Special Education Teacher

Special Education Teacher

There are 2 full-time (1.0 FTE) positions starting at the beginning of the 2026/27 school year being filled with this posting. Candidates must hold a TSPC teaching license with a Special Education endorsement. Preferred candidates will have the following qualifications: Experience providing special education services in a secondary (high school) setting. Strong knowledge of IDEA, Section 504, state special education regulations, and IEP compliance. Experience developing, implementing, and monitoring high-quality IEPs and transition plans. Demonstrated ability to collaborate with general education teachers to modify curriculum, accommodations, and instructional strategies while maintaining rigorous learning expectations. Experience providing mathematics instruction and interventions for students with diverse learning needs. Knowledge of standards-based instruction and equitable grading practices for students with disabilities. Experience using assessment data to develop measurable annual goals and monitor student progress. Ability to facilitate IEP meetings and collaborate effectively with students, families, educators, and community agencies. Experience supporting students with executive functioning, organization, self-advocacy, and social-emotional skills. Knowledge of transition planning, including post-secondary education, employment, independent living, and community resources. Experience coordinating services across multidisciplinary teams, including counselors, school psychologists, speech-language pathologists, and related service providers. Ability to build positive relationships with students and families from diverse cultural and linguistic backgrounds. Experience implementing evidence-based instructional practices and differentiated instruction for students with disabilities. Proficiency with special education documentation systems, student information systems, and progress monitoring tools. Strong organizational and case management skills, including managing timelines, compliance requirements, and communication with stakeholders. Experience coaching and supporting educational assistants in implementing accommodations and instructional supports. Commitment to inclusive practices and increasing access to grade-level curriculum in the least restrictive environment. Excellent written and verbal communication skills, including communicating complex educational information clearly and compassionately to families and staff. Ability to analyze student data to inform instructional decisions and intervention planning. Demonstrated commitment to collaboration, continuous professional learning, and maintaining a student-centered, strengths-based approach.

This teacher will work collaboratively with school personnel in providing, implementing, designing and adapting instructional programs for the special educational needs of identified students in a variety of settings. A primary focus is the establishment of a positive learning environment that promotes a high level of achievement for all students while considering the background and developmental level of the individual student. This teacher is a full member of a building staff and Educational Support Services and will be supervised by the principal in collaboration with Educational Support Services.

Essential Functions:

1. Effectively works with and responds to people from diverse cultures or backgrounds. Cultivates and models a respectful working and learning environment.
2. Utilizes effective, proactive behavioral management skills in all school settings.
3. Collaboratively leads functional assessments and develops Behavior Support Plans with student centered involvement.
4. Utilizes effective instructional strategies making data based instructional decisions
5. Adapts/modifies regular classroom curriculum
6. Implements individual plans (IEP/504/TAG)
7. Attends Support Services Team (SST) meetings and also attends Educational Support Services staff meetings.
8. Provides, implements, designs and adapts individual/group academic and behavioral programs in all school settings aligning instruction, when possible, with district and state benchmarks.
9. Adapts/modifies transition curriculum and activities.
10. Works effectively and collaboratively with diverse student, staff and community populations.
11. Works collaboratively with other school personnel (e.g., Title I, regular education, school psychologist specialists, classified staff) in meeting the behavioral and academic needs of students.
12. Works with team members to accomplish mutually agreed upon goals.
13. Is responsive to feedback from colleagues and administrators and is able to apply feedback to improve skills and services to students.
14. Assists schools in identification of students with disabilities
15. Maintains ongoing communication with parents, other teachers and Educational Support Services in the planning, implementation and monitoring of programs
16. Assists the administration in implementing all policies and/or rules governing student conduct, develops reasonable rules of classroom behavior and procedure, and maintains order in the classroom and school in a fair and just manner.
17. Establishes and maintains open lines of communication with students and parents/guardians concerning both the academic and behavioral progress of all assigned students.
18. Strives to improve professional competence through an ongoing program of reading, workshops, seminars, conferences, classes and other professional development activities.
19. At sites with more than one special education teacher, works collaboratively as a team member in meeting the needs of students
20. Administers assessments and collect and interprets data to monitor student progress
21. Manages time to complete required special education paperwork
22. Monitors the progress of students in all school settings
23. Designs instruction, trains, monitors and provides feedback for educational assistants and is available for problem solving.
24. Manages fiscal components and documentation of the program activities, as appropriate.
25. Utilizes technology fluently to manage all the components of student programs
26. Anticipates program needs and coordinate implementation of program components.
27. Performs other duties as requested by the Educational Support Services Administrator.

Required Knowledge, Skills and Abilities

• Experience differentiating practices for diverse populations. • Ability to work effectively and collaboratively with diverse students, staff and community populations.

Minimum Qualifications

• Valid Oregon teacher's certificate with a Special Education Endorsement.
• ESOL endorsements preferred.
• Evidence of multi-cultural experience and cultural competency.
• Bilingual proficiency and/or multicultural experience strongly preferred.

Applicant must demonstrate Highly Qualified status per ODE guidelines. Please visit this website for more information: (Download PDF reader)

Additional Information

Complete application in its entirety. Incomplete applications will not be accepted or processed, there are no exceptions. We do not accept walk-in, faxed, or applications via mail. All applications must be submitted using the GovermentJobs website. It is your responsibility to submit a complete application. Submitting an application does not guarantee any candidate an interview. Candidates are interviewed by appointment only. If you apply to more than one job, an application is required for EACH job posting. ALL required documentation must be scanned and attached in order to submit an online application.

Required documents for this posting are:

• Copy of Educational License(s)
• Copy of all college (undergraduate and graduate) transcripts. Unofficial transcripts will be accepted during the application process. If an applicant is hired they will be required to submit official transcripts prior to the start of employment.
• Three (3) letters of recommendation. Must be from the last 2 years and one letter must be from a supervisor.
• Test results if applicable. (ie. ORELA or PRAXIS)

Upon offer of employment applicants must provide 4J Human Resources a complete set of official transcripts. We highly suggest that you order a set to have available in the event you are hired. Upon offer of employment applicants must obtain a fingerprint clearance from the Oregon State Police Department and the FBI through a process authorized by the Eugene School District 4J. Applicants would be responsible for the one-time fingerprint clearance fee.

An Affirmative Action / Equal Opportunity Employer The Eugene School District 4J does not discriminate on the basis of race, religion, ancestry, color, national origin, gender, age, disability, marital or family status, sexual orientation, gender identity in admission or access to the treatment of employment in its programs and activities as required by state and federal law. If you have any complaints, please contact the HR Department at View phone number on click.appcast.io. It is the District's policy to provide qualifying veterans and disabled veterans with preference in employment in accordance with applicable law. Applicants wishing to claim veterans' preference must provide the following military documents verifying their eligibility: Veterans : A copy of the applicant's Certificate of Release or Discharge from Active Duty (a federal DD Form 214 or 215), which shows character of service upon discharge OR a letter from the U.S. Department of Veterans Affairs indicating the applicant receives a non-service connected pension. Disabled Veterans : A copy of the applicant's Certificate of Release or Discharge from Active Duty (a federal DD Form 214 or 215), which shows character of service upon discharge AND a copy of the applicants veteran's disability preference letter from