High School Special Education Teacher

High School Special Education Teacher Memphis, TN, US If you are unable to complete this application due to a disability, contact this employer to ask for an accommodation or an alternative application process. Position Summary The Special Education Teacher at Memphis Business Academy (MBA) serves as a collaborative instructional leader dedicated to supporting exceptional learners within an inclusion and co‑teaching model. The teacher ensures that all students with disabilities receive high‑quality instruction, intervention, and legally compliant services in accordance with IDEA, Section 504, Tennessee Department of Education requirements, and Memphis Business Academy’s academic and cultural expectations. This role reflects MBA’s commitment to academic excellence, character development, and preparing students for college, career, and life success. Instruction & Co‑Teaching Excellence Provide specially designed instruction (SDI) within general education classrooms using evidence‑based co‑teaching models (i.e., team teaching, parallel teaching, station teaching, and alternative teaching). Collaborate with general education teachers to develop rigorous, standards‑aligned lessons that meet the needs of diverse learners. Modify curriculum, materials, pacing, and assessments based on IEP goals and student needs. Implement accommodations, modifications, and assistive technology according to each student’s IEP. Use regular progress monitoring (aimswebPlus) and data review to guide instruction and interventions. IEP Development, Implementation & Compliance Develop and maintain compliant IEPs using the district‑approved platform (TNPulse). Ensure accurate and timely documentation, including service logs, progress reports, and parent communication records. Participate in eligibility, annual, reevaluation, MDR, and parent meetings in accordance with Tennessee and MBA timelines. Collect, analyze, and maintain data to support progress toward all IEP and BIP goals. Engage in weekly co‑planning with general education teachers to ensure instructional alignment and shared ownership of student outcomes. Work collaboratively with related service providers (SLP, OT, PT, behavior specialists) to deliver coordinated services. Communicate consistently with families regarding student progress, support needs, classroom expectations, and celebrations. Participate in PLCs, MTSS/RTI meetings, and school‑wide data discussions to support continuous improvement. Behavioral & Social‑Emotional Support Support implementation of Behavior Intervention Plans (BIPs) and use proactive, positive behavior strategies aligned with MBA’s culture. Provide small group or individual social‑emotional skill‑building when appropriate. Maintain a structured, supportive, and inclusive classroom environment that aligns with MBA’s behavioral expectations and character development focus. Professional Responsibilities Model professionalism, strong follow‑through, and reliability consistent with MBA staff expectations. Attend required MBA and network‑wide professional development, including training on co‑teaching, curriculum, intervention, and compliance. Maintain confidentiality and adhere to all federal, state, and network policies. Demonstrate alignment with MBA’s mission, vision, and belief in the potential of all students. Qualifications Required Valid Tennessee Teaching License with a Special Education endorsement (Interventionist K–8, Modified K–12, Comprehensive K–12, or equivalent). Knowledge of IDEA, Section 504, and Tennessee special education procedures. Demonstrated ability to differentiate instruction and support students in inclusive classroom settings. Preferred Experience in urban education and/or charter school environments. Prior experience with co‑teaching models and inclusion‑based service delivery. Training in evidence‑based academic and behavioral interventions and de‑escalation strategies. Strong communication, organization, and collaboration skills. Work Environment & Physical Requirements Teaching occurs primarily within general education classrooms with occasional pull‑aside small‑group instruction. Must be able to lift, assist, or support students according to safety guidelines when necessary. Requires regular use of technology, instructional materials, and mobility around the school campus. #J-18808-Ljbffr