Special Education Teacher

Special Education Teacher (18‑21 Transition Program) Terms of Employment Full‑time, 187 days (Depending on start date). Salary is based on education and experience and will be prorated per our Certified Salary Schedule not to exceed letter I ($50,500 to $80,566). The District provides its employees with a comprehensive benefits program including medical, life, and dental insurance. The District provides two medical plans for which it pays the full premium for employees, and a third option is a buy‑up plan for which the district pays the majority of the premium. In addition, the District pays the full employee premium for dental insurance and life insurance. The District contributes to PERA on each employee’s behalf and offers additional retirement savings options as well as optional supplemental insurance. Employees also receive paid time off. Worker’s compensation and unemployment insurance are provided in accordance with State law. Position Purpose Under the general supervision of the Executive Director of Special Education and Coordinator of Special Education, to maximize the learning experience of students with special needs, in academics, interpersonal skills and activities of daily living by implementing district approved curriculum; documenting teaching and student progress/activities, outcomes; addressing students’ specific needs; providing a safe and optimal learning environment. Specifically, the transition program is responsible for planning, implementing, and coordinating individualized transition services for students ages 18‑21 with disabilities. The teacher provides instruction and support designed to promote independence, employment readiness, community engagement, self‑advocacy, and post‑secondary success. Working collaboratively with students, families, community agencies, employers, and district staff, the teacher develops meaningful educational experiences that align with each student’s IEP and transition goals. Essential Functions Conducts assessments, testing and diagnostic examinations of students for the purpose of identifying learning issues, and recommending courses of action or corrective procedures to overcome issues and maximize learning. Participates and assists in developing Individual Educational Plans ("IEP") for students. Assists students and teaching staff in implementing students’ IEPs and behavior management plans. Provides direct instruction to students with disabilities based on their Individual Education Plan (IEP). Maintains a well‑managed and orderly classroom environment which promotes learning for all students. Participates and/or facilitates IEP meetings. Coordinates with outside agencies, organizations, and institutions, including state and federal authorities as needed. Coordinates with administrators and other teaching staff members to ascertain individual student’s abilities and needs, and implement IEPs. Serves as ready resource to students and parents to provide counseling that will lead each student to increased personal growth, self‑understanding, and behavioral management; serves as liaison between home and school. Continues to acquire professional knowledge and learn of current developments in the educational field by attending seminars, workshops or professional meetings, or by conducting research, and by maintaining professional relationships with members of institutions of higher learning and the business community. Organizes and maintains a system for accurate and complete record‑keeping as required by district procedures and applicable laws. Encourages parental involvement in students’ education and ensures effective communication with students and parents. Creates a schedule for student needs based on individual IEP service times and communicates this readily to paraprofessionals/other team members who need to know. Selects and requisitions appropriate books, aids and other supplies and equipment and maintains inventory records. Assists in the orientation of new teachers, and provides in‑service training in guidance. Abides by all mandates set forth in state and federal law, as well as local district processes and policies in the provision of special education services. Understands IDEA and ECEA rules and regulations. Maintains confidentiality of student information in accordance with district policy. Develops and implements individualized instructional programs aligned with the students’ IEP goals and transition plans. Provides direct instruction in functional academics, independent living skills, employment readiness, self‑determination, social skills, and community access. Designs and facilitates community‑based learning opportunities that support real‑world skill development. Integrates vocational training, job coaching, and work‑based learning experiences into student programming. Adapts curriculum, instructional methods, and materials to meet the unique needs of students with disabilities. Identifies and develops employment, volunteer, and internship opportunities for students. Supports students in developing job‑seeking skills, workplace behaviors, and career exploration experiences. Additional Duties Performs other related tasks as assigned by the Principal and other central office administrators as designated by the Superintendent. Note The above description is illustrative of tasks and responsibilities. It is not meant to be all inclusive of every task or responsibility. Confidential Information Staff members shall not access, receive, transmit or retransmit material regarding students, parents/guardians or district employees that is protected by confidentiality laws. If material is not legally protected but is of a confidential or sensitive nature, great care shall be taken to ensure that only those with a "need to know" are allowed access to the material. Staff members shall handle all employee, student, and district records in accordance with applicable district policies. Staff members who intentionally disclose student records, other confidential student information and/or district information may be subject to disciplinary action, up to and including termination. Equipment Uses standard office equipment such as personal computers, printer, copy and fax machines, and telephone. Travel Requirements Travels within the community to support student learning and to school district buildings and professional meetings as required. Knowledge, Skills, and Abilities Knowledge of Special Education principles, theories, testing, methods, etc. as well as proven methods of maximizing the educational experience of students with special needs. Knowledge of differentiated instruction based upon student learning styles. Knowledge of data information systems, data analysis and the formulation of action plans. Knowledge of applicable federal and state laws regarding education and students. Ability to use computer network system and software applications as needed. Ability to organize and coordinate work. Ability to communicate effectively with students, parents, and team members. Ability to engage in self‑evaluation with regard to performance and professional growth. Ability to establish and maintain cooperative working relationships with others contacted in the course of work. Knowledge of vocational training, community‑based instruction, and adult service systems preferred. Physical and Mental Demands, Work Hazards Works in standard office and school building environments. Ability to lift and safely move 50 lbs. or more. Physically capable of lifting, bending and providing physical support for students. Ability to move rapidly or run. Frequent standing, kneeling, crouching, walking and stooping. Vision for close, peripheral, color, depth perception, distance and adjusted focus. Qualifications Profile Certification/License Colorado State Certification as a Special Education Teacher Generalist (all resource positions). Motor Vehicle Operator's License or ability to provide own transportation. Willingness and ability to obtain CPI Training/Certification provided by the district. Colorado READ Act Endorsement. Education Bachelors from an accredited college or university in education discipline applicable to teaching assignment. Experience Successful prior special education teaching experience for the building level preferred. Looking for these additional skills Experience developing and implementing transition programs for students ages 18‑21. Ability to travel within the community to support student work and learning experiences. Ability to supervise students in school, workplace and community settings. FLSA Status: Exempt #J-18808-Ljbffr