Aspiring Teacher: Special Education 2026-2027

Job Overview The Teacher Aspiring SPED will collaborate with the Teacher of Record to plan and implement an instructional program and provide special education services for students in assigned grade levels. The incumbent will manage student behavior, assess and evaluate student achievement, and modify instructional activities as required as well as carry out a variety of student monitoring and control activities, including some preparation for annual IEP meetings, updating student goals and objectives each progress period, and complete documentation of services. The Aspiring Teacher will plan and implement an instructional program and provide related educational services for students in assigned grade levels. The incumbent will manage student behavior, assess and evaluate student achievement, modify instructional activities as required, and carry out a variety of student monitoring and control activities. This position is a one-year developmental assignment designed to provide classroom experience while the employee completes all requirements necessary to obtain Texas teacher certification. Employees who successfully obtain the required certification credentials and satisfy all program requirements by the deadlines established in the Employment Agreement will be recommended for placement into a full-time teaching position for the following school year, subject to Board approval of employment recommendations and continued eligibility for employment. This is a non-contracted position with employment limited to the current school year. Continued employment beyond the current school year is contingent upon obtaining and maintaining all required Texas educator certification credentials by the deadlines established in the Employment Agreement. Employees who fail to obtain the required certification credentials or fail to meet certification program requirements by the established deadlines will not be eligible for placement into a teaching position and may be separated from employment at the conclusion of the school year. This position may also be reassigned to another campus due to enrollment, staffing adjustments, program needs, or other District operational requirements. Essential Duties and Responsibilities Teaching Assess student abilities as related to desired educational goals, objectives and outcomes Continually assess student achievement and maintain appropriate assessment and evaluation documentation for institutional and individual reporting purposes Assist Teacher of Record in planning appropriate instructional/learning strategies and activities including determination of appropriate kind and level of materials Implement an instructional program which provides appropriate learning experiences, considering individual student needs outlined in the IEP, different learning styles and a range of learning curves Manage the behavior of learners in instructional setting to ensure environment is conducive to the learning process, assist and participate in management of student behavior in other parts of the school, center, school grounds or work site Document services provided to students receiving special education services on logs and in software systems (accommodation, in‑class support, behavior, SHARS [personal care services], etc.) Participate in preparing for annual ARD (IEP) meetings by updating goals and objectives, development of present levels of functional and academic performance, collect data, etc. in collaboration with special education teacher Update IEP progress in software system each nine weeks Assist with the coordination of instructional related and testing activities with other professional staff, both school and non‑school‑based, as required, maximizing learning opportunities Collaborate regularly with all service providers of students on caseload Utilize a variety of instructional materials and available multi‑media and computer technology to support/enhance learning Work in a self‑contained, team, departmental, itinerant capacity, or at field work site, as assigned; request assistance of and work with resource personnel Participate in in‑service and staff development activities and staff meetings as required or assigned, including those specifically designed for non‑certified teachers Ensure continuous communication with parents, both written and oral, to keep them informed of student(s) progress Continually communicate with students on instructional expectations and keep them informed of their progress in meeting those expectations Manage allotted learning time to maximize student achievement May assign work to and supervise instructional assistants, parent and student volunteers Ensure classroom and/or instructional environment is attractive, healthful, safe, and conducive to learning and that materials are accessible to students and in good condition May, as itinerant, serve at two or more schools on a regular basis. May make off‑school site visits to monitor students, confer with employers, or site instructors. Support or participate in school wide student activities and social events and approved fundraising activities As assigned or required, monitor student behavior in non‑instructional areas and intervene to control and modify disruptive behavior, reporting to appropriate administrator as appropriate From time‑to‑time, collaborate with other professionals (guidance counselors, librarians) to carry out school‑wide instructional or related activities Supervisory Responsibilities None Qualifications Bachelor's degree required Course work in the subject/program to which assigned and in curriculum and instructional methodology preferred Must be actively enrolled in a Texas‑approved ACP or have recently completed a university‑based EPP Must have coursework complete (only pending certification testing and observation hours) ACP enrollment must be less than two years at time of hire No more than one failed exam attempt, or two attempts with current exam approval on required exams Must have ACP approval to test for SPED EC–12, Bilingual Education or Core Subject EC-6 with STR (depending on assignment) Must provide documentation of eligibility for a Program Deficiency Plan (at the applicant’s expense) Must not have previously held an Emergency Permit Teaching experience or experience working with children preferred Demonstrated proficiency in oral and written communication in the assigned language Demonstrated knowledge of public school mission, goals and organization Ability to apply knowledge of current research and theory to instructional programs for students with disabilities Ability to plan and implement lessons based on division and school objectives and the needs and abilities of students to whom assigned Ability to establish and maintain effective relationships with students, peers and parents Excellent communication skills, both orally and in writing, in English and the assigned language Must submit documentation at intervals established by the District and the Educator Preparation Program to verify the completion of coursework, certification exam status, and progress toward required observation hours. Failure to maintain program eligibility, pass required certification examinations, obtain required certification credentials, or satisfy certification requirements by the deadlines established in the Employment Agreement may result in removal from the position, reassignment into a para role and/or separation from employment. Current or former Instructional Apprentices previously participated in a district‑sponsored teacher preparation, residency, apprenticeship, or instructional associate program and did not successfully complete program requirements, certification requirements, or employment expectations are not eligible for this position. Physical Requirements/Working Conditions The work environment characteristics and physical demands described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Work is performed in classrooms, offices, work stations and meeting rooms. The position requires occasional walking, standing, sitting, bending, stooping, kneeling, crouching, crawling, and lifting/carrying work related items weighing less than 40 pounds, such as books, papers and presentation materials. The employee is regularly required to use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; and talk or hear. Specific vision abilities required by this job include close vision, color vision, and the ability to adjust focus. Attendance at conferences and professional development is required. Work involves everyday risks and discomforts which require normal safety precautions when operating equipment or performing job duties. May work prolonged or irregular hours and must be able to maintain emotional control under stress. #J-18808-Ljbffr Fort Bend Independent School District