district guidelines. Possess a Current Arizona Standard Secondary Teaching Certificate. Possess a current certification in Special Education.

KNOWLEDGE, SKILLS, AND ABILITIES REQUIRED

Knowledge of applicable Federal, State, county, city, and district statutes, rules, policies, and procedures. Ability to work with other professionals collaboratively to ensure deadlines are met. Ability to identify effective accommodations and modifications, then work collaboratively to implement them in an inclusion setting based on student needs. Ability to collaborate with others and advocate the need for best practices to support student learning. Skill in establishing and maintaining effective working relationships with co-workers, vendors, students, parents, the public, a nd others having business with the school district. Skill in operating a personal computer utilizing a variety of software applications. Ability to work independently with moderate supervision.

PHYSICAL DEMANDS AND WORKING ENVIRONMENT

Work is performed in a standard office and classroom environment.

SUPERVISION RECEIVED

Site Administration The Board is committed to a policy of nondiscrimination in relation to race, color, religion, sex, age, national origin, disability or sexual orientation, as well as gender identity, gender expression and immigration status. This policy will prevail in all matters concerning staff members, students, the public, educational programs and services, and individuals with whom the Board does business. Any person who believes he or she has been subjected to discrimination, harassment or retaliation on the basis of any protected reason other than disability may file a complaint under Administrative Regulation JB-R, or may contact the Superintendent's designee, the District Hearing & Compliance Officer at: #J-18808-Ljbffr Phoenix Union High School District