Resource Teacher

About PLN Founded on Skid Row in 1980, Para Los Niños (PLN) partners with more than 10,000 children , youth, and families each year through integrated education, wellness supports and advocacy, addressing individual and systemic barriers to create pathways to success. In addition to operating early education centers, charter elementary and middle schools, youth workforce development sites and family services, PLN is the only children’s mental health provider in the Skid Row neighborhood. PLN's community transformation work brings together community members, community-based organizations, city and county agencies, elected officials, and businesses to tackle issues that impact PLN families. Ninety-three percent of families served by PLN live in areas with the highest levels of food insecurity and homelessness in L.A. County. About Our Charter Schools Our charter schools’ program model is part of the California Community Schools Partnership Program, a transformative approach to (re)design schools by leveraging the collective power of schools, families, and communities to create an inclusive, safe learning environment where all scholars can thrive and reach their full potential. We build our culture based on community strengths and celebrate the unique contributions of each member. Through our efforts, we aspire to empower the next generation with the tools they need to thrive emotionally, excel academically, contribute meaningfully to their community, and lead joyful lives. At PLN Charter Elementary School & Middle School, we understand that education is a collective effort, and we actively engage families and communities in the learning process. By fostering strong partnerships through expanded learning and integrated support, we aim to create a seamless connection between the school, home, and broader community. This collaboration ensures that the integrated support system for every scholar is robust and comprehensive, addressing not only academic needs but also their social and emotional well‑being. Position Overview The special education teacher plans and conducts educational assessments for students referred as potential candidates for special education services and collaborates with general education teachers to differentiate instruction and pacing for students across multiple grade levels and content areas receiving Resource Specialist services in various settings, such as Learning Centers, general education classrooms, and Resource Specialist classrooms. They coordinate services with general education teachers, DIS providers, classified special education assistants, and Behavior Intervention service providers to ensure the appropriate delivery of student support. As a key member of the IEP team, the teacher maintains records, evaluates student assessments, develops written IEPs, and conducts annual reviews in compliance with legal and procedural requirements. They regularly monitor student progress, conduct ongoing assessments for instructional planning, and refer students to the IEP team when additional support is needed. Additionally, they consult with teachers, administrators, and PLN staff regarding student needs, scheduling, and program planning while also coordinating professional development and in‑service education for staff and parents on topics related to disabilities, the IEP process, and legal requirements. The teacher establishes clear behavior expectations, monitors student behavior throughout the school campus, and collects behavioral data to assess progress and needs. PLN utilizes a co‑teaching model, placing both a general education teacher and a special education teacher in the classroom to provide an inclusive setting that ensures students with IEPs remain in the least restrictive environment. Paraprofessionals and other support staff may also assist in the classroom, and the teacher incorporates designated textbooks and instructional materials to support student learning. Knowledge, Skills, Abilities, and Other Characteristics Bachelor's Degree in applicable field of education from a regionally accredited college or university . Possess valid Educational Specialist credential with a valid English Learner authorization and an added autism spectrum disorders authorization or be eligible for Special Education Credential via a University Internship program . We welcome new teachers, yet prefer teachers with any years of experience teaching in a public, charter and/or private school setting . Strong written and oral communication skills in English are required , and we celebrate linguistic diversity, valuing the unique perspectives and strengths that multilingual team members bring to our organization. Travel Requirements: 0 – 10% within Los Angeles County . Physical Requirements To perform this job the individual must be able to carry out all essential functions satisfactorily. Reasonable accommodation may be provided to enable qualified individuals with disabilities to perform the essential functions of the job. Approximately 50% of time is spent sitting, while frequently required to walk, stand and bend. Must be able to speak and hear well. Good vision is imperative. Occasionally required to stoop, kneel, crouch or crawl. Employees will be required to lift and/or move up to 25 pounds without assistance . TB test clearance to be renewed every two years. Verification of Immunizations required by the California Department of Health (Pertussis, Measles and Influenza). This job description does not encompass all essential functions and responsibilities. Para Los Niños reserves the right to modify or add to the typical duties of a position at any time. Candidates for employment at Para Los Niños , regardless of position, will consistently demonstrate the following: Unwavering belief in and commitment to fulfill the mission of Para Los Niños . Deep commitment to the success of all PLN students and families. Commitment to excellence and high standards -- for self, students, and colleagues. Continuous learning by engaging in reflection, self‑assessment, and individual professional development. Use of data to inform decisions and drive continuous improvement. Ability to thrive as a member of a collaborative team. Self‑motivation and initiative with solutions‑oriented disposition. Belief in and ability to develop respectful relationships with families and children informed by the students’ cultural and socioeconomic characteristics. Excellent oral and written communication skills. Ability to effectively handle challenging situations. Comfort with basic Microsoft Office applications and a curiosity and propensity to push own adoption of new technology and approaches. Regular, punctual attendance and professional appearance. It is the established policy of Para Los Niños (PLN) to provide equal employment and advancement opportunities to all qualified applicants and employees without discrimination with regard to race, religious belief (including dress or grooming practices), color, sex, sex stereotype, pregnancy, childbirth or related medical conditions (including breast feeding), age, national origin (including possessing a driver’s license issued under Vehicle Code § 12801.9), ancestry, sexual orientation, gender identification and expression, transgender status, physical or mental disability, medical condition, genetic characteristics, genetic information, family care, marital status, enrollment in any public assistance program, status as military, a veteran or qualified disabled veteran, status as an unpaid intern or volunteer, or any other classification protected by law. PLN also prohibits discrimination based on the perception that anyone has any of those characteristics or is associated with a person who has or is perceived as having any of those characteristics. #J-18808-Ljbffr