Special Education Teacher

The Helix School is a Cognia-accredited nonpublic school (NPS) specializing in autism spectrum disorder (ASD) and related neurodivergent profiles, serving students from kindergarten through age 22 across the San Francisco Bay Area. Guided by the mission to “guide autistic children to lead fulfilling and connected lives,” The Helix School has grown from two students at its founding in 2014 to a thriving learning community of over 60 students, the majority of whom are funded by their local public school districts. Partnering with families and districts across the Bay Area, the School navigates the full complexity of the NPS landscape, including IEPs, district contracts, and the regulatory framework that governs publicly funded special education placements. What makes The Helix School distinctive is its interdisciplinary model: clinical services, including occupational therapy and speech-language pathology, are embedded directly alongside teaching faculty, creating an integrated team that works in concert around each student. The integrated curriculum is tailored to each student's developmental level, sensory processing differences, and emotional-regulatory needs, with an emphasis on motivation, kinesthetic, and sensory-based learning. The Helix School partners with families and school districts to deliver educational programming that is responsive, relationship-driven, and rooted in the belief that every learner deserves a path forward. The Helix School exists to create a learning environment where autistic and neurodivergent students are known, valued, and challenged to grow. Through individualized instruction, evidence-based practices, and a whole-child approach, The Helix School cultivates academic progress, social-emotional development, and the confidence students need to build meaningful, self-directed lives. The School's work is guided by care, high expectations, and an unwavering commitment to each student's potential. Purpose of the Position The High School Teacher leads a classroom of approximately 6–8 autistic and neurodivergent students, delivering differentiated academic instruction alongside functional, vocational, and social-emotional learning. The Special Education Teacher serves as case manager for assigned students, leading the IEP and transition planning process, and works in close partnership with aides, clinicians, families, and district representatives to prepare each student for a meaningful and self-directed life beyond high school. Essential Functions Deliver developmentally appropriate, differentiated instruction across core subject areas, aligned to each student’s IEP goals and course of study. Support continued development of literacy, numeracy, communication, executive functioning, and independent living skills. Design and implement instruction that builds self-advocacy, vocational readiness, and post‑secondary transition skills, including community‑based instruction where appropriate. Create a classroom environment that promotes predictability, safety, dignity, and connection for adolescent learners. Implement visual supports, sensory strategies, positive behavior supports, and structured routines. Celebrate student progress and encourage self‑expression, independence, and confidence. Case Management & IEP Responsibilities Leading the IEP process including present levels, goal development, progress monitoring, and facilitation of IEP meetings. Collect, maintain, and report student data in accordance with IEP requirements, district contracts, and School policy. Maintain student confidentiality and comply with FERPA, mandated reporter requirements, and School policies. Provide daily instructional direction and guidance to assigned classroom aides, in coordination with the Director of Paraprofessionals. Collaborate with Clinical team to integrate related services into classroom instruction. Communicate regularly and proactively with families regarding student progress, goals, and classroom programming. Support student supervision and safety throughout the school day, including classrooms, transitions, community-based instruction, and mealtimes. Participate in professional development, staff meetings, and interdisciplinary team meetings. Required Qualifications Education & Credentialing Bachelor’s degree from an accredited college or university. Valid California Education Specialist Instruction Credential in Mild to Moderate Support Needs or Extensive Support Needs (or legacy Mild/Moderate or Moderate/Severe credential), or eligibility for a University Intern Credential. Credential must authorize special education service at the secondary level, consistent with nonpublic school staffing requirements under California Education Code section 56366.1. Ability to satisfy all pre‑employment requirements, including Department of Justice and FBI fingerprint clearance, tuberculosis risk assessment, and mandated reporter training. Experience & Skills Experience teaching neurodivergent students, particularly autistic students; secondary-level experience strongly preferred. Demonstrated skill in differentiated instruction, positive behavior supports, and visual teaching strategies. Experience writing and leading IEPs; familiarity with secondary transition planning strongly preferred. Ability to direct and support classroom aides as part of an interdisciplinary team. A playful, warm, and grounded presence that supports regulation and connection. Excellent communication, collaboration, and organizational skills. Other Duties As Assigned This job description is not intended to be an exhaustive list of all duties, responsibilities, or qualifications associated with the position. Employees may be assigned additional job-related responsibilities as needed to meet the operational needs of the School. Physical Demands & Work Environment The physical demands described here are representative of those an employee must meet to perform the essential functions of this position, with or without reasonable accommodation. This position requires direct physical interaction with students who may, at times, exhibit dysregulated behaviors such as hitting, kicking, scratching, biting, grabbing, spitting, or throwing objects. The employee must be physically able to respond safely, calmly, and effectively in these situations. Training in approved behavioral intervention techniques will be provided, and ongoing support is available. Mobility & Physical Activity Walk approximately 2 to 3 miles over the course of a school day Stand for at least 50% of the workday Run a short distance (e.g., across a classroom or outdoor area) when a student safety situation requires it Climb stairs and sustain physical activity across a full school day Rise quickly from a seated, kneeling, or floor position Bend, stoop, squat, kneel, and crouch repeatedly throughout the day Sit at a student’s level on the floor and return to standing without assistance Maintain balance while supporting or redirecting a moving student Strength & Physical Capability Lift and carry up to 25 lbs Push and pull doors or equipment as needed Sensory & Communication Maintain visual supervision of students across a room or yard with line of sight at all times Hear well enough to monitor the environment and respond to calls for help Communicate clearly in spoken and written English Emotional & Behavioral Regulation Maintain professional composure and emotional regulation when subjected to verbal hostility, including profanity, slurs, derogatory or personal remarks, and other provocative language Maintain composure and self‑regulation during stressful, unpredictable, or confrontational situations Working Relationships This position reports to the assigned Academic Director, who is responsible for supervision, performance management, and evaluation. The Special Education Teacher provides daily instructional direction to assigned classroom aides and collaborates closely with Speech‑Language Pathologists, Occupational Therapists, Counselors, Behavior Specialists, administrators, students, families, district representatives, and other members of the interdisciplinary team to support student success and post‑secondary transition. Equal Opportunity Statement The Helix School does not and shall not discriminate on the basis of race, color, religion (creed), gender, gender expression, age, national origin (ancestry), disability, marital status, sexual orientation, or military status, in any of its activities or operations. These activities include, but are not limited to, hiring and firing of staff, selection of volunteers and vendors, and provision of services. We are committed to providing an inclusive and welcoming environment for all members of our staff, clients, volunteers, subcontractors, vendors and community members. #J-18808-Ljbffr