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Designs a grading system which encourages motivation and participation; collects and enters student data in computer from charts and observations and reports progress in growth and development regularly as required Designs classroom rules for student interaction (courtesy and respect for belongings, space and ideas), self control, working independently, appropriately gaining the floor, and accepting reminders from teacher; designs systems for handling all behavior (from simple infractions to severe behavior) Prepares physical condition of classroom to reflect seasons and subject matter to facilitate student learning Keeps daily records on but not limited to student attendance, learning and social needs, assignments, assessments and discipline; supervises paraprofessional(s) Manages all job duties with the mobility, agility, dexterity and focused observation necessary to adequately perform the essential duties, as described above Additional Duties: Assists with additional duties as assigned by supervisor. Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with WPS guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Occasional lifting up to 20 lbs. Occasional carrying up to 20 lbs. 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Meets established outcomes based on student's individual education plan (IEP) and capacity to master learning objectives. Provides activities designed to create interest and enthusiasm for personal grasp of knowledge. 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Meets established outcomes based on student's individual education plan (IEP) and capacity to master learning objectives. Provides activities designed to create interest and enthusiasm for personal grasp of knowledge. Essential Performance Responsibilities: Participates on pre-assessment teams to determine necessity for comprehensive student evaluation; initiates, schedules and attends IEP meetings; works with multi-disciplinary team to diagnose need; structures/implements IEP for each student identified Defines, structures, and communicates daily expectations according to IEP including but not limited to course goals, objectives, learning methods and activities Communicates with regular education staff members on course instructional and meditative strategies and objectives, students' grasp of material and their outcomes and perspectives for applications of materials learned Receives and reports grades, in-puts student data via computer, negotiates schedules and communicates with all pertinent participants--administration, parents,staff, students, etc. Controls classroom and individual behavior; adapts and adjusts course content and reading levels to specify skills to be taught; discerns means of building memory and study skills; and assists individual students in achieving academic, daily living and social skills, learning objectives by working with them individually and in small groups Presents various listening and learning opportunities appropriate to each student's IEP including by not limited to lecture, VCR, TV, support of regular classroom teachers and other presentations and/or opportunities inside or outside Prepares, displays events and reinforcement activities which encourage participation Evaluates and Communicates Plans assessments for evaluation to include but not limited to various diagnostic techniques: standardized survey and criterion-referenced test; teacher developed oral and written tests; student personal indices (effort, potential, interests, memory) Designs subject-based reinforcement to follow assessments and student's learning objectives (computer, lab activities, working independently or on group projects, field/community reinforcement.) Designs a grading system which encourages motivation and participation; collects and enters student data in computer from charts and observations and reports progress in growth and development regularly as required Designs classroom rules for student interaction (courtesy and respect for belongings, space and ideas), self control, working independently, appropriately gaining the floor, and accepting reminders from teacher; designs systems for handling all behavior (from simple infractions to severe behavior) Prepares physical condition of classroom to reflect seasons and subject matter to facilitate student learning Keeps daily records on but not limited to student attendance, learning and social needs, assignments, assessments and discipline; supervises paraprofessional(s) Manages all job duties with the mobility, agility, dexterity and focused observation necessary to adequately perform the essential duties, as described above Additional Duties: Assists with additional duties as assigned by supervisor. Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with WPS guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Occasional lifting up to 20 lbs. Occasional carrying up to 20 lbs. Pushing/pulling up to 20 lbs. for distances of up to more than 100 feet Frequent reaching below waist, occasional reaching waist to shoulder, and limited overhead reaching Frequent sitting Frequent standing/walking Knowledge, Skills, and Abilities: Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibits a professional manner and a positive attitude Uses good judgment to make decisions on recurring assignments Displays a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: Valid Kansas Teaching License required Adaptive Endorsement required; Primary Teachers must have K-9 or K-6 Certification Master's in Special Education or Enrolled in a Special Education Degree Program with Plan of Study on file with District and Special Education Waiver obtained Prior teaching experience preferred FLSA Status: Exempt", "summaryDescription" : "Interrelated Elementary Teacher at White Elementary School. 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Gilbert", "67207" ], "certifications" : [ "Kansas Teaching License", "Adaptive Endorsement" ], "timestamp" : "2026-06-16T02:20:45.273", "fingerprint" : "ca98cd342b0a19e4d23d7516fd97240387b8c4f525d9ec7559f8c47dfc5fb1a6", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=95713", "externalId" : "95713", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Bostic", "state" : "North Carolina", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "35.3626230,-81.8356570" } ], "locationText" : "Bostic, North Carolina, United States", "employmentType" : "FULL_TIME", "professionalSkills" : [ "Team player", "Decision making", "Prioritization" ], "hardSkillsList" : [ "Student instruction", "Curriculum development", "IEP development", "Behavior management", "Grading systems" ], "hardSkills" : [ { "name" : "Student instruction", "level" : "intermediate" }, { "name" : "Curriculum development", "level" : "intermediate" }, { "name" : "IEP development", "level" : "intermediate" }, { "name" : "Behavior management", "level" : "intermediate" }, { "name" : "Grading systems", "level" : "intermediate" } ], "majorSkills" : "Special education, IEP implementation, Student assessment", "majorSkillsList" : [ "Special education", "IEP implementation", "Student assessment" ], "coreResponsibilities" : "Plan student instruction, Lead student instruction, Facilitate student instruction, Provide student instruction, Meet IEP outcomes, Provide learning activities, Participate on pre-assessment teams, Schedule IEP meetings, Attend IEP meetings, Work with multi-disciplinary team, Diagnose student needs, Structure IEPs, Implement IEPs, Define daily expectations, Structure daily expectations, Communicate daily expectations, Communicate with regular education staff, Report grades, Input student data, Negotiate schedules, Communicate with administration, Communicate with parents, Communicate with staff, Communicate with students, Control classroom behavior, Adapt course content, Adjust course content, Assist individual students, Work with students individually, Work with students in small groups, Present listening opportunities, Present learning opportunities, Prepare events, Display events, Prepare reinforcement activities, Display reinforcement activities, Encourage participation, Plan assessments, Design reinforcement, Collect student data, Enter student data, Report progress, Design grading system, Design classroom rules, Handle behavior, Prepare classroom physical condition, Keep daily records, Supervise paraprofessionals, Manage job duties", "teamCollaboration" : "Multi-disciplinary team; Regular education staff; Administration; Parents; Staff; Students", "domainKnowledge" : "Special education; Individual education plan (IEP)", "domainList" : [ "special-education", "individual-education-plan-iep" ], "domainSpecificKnowledge" : [ "Special education", "Individual education plan (IEP)" ], "toolProficiency" : [ "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "communicationSkills" : "Verbal communication; Written communication", "documentationSkills" : "Daily records", "specialRequirements" : "Occasional lifting up to 20 lbs, Occasional carrying up to 20 lbs, Pushing/pulling up to 20 lbs, Frequent reaching below waist, Occasional reaching waist to shoulder, Limited overhead reaching, Frequent sitting, Frequent standing/walking, Mobility, Agility, Dexterity, Focused observation, Limited travel between schools, Limited travel to central offices", "outcomesObjectives" : "Meet established outcomes based on student's individual education plan (IEP); Master learning objectives", "qualificationsBasic" : "Valid Kansas Teaching License, Adaptive Endorsement, K-9 or K-6 Certification, Master's in Special Education or Special Education Waiver, Plan of Study on file with District", "qualificationsPreferred" : "Prior teaching experience", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: Interrelated Elementary Teacher Position Function: This position plans, leads, facilitates and provides instruction for maximum student learning in the Interrelated Classroom providing appropriate curriculum to identified special education students. Meets established outcomes based on student's individual education plan (IEP) and capacity to master learning objectives. Provides activities designed to create interest and enthusiasm for personal grasp of knowledge. Essential Performance Responsibilities: Participates on pre-assessment teams to determine necessity for comprehensive student evaluation; initiates, schedules and attends IEP meetings; works with multi-disciplinary team to diagnose need; structures/implements IEP for each student identified Defines, structures, and communicates daily expectations according to IEP including but not limited to course goals, objectives, learning methods and activities Communicates with regular education staff members on course instructional and meditative strategies and objectives, students' grasp of material and their outcomes and perspectives for applications of materials learned Receives and reports grades, in-puts student data via computer, negotiates schedules and communicates with all pertinent participants--administration, parents,staff, students, etc. Controls classroom and individual behavior; adapts and adjusts course content and reading levels to specify skills to be taught; discerns means of building memory and study skills; and assists individual students in achieving academic, daily living and social skills, learning objectives by working with them individually and in small groups Presents various listening and learning opportunities appropriate to each student's IEP including by not limited to lecture, VCR, TV, support of regular classroom teachers and other presentations and/or opportunities inside or outside Prepares, displays events and reinforcement activities which encourage participation Evaluates and Communicates Plans assessments for evaluation to include but not limited to various diagnostic techniques: standardized survey and criterion-referenced test; teacher developed oral and written tests; student personal indices (effort, potential, interests, memory) Designs subject-based reinforcement to follow assessments and student's learning objectives (computer, lab activities, working independently or on group projects, field/community reinforcement.) Designs a grading system which encourages motivation and participation; collects and enters student data in computer from charts and observations and reports progress in growth and development regularly as required Designs classroom rules for student interaction (courtesy and respect for belongings, space and ideas), self control, working independently, appropriately gaining the floor, and accepting reminders from teacher; designs systems for handling all behavior (from simple infractions to severe behavior) Prepares physical condition of classroom to reflect seasons and subject matter to facilitate student learning Keeps daily records on but not limited to student attendance, learning and social needs, assignments, assessments and discipline; supervises paraprofessional(s) Manages all job duties with the mobility, agility, dexterity and focused observation necessary to adequately perform the essential duties, as described above Additional Duties: Assists with additional duties as assigned by supervisor. Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with WPS guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Occasional lifting up to 20 lbs. Occasional carrying up to 20 lbs. Pushing/pulling up to 20 lbs. for distances of up to more than 100 feet Frequent reaching below waist, occasional reaching waist to shoulder, and limited overhead reaching Frequent sitting Frequent standing/walking Knowledge, Skills, and Abilities: Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibits a professional manner and a positive attitude Uses good judgment to make decisions on recurring assignments Displays a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: Valid Kansas Teaching License required Adaptive Endorsement required; Primary Teachers must have K-9 or K-6 Certification Master's in Special Education or Enrolled in a Special Education Degree Program with Plan of Study on file with District and Special Education Waiver obtained Prior teaching experience preferred FLSA Status: Exempt", "summaryDescription" : "Interrelated Elementary Teacher at Bostic Traditional Magnet Elementary School. 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As the largest charter school system in the city, we are driven and committed to our mission, vision, and equity statement. Mission: Together with families and communities, we create joyful, academically excellent schools that prepare students with the skills and confidence to pursue the paths they choose—college, career, and beyond—so they can lead fulfilling lives and build a more just world. Vision: Every child grows up free to create the future they want for themselves and their communities. KIPP St. Louis currently educates over 2,000 students.Today, our St. Louis network consists of two middle schools, three elementary schools, and a high school. What makes KIPP St. Louis unique? We believe that our educators are proving what's possible in urban education each and every day, by inspiring students and helping them discover the joy of learning. KIPP schools support our educators to help students achieve academic excellence, building the skills and confidence they need to succeed. Together, we are raising the bar for every student, every day. The Special Education Teacher (K–12) at KIPP St. Louis is a dedicated educator who ensures students with diverse learning needs achieve strong outcomes through individualized, standards-aligned instruction. They design and implement IEPs, differentiate curriculum, and use data to monitor progress and adjust supports to meet student goals. In partnership with general education teachers, service providers, and families, they help create inclusive, supportive learning environments. Ultimately, this role is critical to ensuring all students have access to high-quality instruction and the opportunity to thrive academically and socially. We are looking for Elementary and High School Special Education Teachers. Position type: Full-time, Exempt, 10-Month Reporting & Collaboration * Direct Manager : Principal * Direct Reports : None * Key Collaborators: Assistant Principal, Instructional Coach, Teachers, and Regional Support Inputs: What will I be doing in my day-to-day work? Grade-Level Rigor & Access * Plan and deliver instruction that ensures students with diverse learning needs access grade-level standards through appropriate accommodations and modifications * Develop, implement, and monitor Individualized Education Programs (IEPs) aligned to rigorous academic goals * Design and execute tasks that require analysis, justification, and application, while providing scaffolds that maintain rigor * Anticipate learning gaps and provide targeted interventions to support access and mastery of content What will I be evaluated on? Instruction ensures students with IEPs consistently access grade-level content with appropriate supports. Student work reflects growth toward IEP goals and increased independence with rigorous tasks. Student Engagement * Design lessons where students actively engage in thinking, discussion, reading, writing, and problem-solving with necessary supports * Facilitate inclusive academic discourse using differentiated strategies and language supports * Promote independence, self-advocacy, and meaningful participation in the general education setting Students demonstrate active engagement and increasing independence, using supports to explain, justify, and build on ideas. Culture of Learning * Establish a structured, inclusive classroom environment with clear routines, high expectations, and behavioral supports * Implement systems that maximize instructional time and support focus, persistence, and independence * Build strong relationships with students and families to support academic, behavioral, and social-emotional growth The classroom reflects a safe, structured, and inclusive environment where students take academic risks and persist through challenges. Assessment for Learning * Embed frequent checks for understanding and monitor progress toward IEP and grade-level goals * Analyze data to adjust instruction, provide interventions, and ensure student growth * Provide timely, actionable feedback to support student improvement and goal attainment Instruction is data-driven, with clear progress toward IEP goals and grade-level standards through ongoing monitoring and intervention cycles. Outcomes & Accountability: Professional Practice & Contribution * Progress toward IEP goals and individualized benchmarks * Growth on literacy, math, and standardized assessments (DIBELS, i-Ready, MAP, EOC, etc.) * Demonstrated ability to increase access to Tier 1 instruction and improve outcomes for students with disabilities Student Achievement & Growth * K-2: DIBELS proficiency and growth in early literacy * K-8: i-Ready Reading and Math growth and proficiency * 3-8: Missouri Assessment Program (MAP) performance * 9-12: End-of-Course (EOC) exam results in tested subjects * 9-12: AP exam participation, performance, and pass rates (where applicable) * Demonstrated ability to translate strong Tier 1 instruction into measurable student outcomes What skills should I already bring, i.e., what should I already have a track record around? * Proven ability to support students with diverse learning needs and drive measurable growth * Strong classroom management with inclusive and structured environments * Experience using data to inform instruction and interventions * Ability to collaborate effectively across teams and with families * Strong communication and advocacy skills What should I know a lot about already, i.e., what should I have expertise in? * IEP development, implementation, and compliance * Differentiated instruction, accommodations, and modifications * Progress monitoring and data-driven intervention cycles * Strategies for inclusion and co-teaching models * Classroom systems that support both academic and behavioral success ## Qualifications What you bring to the table: Required * Bachelor’s degree in education or related content area * Minimum of 2+ years of successful classroom teaching experience * K-12 Cross Categorical/ Mid Mod certification * Demonstrated commitment to improving outcomes for historically underserved students * Strong communication, collaboration, and problem-solving skills Preferred * State teaching certification * Experience in a high-performing, data-driven school environment * Track record of driving significant student achievement gains * Experience with standards-aligned curricula and assessment systems * Leadership experience within a grade level, content team, or school initiative ## Additional Information What we bring to the table: KIPP St. Louis is committed to pay equity and to ensuring that we do not unintentionally perpetuate historic wage gaps that persist due to individual negotiations. As a result, salaries are not negotiated. We are transparent about salaries in our job postings so that candidates can make an informed decision before beginning the hiring process. The starting salary for first-year teachers with a bachelor’s degree is $50,500. We are a fast-paced, energetic team and family with passionate people who are leading a movement, and to cultivate their best working environment, we provide the following: * $0 deductible healthcare plan option, including medical, vision, and dental. * Employer-Paid Short-Term Disability. * $50,000 life insurance policy at no cost to the employee. * Retirement plan through PSSRSSL with an employer match up to 14% and an optional 403b as a supplement to our pension program * Public Service student loan forgiveness program qualified employer. * Ongoing professional development. Generous time off: * Paid leave for illness, personal days, bereavement, jury duty, and military-related leave * Paid parental leave for new families * Paid holidays, as well as a one-week Thanksgiving break, a two-week winter break, a week-long spring break * Wellness days provided throughout the year KIPP St. Louis is committed to creating a diverse, equitable and inclusive environment for all our students, families, teachers, staff and community members. 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As the largest charter school system in the city, we are driven and committed to our mission, vision, and equity statement. Mission: Together with families and communities, we create joyful, academically excellent schools that prepare students with the skills and confidence to pursue the paths they choose—college, career, and beyond—so they can lead fulfilling lives and build a more just world. Vision: Every child grows up free to create the future they want for themselves and their communities. KIPP St. Louis currently educates over 2,000 students.Today, our St. Louis network consists of two middle schools, three elementary schools, and a high school. What makes KIPP St. Louis unique? We believe that our educators are proving what's possible in urban education each and every day, by inspiring students and helping them discover the joy of learning. KIPP schools support our educators to help students achieve academic excellence, building the skills and confidence they need to succeed. Together, we are raising the bar for every student, every day. The Special Education Teacher (K–12) at KIPP St. Louis is a dedicated educator who ensures students with diverse learning needs achieve strong outcomes through individualized, standards-aligned instruction. They design and implement IEPs, differentiate curriculum, and use data to monitor progress and adjust supports to meet student goals. In partnership with general education teachers, service providers, and families, they help create inclusive, supportive learning environments. Ultimately, this role is critical to ensuring all students have access to high-quality instruction and the opportunity to thrive academically and socially. We are looking for Elementary and High School Special Education Teachers. Position type: Full-time, Exempt, 10-Month Reporting & Collaboration * Direct Manager : Principal * Direct Reports : None * Key Collaborators: Assistant Principal, Instructional Coach, Teachers, and Regional Support Inputs: What will I be doing in my day-to-day work? Grade-Level Rigor & Access * Plan and deliver instruction that ensures students with diverse learning needs access grade-level standards through appropriate accommodations and modifications * Develop, implement, and monitor Individualized Education Programs (IEPs) aligned to rigorous academic goals * Design and execute tasks that require analysis, justification, and application, while providing scaffolds that maintain rigor * Anticipate learning gaps and provide targeted interventions to support access and mastery of content What will I be evaluated on? Instruction ensures students with IEPs consistently access grade-level content with appropriate supports. Student work reflects growth toward IEP goals and increased independence with rigorous tasks. Student Engagement * Design lessons where students actively engage in thinking, discussion, reading, writing, and problem-solving with necessary supports * Facilitate inclusive academic discourse using differentiated strategies and language supports * Promote independence, self-advocacy, and meaningful participation in the general education setting Students demonstrate active engagement and increasing independence, using supports to explain, justify, and build on ideas. Culture of Learning * Establish a structured, inclusive classroom environment with clear routines, high expectations, and behavioral supports * Implement systems that maximize instructional time and support focus, persistence, and independence * Build strong relationships with students and families to support academic, behavioral, and social-emotional growth The classroom reflects a safe, structured, and inclusive environment where students take academic risks and persist through challenges. Assessment for Learning * Embed frequent checks for understanding and monitor progress toward IEP and grade-level goals * Analyze data to adjust instruction, provide interventions, and ensure student growth * Provide timely, actionable feedback to support student improvement and goal attainment Instruction is data-driven, with clear progress toward IEP goals and grade-level standards through ongoing monitoring and intervention cycles. Outcomes & Accountability: Professional Practice & Contribution * Progress toward IEP goals and individualized benchmarks * Growth on literacy, math, and standardized assessments (DIBELS, i-Ready, MAP, EOC, etc.) * Demonstrated ability to increase access to Tier 1 instruction and improve outcomes for students with disabilities Student Achievement & Growth * K-2: DIBELS proficiency and growth in early literacy * K-8: i-Ready Reading and Math growth and proficiency * 3-8: Missouri Assessment Program (MAP) performance * 9-12: End-of-Course (EOC) exam results in tested subjects * 9-12: AP exam participation, performance, and pass rates (where applicable) * Demonstrated ability to translate strong Tier 1 instruction into measurable student outcomes What skills should I already bring, i.e., what should I already have a track record around? * Proven ability to support students with diverse learning needs and drive measurable growth * Strong classroom management with inclusive and structured environments * Experience using data to inform instruction and interventions * Ability to collaborate effectively across teams and with families * Strong communication and advocacy skills What should I know a lot about already, i.e., what should I have expertise in? * IEP development, implementation, and compliance * Differentiated instruction, accommodations, and modifications * Progress monitoring and data-driven intervention cycles * Strategies for inclusion and co-teaching models * Classroom systems that support both academic and behavioral success ## Qualifications What you bring to the table: Required * Bachelor’s degree in education or related content area * Minimum of 2+ years of successful classroom teaching experience * K-12 Cross Categorical/ Mid Mod certification * Demonstrated commitment to improving outcomes for historically underserved students * Strong communication, collaboration, and problem-solving skills Preferred * State teaching certification * Experience in a high-performing, data-driven school environment * Track record of driving significant student achievement gains * Experience with standards-aligned curricula and assessment systems * Leadership experience within a grade level, content team, or school initiative ## Additional Information What we bring to the table: KIPP St. Louis is committed to pay equity and to ensuring that we do not unintentionally perpetuate historic wage gaps that persist due to individual negotiations. As a result, salaries are not negotiated. We are transparent about salaries in our job postings so that candidates can make an informed decision before beginning the hiring process. The starting salary for first-year teachers with a bachelor’s degree is $50,500. We are a fast-paced, energetic team and family with passionate people who are leading a movement, and to cultivate their best working environment, we provide the following: * $0 deductible healthcare plan option, including medical, vision, and dental. * Employer-Paid Short-Term Disability. * $50,000 life insurance policy at no cost to the employee. * Retirement plan through PSSRSSL with an employer match up to 14% and an optional 403b as a supplement to our pension program * Public Service student loan forgiveness program qualified employer. * Ongoing professional development. Generous time off: * Paid leave for illness, personal days, bereavement, jury duty, and military-related leave * Paid parental leave for new families * Paid holidays, as well as a one-week Thanksgiving break, a two-week winter break, a week-long spring break * Wellness days provided throughout the year KIPP St. Louis is committed to creating a diverse, equitable and inclusive environment for all our students, families, teachers, staff and community members. As an equal opportunity employer, we hire without consideration to race, religion, creed, color, national origin, age, gender, sexual orientation, marital status, veteran status or disability.", "summaryDescription" : "Special Education Teacher at KIPP St. Louis", "postedDate" : "2026-06-15T14:58:26.000", "createdAt" : "2026-06-16T00:00:44.849", "lastUpdated" : "2026-06-16T10:19:02.789", "ingestTimestamp" : "2026-06-16T00:00:44.849", "mongoId" : "6a306cb3f292fd229cfd567a", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 50500, "salaryBand" : "50k-75k", "hasSalary" : true, "allSkills" : [ ], "skillCount" : 0, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Mid", "dataQualityScore" : 0.8888889, "_score" : 1405.9259, "daysOld" : 0, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6a3066c0f292fd229cfb5571", "title" : "Virtual Special Education Teacher", "company" : "ACCEL Schools", "industry" : "Education", "salary" : { "min" : 60000.0, "max" : 85000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline for a Mid-level Virtual Special Education Teacher in the United States, adjusted for the education industry and company size." }, "location" : "Virtual Preparatory Academy of Georgia", "locations" : [ "Virtual Preparatory Academy of Georgia" ], "certifications" : [ "Georgia teaching license" ], "timestamp" : "2026-06-16T10:21:05.540", "fingerprint" : "72cb48f9fd32fb056c8ac795aad00a58497e9ab8b4f756778d5be21d05eeed88", "source" : "greenhouse", "language" : "en", "applyUrl" : "https://job-boards.greenhouse.io/accelschools/jobs/7773667003", "externalId" : "7773667003", "industryFunction" : { }, "structuredLocations" : [ { "state" : "Georgia", "country" : "United States", "continent" : "na", "workMode" : "hybrid" } ], "locationText" : "Georgia, United States", "technicalSkills" : "Microsoft Office, Word, Outlook", "professionalSkills" : [ "Instructional practices", "Instructional program adjustments", "Culturally responsive teaching" ], "hardSkillsList" : [ "Live lesson delivery", "Course setup", "Student progress monitoring", "Data analysis" ], "hardSkills" : [ { "name" : "Live lesson delivery", "level" : "intermediate" }, { "name" : "Course setup", "level" : "intermediate" }, { "name" : "Student progress monitoring", "level" : "intermediate" }, { "name" : "Data analysis", "level" : "intermediate" } ], "majorSkills" : "Special Education, Virtual instruction, Student achievement", "majorSkillsList" : [ "Special Education", "Virtual instruction", "Student achievement" ], "coreResponsibilities" : "Serve as teacher of record, Provide primary instruction, Meet student achievement goals, Meet culture goals, Meet academic accountability goals, Deliver live lessons, Complete course setup, Monitor student progress, Provide feedback, Grade assignments daily, Track student contact, Maintain student contact, Create Progress Reports, Review student data, Differentiate instruction, Utilize best practices, Create classroom environment, Integrate culturally responsive practices, Implement school-wide culture, Communicate with families, Incorporate technology skills, Plan non-instructional activities, Implement non-instructional activities, Attend events in person, Collaborate with colleagues, Communicate with colleagues, Travel for state testing, Perform other duties", "teamCollaboration" : "Collaborate with Principal; Collaborate with colleagues", "domainKnowledge" : "Special Education; 21st-century curriculum; State Standards; Common Core Standards", "domainList" : [ "special-education", "21st-century-curriculum", "state-standards", "common-core-standards" ], "domainSpecificKnowledge" : [ "Special Education", "21st-century curriculum", "State Standards", "Common Core Standards" ], "toolProficiency" : [ "Learning Management System" ], "communicationSkills" : "Written communication; Verbal communication", "documentationSkills" : "Progress Reports", "specialRequirements" : "Travel required, Face to face attendance required, Stand for 90 minutes, Supervise students, Pass background checks", "outcomesObjectives" : "Meet student achievement goals; Meet culture goals; Meet academic accountability goals", "qualificationsBasic" : "Georgia teaching license, Knowledge of State Standards, Knowledge of Common Core Standards, Ability to manage confidential information, Ability to stand for 90 minutes, Ability to supervise students, Pass federal and state background checks", "qualificationsPreferred" : "Two years' experience teaching, Experience working in multi-cultural setting", "remoteFriendly" : true, "workSiteFlexibility" : "Flexible", "rawDescription" : "About the Team ACCEL Schools is seeking highly-qualified Virtual Teachers who are dedicated to providing a superior education for all students! We are seeking teachers who are excited to create a rigorous and nurturing classroom environment that prioritizes student learning and social-emotional development. ACCEL Schools uses a cutting-edge 21st-century curriculum, which can be accessed online and through a variety of traditional methods. Please note – while this is an online school position and all instruction occurs virtually, travel and face to face attendance will be required several times per year to support in person state testing and student events. Eligibility: Open to residents of Georgia. About the Opportunity Serve as the teacher of record and primary instructor in all core content areas and grade levels Relentlessly work to meet all goals related to student achievement and culture as well as state specific academic accountability goals Deliver highly effective live lessons via web conference based on student need, rooted in research-based instructional practices Complete course set up for each course within the Learning Management System Monitor student progress in asynchronous courses and provide feedback/grade assignments daily Track and maintain contact with each student Collaborate with Principal to create and deliver Progress Reports of Students Review student level data frequently to inform instructional program adjustments Differentiate instruction to meet the needs of all students Utilize research-based best practices in both synchronous and asynchronous instruction Create a joyful, caring, and loving classroom environment for all students Integrate culturally responsive teaching practices into daily lessons and interactions with students, parents, and colleagues Implement school-wide culture expectations and norms, inside the classroom and beyond Communicate regularly with families regarding the academic and social-emotional growth of their child Incorporate 21st century technology skills into daily classroom practice and team settings Participate in the planning and implementation of non-instructional activities such as social events and field trips and attend these events in person Collaborate and communicate effectively, humbly, and respectfully with all colleagues Travel to support required face to face state testing annually Perform other duties as assigned About You Current Georgia teaching license in appropriate content area Knowledge of State Standards and Common Core Standards Preferred two years’ experience teaching High level of comfort working in a growth-focused coaching environment based on frequent observations, debriefs, action planning, and progress monitoring High quality written and verbal communication skills High proficiency in Microsoft Office products including Word and Outlook Ability to properly manage confidential information Ability to stand for up to 90 minutes at a time Ability to supervise students in all school settings Ability to pass federal and state criminal background checks Experience working in a multi-cultural setting preferred About Us “We believe that every child should be able to be anything they want in life, regardless of their birthplace and circumstances.” – Ron Packard, CEO & Founder ACCEL Schools is a network of 80+ high-performing, public charter schools serving PK-12 students. We proudly advocate for school choice and work to address educational inequities throughout the United States. Our schools are inclusive and widely differ to reflect the unique values of the many urban, suburban, and rural communities we serve. Our brick-and-mortar, virtual, and hybrid schools specialize in closing educational gaps and offer innovative models such as career-technical education, sports training, bilingual programming, and more. We have been recognized and praised by legislators, authorizers, and researchers for providing exceptional education options to students in historically under-resourced communities. We offer the following benefits: Compensation and Benefits: The compensation and benefits information below is accurate as of the date of this posting. The Company reserves the right to modify this information at any time, with or without notice, subject to applicable law.   The annual starting salary for this position is between $50,000 – $55,000 annually. Factors which may affect starting pay within this range may include geography/market, skills, education, experience and other qualifications of the successful candidate. Life benefits – time & peace of mind Paid time off Retirement contributions Optional Basic Life and AD&D insurance Voluntary life insurance (employee, spouse, child) Discounted childcare at Early Learning Academies locations Health benefits – stay well & thrive Medical, dental, and vision insurance Employee Assistance Program Voluntary short-term disability insurance Voluntary long-term disability insurance Career benefits – keep growing Career advancement opportunities throughout Accel Schools and our strong network of 4,000+ instructors and education professionals EQUAL EMPLOYMENT OPPORTUNITY It is our policy to abide by all federal, state and local laws prohibiting employment discrimination based solely on a person’s race, color, religious creed, sex, national origin, ancestry, citizenship status, pregnancy, childbirth, physical disability, mental and/or intellectual disability, age, military status, veteran status (including protected veterans), marital status, registered domestic partner or civil union status, familial status, gender (including sex stereotyping and gender identity or expression), medical condition, genetic information, sexual orientation, or any other protected status except where a reasonable, bona fide occupational qualification exists. #LI-BL1", "summaryDescription" : "Virtual Special Education Teacher at ACCEL Schools. Skills: Special Education, Virtual instruction, Student achievement. Serve as teacher of record. 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Regular education staff; District personnel; Internal customers; External customers", "domainKnowledge" : "Special education; Individualized Education Program (IEP)", "domainList" : [ "special-education", "individualized-education-program-iep" ], "domainSpecificKnowledge" : [ "Special education", "Individualized Education Program (IEP)" ], "toolProficiency" : [ "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "communicationSkills" : "Verbal communication; Written communication; Progress reporting", "documentationSkills" : "Daily records; Student data input", "problemSolvingSkills" : "Diagnose student needs; Adapt course content; Adjust reading levels; Handle all situations", "specialRequirements" : "Occasional lifting up to 20 lbs, Occasional carrying up to 20 lbs, Pushing/pulling up to 20 lbs, Frequent reaching, Frequent sitting, Frequent standing/walking, Limited travel between schools, Limited travel to central offices", "outcomesObjectives" : "Maximum student learning; Student grasp of knowledge; Student academic achievement; Student daily living skills; Student social skills", "qualificationsBasic" : "Valid Kansas Teaching License, Adaptive Endorsement, K-9 or K-6 Certification, Master's in Special Education or Special Education Waiver, Plan of Study on file with District", "qualificationsPreferred" : "Prior teaching experience preferred", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: Interrelated Elementary Teacher Position Function: This position plans, leads, facilitates and provides instruction for maximum student learning in the Interrelated Classroom providing appropriate curriculum to identified special education students. Meets established outcomes based on student's individual education plan (IEP) and capacity to master learning objectives. Provides activities designed to create interest and enthusiasm for personal grasp of knowledge. Essential Performance Responsibilities: Participates on pre-assessment teams to determine necessity for comprehensive student evaluation; initiates, schedules and attends IEP meetings; works with multi-disciplinary team to diagnose need; structures/implements IEP for each student identified Defines, structures, and communicates daily expectations according to IEP including but not limited to course goals, objectives, learning methods and activities Communicates with regular education staff members on course instructional and meditative strategies and objectives, students' grasp of material and their outcomes and perspectives for applications of materials learned Receives and reports grades, in-puts student data via computer, negotiates schedules and communicates with all pertinent participants--administration, parents,staff, students, etc. Controls classroom and individual behavior; adapts and adjusts course content and reading levels to specify skills to be taught; discerns means of building memory and study skills; and assists individual students in achieving academic, daily living and social skills, learning objectives by working with them individually and in small groups Presents various listening and learning opportunities appropriate to each student's IEP including by not limited to lecture, VCR, TV, support of regular classroom teachers and other presentations and/or opportunities inside or outside Prepares, displays events and reinforcement activities which encourage participation Evaluates and Communicates Plans assessments for evaluation to include but not limited to various diagnostic techniques: standardized survey and criterion-referenced test; teacher developed oral and written tests; student personal indices (effort, potential, interests, memory) Designs subject-based reinforcement to follow assessments and student's learning objectives (computer, lab activities, working independently or on group projects, field/community reinforcement.) Designs a grading system which encourages motivation and participation; collects and enters student data in computer from charts and observations and reports progress in growth and development regularly as required Designs classroom rules for student interaction (courtesy and respect for belongings, space and ideas), self control, working independently, appropriately gaining the floor, and accepting reminders from teacher; designs systems for handling all behavior (from simple infractions to severe behavior) Prepares physical condition of classroom to reflect seasons and subject matter to facilitate student learning Keeps daily records on but not limited to student attendance, learning and social needs, assignments, assessments and discipline; supervises paraprofessional(s) Manages all job duties with the mobility, agility, dexterity and focused observation necessary to adequately perform the essential duties, as described above Additional Duties: Assists with additional duties as assigned by supervisor. Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with WPS guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Occasional lifting up to 20 lbs. Occasional carrying up to 20 lbs. Pushing/pulling up to 20 lbs. for distances of up to more than 100 feet Frequent reaching below waist, occasional reaching waist to shoulder, and limited overhead reaching Frequent sitting Frequent standing/walking Knowledge, Skills, and Abilities: Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibits a professional manner and a positive attitude Uses good judgment to make decisions on recurring assignments Displays a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: Valid Kansas Teaching License required Adaptive Endorsement required; Primary Teachers must have K-9 or K-6 Certification Master's in Special Education or Enrolled in a Special Education Degree Program with Plan of Study on file with District and Special Education Waiver obtained Prior teaching experience preferred FLSA Status: Exempt", "summaryDescription" : "Interrelated Elementary Teacher. 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Guided by values of respect, relationships, and emotional growth, we help students connect and thrive. Join us and make a lasting difference in their lives. As a Special Education Teacher at Rebecca School, you will design and deliver individualized instruction grounded in the DIRFloortime® model to help students with neurodevelopmental and related disorders build communication, social, and emotional skills. You’ll collaborate closely with therapists, families, and team members to create a joyful, supportive learning environment where every student can thrive. Compensation Ranges Bachelor's Degree - $57,000-$65,000 based on experience Master's Degree - $75,000-$88,000 based on experience What You’ll Need - Bachelor’s degree in education or related field; master’s degree preferred - New York State certification in Special Education (or eligibility) - Experience working with students with autism spectrum disorder or developmental differences - Strong collaboration, communication, and problem-solving skills - Commitment to the DIRFloortime® approach and relationship-based teaching What You’ll Do - Develop and implement individualized instructional programs tailored to student strengths and needs - Incorporate social-emotional and sensory regulation goals into daily learning activities - Collaborate with therapists, paraprofessionals, and families to ensure consistent support across settings - Collect and analyze student data to inform instruction and goal setting - Foster a positive, safe, and engaging classroom that encourages communication and independence Why You’ll Love Working Here - Enjoy both paid time off and extra paid school breaks (for select roles), plus paid holidays - Wellness perks including gym discounts, mindfulness apps, and prescription savings - Tuition reimbursement, career development programs, and leadership training - 401(k) retirement savings with a 4% company match and immediate vesting - Health, dental, and vision insurance - Free Employee Assistance Program with confidential counseling, life coaching, and mental health resources - Life insurance, disability coverage, and Health Savings Account (HSA) contributions at no cost to you Rebecca School is an equal opportunity employer, committed to diversity and inclusion in the workplace. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, pregnancy status, national origin, age, disability, genetic information, or status as a protected veteran, or any other characteristic protected by law. 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Guided by individualized learning, therapeutic integration, and collaboration, we empower students to grow and prepare for meaningful adult lives. Join our team and help students write their new story. As a Special Education Teacher at New Story Schools, you will design and deliver individualized instruction that helps every student make meaningful progress. You’ll create a structured, engaging classroom that supports both learning and social-emotional growth. What You’ll Need - Bachelor’s degree and valid Pennsylvania Special Education teaching certification - Minimum three months of experience working with students with disabilities - Knowledge of child development, differentiated instruction, and behavior management - Strong organizational and communication skills - Ability to lead and collaborate within a multidisciplinary team What You’ll Do - Develop and implement IEPs and lesson plans that meet each student’s needs - Deliver engaging instruction using varied teaching methods - Manage classroom behavior and ensure a safe learning environment - Track progress and prepare required documentation and reports - Lead and support classroom staff to ensure consistent implementation of student plans Why You’ll Love Working Here - Enjoy both paid time off and extra paid school breaks (for select roles), plus paid holidays - Wellness perks including gym discounts, mindfulness apps, and prescription savings - Tuition reimbursement, career development programs, and leadership training - 401(k) retirement savings with a 4% company match and immediate vesting - Health, dental, and vision insurance - Free Employee Assistance Program with confidential counseling, life coaching, and mental health resources - Life insurance, disability coverage, and Health Savings Account (HSA) contributions at no cost to you New Story Schools is an equal opportunity employer, committed to diversity and inclusion in the workplace. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, pregnancy status, national origin, age, disability, genetic information, or status as a protected veteran, or any other characteristic protected by law. 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We are seeking teachers who are excited to create a rigorous and nurturing classroom environment that prioritizes student learning and social-emotional development. ACCEL Schools uses a cutting-edge 21st-century curriculum, which can be accessed online and through a variety of traditional methods. Please note – while this is an online school position and all instruction occurs virtually, travel and face to face attendance will be required several times per year to support in person state testing and student events. Eligibility: Open to residents of Georgia. About the Opportunity Serve as the teacher of record and primary instructor in all core content areas and grade levels Relentlessly work to meet all goals related to student achievement and culture as well as state specific academic accountability goals Deliver highly effective live lessons via web conference based on student need, rooted in research-based instructional practices Complete course set up for each course within the Learning Management System Monitor student progress in asynchronous courses and provide feedback/grade assignments daily Track and maintain contact with each student Collaborate with Principal to create and deliver Progress Reports of Students Review student level data frequently to inform instructional program adjustments Differentiate instruction to meet the needs of all students Utilize research-based best practices in both synchronous and asynchronous instruction Create a joyful, caring, and loving classroom environment for all students Integrate culturally responsive teaching practices into daily lessons and interactions with students, parents, and colleagues Implement school-wide culture expectations and norms, inside the classroom and beyond Communicate regularly with families regarding the academic and social-emotional growth of their child Incorporate 21st century technology skills into daily classroom practice and team settings Participate in the planning and implementation of non-instructional activities such as social events and field trips and attend these events in person Collaborate and communicate effectively, humbly, and respectfully with all colleagues Travel to support required face to face state testing annually Perform other duties as assigned About You Current Georgia teaching license in appropriate content area Knowledge of State Standards and Common Core Standards Preferred two years’ experience teaching High level of comfort working in a growth-focused coaching environment based on frequent observations, debriefs, action planning, and progress monitoring High quality written and verbal communication skills High proficiency in Microsoft Office products including Word and Outlook Ability to properly manage confidential information Ability to stand for up to 90 minutes at a time Ability to supervise students in all school settings Ability to pass federal and state criminal background checks Experience working in a multi-cultural setting preferred About Us “We believe that every child should be able to be anything they want in life, regardless of their birthplace and circumstances.” – Ron Packard, CEO & Founder ACCEL Schools is a network of 80+ high-performing, public charter schools serving PK-12 students. We proudly advocate for school choice and work to address educational inequities throughout the United States. Our schools are inclusive and widely differ to reflect the unique values of the many urban, suburban, and rural communities we serve. Our brick-and-mortar, virtual, and hybrid schools specialize in closing educational gaps and offer innovative models such as career-technical education, sports training, bilingual programming, and more. We have been recognized and praised by legislators, authorizers, and researchers for providing exceptional education options to students in historically under-resourced communities. We offer the following benefits: Compensation and Benefits: The compensation and benefits information below is accurate as of the date of this posting. The Company reserves the right to modify this information at any time, with or without notice, subject to applicable law.   The annual starting salary for this position is between $50,000 – $55,000 annually. Factors which may affect starting pay within this range may include geography/market, skills, education, experience and other qualifications of the successful candidate. Life benefits – time & peace of mind Paid time off Retirement contributions Optional Basic Life and AD&D insurance Voluntary life insurance (employee, spouse, child) Discounted childcare at Early Learning Academies locations Health benefits – stay well & thrive Medical, dental, and vision insurance Employee Assistance Program Voluntary short-term disability insurance Voluntary long-term disability insurance Career benefits – keep growing Career advancement opportunities throughout Accel Schools and our strong network of 4,000+ instructors and education professionals EQUAL EMPLOYMENT OPPORTUNITY It is our policy to abide by all federal, state and local laws prohibiting employment discrimination based solely on a person’s race, color, religious creed, sex, national origin, ancestry, citizenship status, pregnancy, childbirth, physical disability, mental and/or intellectual disability, age, military status, veteran status (including protected veterans), marital status, registered domestic partner or civil union status, familial status, gender (including sex stereotyping and gender identity or expression), medical condition, genetic information, sexual orientation, or any other protected status except where a reasonable, bona fide occupational qualification exists. #LI-BL1", "summaryDescription" : "Virtual Special Education Teacher at Virtual Preparatory Academy of Georgia. Skills: Special education, Virtual instruction, Student achievement. Serve as teacher of record. 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We operate both \"fresh start\" schools and \"zoned-enrollment\" turnaround schools. From 6th through 12th grades, our schools serve predominantly minority and low-income populations likely to be first-generation college attendees. Signing bonus up to $10,000! IOTA Community Schools is seeking High School Math teachers in the Memphis area for the 2026-2027 school year! We truly believe that every student, whatever their circumstances, holds the innate potential to achieve their goals and succeed in college, leadership, and life. Our staff is committed to continuing their own learning and refining their practice to stay current in the field ensuring a quality education for all. IOTA offers specialized professional development, bi-weekly observations, and opportunities to grow and develop to enable strong teaching and learning in every classroom. We are looking for teachers that are passionate about ensuring that all students have access to a high-quality education regardless of their zip code or socio-economic status. Position Responsibilities: * Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence. Attend staff meetings, and serve on committees as required. The approximate school day for staff runs from 7:30 a.m. to 3:30-4:30 p.m. * Effectively instruct students in assigned content area(s) as prescribed by IOTA’s academic content standards through direct instruction, demonstrating, and using audio-visual aids and other materials to supplement presentations with the overall goal of engaging student learning. * Work as part of an interdisciplinary team and within content areas planning and aligning curricula to ensure that instruction follows curriculum guidelines or requirements of state and school. * Set clear short-term and long-term goals to drive instruction. * Develop and submit weekly and long range lesson plans containing standards, objectives, essential questions, assessments and lesson plans; assign lessons and review homework. * Consistently use data to evaluate pupil progress, record results, and issue meaningful reports to inform parents of progress. * Create and implement student intervention plans when necessary for students. * Maintain the school’s student management policies and procedures (i.e. attendance records, dress code, etc.) and report to the school administrators when necessary. * Maintain effective supervision and discipline in the classroom. * Work with other teachers and administrators to address and resolve student needs. * Provide necessary accommodations and modifications for growth and success of all students. * Participate in faculty and professional meetings, educational conferences, and teacher training workshops. * Lead and participate in student activities such as: sponsoring student activities or student organizations, * coaching a sports team, working with parents and the community as part of a committee or group, provide morning or after school supervision, and chaperoning student activities. * Abide by all state and federal mandates in reporting sexual or physical abuse and neglect. * Other duties as assigned. ## Qualifications * Bachelor’s degree required * Candidates must have either (a) valid Tennessee teaching license with the appropriate content endorsement to teach or (b) a valid out of state license that can successfully be transferred to Tennessee within 90 days of employment, or (c) demonstrate you are on track to complete the necessary steps towards certification in Tennessee. If you do not hold a teaching license, you may qualify for a Practitioner license while you complete graduate coursework, but you must enroll in an EPP program. Please review here: https://www.tn.gov/education/licensing/educator-preparation/educator-preparation-programs-providers.html * Belief in the IOTA mission * Ability to meet deadlines related to lesson plan submission, grades, and other requirements * Humility, sense of humor, and rock-solid commitment to IOTA’s mission and the communities we serve ## Additional Information Our teacher salary is based on years of certified experience and ranges from $53,000-$75,250 including a signing bonus of up to $10,000 to be paid in three installments and is subject to change. We also offer comprehensive benefits plan as well as the opportunity to impact a growing, mission-driven organization that is committed to the success of all students. 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Meets established outcomes based on student's individual education plan (IEP) and capacity to master learning objectives. Provides activities designed to create interest and enthusiasm for personal grasp of knowledge. 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Guided by individualized learning, therapeutic integration, and collaboration, we empower students to grow and prepare for meaningful adult lives. Join our team and help students write their new story. As a Special Education Teacher at New Story Schools, you will design and deliver individualized instruction that helps every student make meaningful progress. You’ll create a structured, engaging classroom that supports both learning and social-emotional growth. What You’ll Need - Bachelor’s degree and valid Pennsylvania Special Education teaching certification - Minimum three months of experience working with students with disabilities - Knowledge of child development, differentiated instruction, and behavior management - Strong organizational and communication skills - Ability to lead and collaborate within a multidisciplinary team What You’ll Do - Develop and implement IEPs and lesson plans that meet each student’s needs - Deliver engaging instruction using varied teaching methods - Manage classroom behavior and ensure a safe learning environment - Track progress and prepare required documentation and reports - Lead and support classroom staff to ensure consistent implementation of student plans Why You’ll Love Working Here - Enjoy both paid time off and extra paid school breaks (for select roles), plus paid holidays - Wellness perks including gym discounts, mindfulness apps, and prescription savings - Tuition reimbursement, career development programs, and leadership training - 401(k) retirement savings with a 4% company match and immediate vesting - Health, dental, and vision insurance - Free Employee Assistance Program with confidential counseling, life coaching, and mental health resources - Life insurance, disability coverage, and Health Savings Account (HSA) contributions at no cost to you New Story Schools is an equal opportunity employer, committed to diversity and inclusion in the workplace. 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Our teams collaborate across ABA and therapies to build communication, social skills, and confidence—at school and beyond. If you’re mission-driven, team-oriented, and growth-minded, you’ll feel at home here. As a Special Education Teacher at The Learning Spectrum (TLS), you will provide individualized instruction and support for students with autism spectrum disorder and other disabilities. You will design lessons that build academic, social, and life skills through evidence-based strategies and positive behavior supports. Collaborating with a multidisciplinary team, you’ll create a structured, compassionate learning environment where every student can achieve their fullest potential. What You’ll Need - Bachelor’s degree required - Flexible, positive attitude toward students with disabilities - Competency with a variety of instructional strategies for individualized learning and behavioral interventions - Knowledge of research-based interventions for students with autism spectrum disorder, including structured teaching, applied behavior analysis (ABA), and relationship-based interventions - Strong communication, organization, and collaboration skills What You’ll Do - Plan and use instructional strategies, materials, and activities that meet diverse learning styles and needs - Develop and implement lesson plans aligned with The Learning Spectrum’s curriculum and IEP requirements - Collaborate with students, parents, and staff to develop and implement IEP goals - Support students in building study habits, learning strategies, and self-regulation skills - Evaluate and modify educational and behavioral interventions using data and team input - Create a classroom environment that supports academic progress, social growth, and emotional well-being Why You’ll Love Working Here - Enjoy both paid time off and extra paid school breaks (for select roles), plus paid holidays - Wellness perks including gym discounts, mindfulness apps, and prescription savings - Tuition reimbursement, career development programs, and leadership training - 401(k) retirement savings with a 4% company match and immediate vesting - Health, dental, and vision insurance - Free Employee Assistance Program with confidential counseling, life coaching, and mental health resources - Life insurance, disability coverage, and Health Savings Account (HSA) contributions at no cost to you The Learning Spectrum is an equal opportunity employer, committed to diversity and inclusion in the workplace. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, pregnancy status, national origin, age, disability, genetic information, or status as a protected veteran, or any other characteristic protected by law. 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At New Story Schools, teams unite academics and therapeutic supports to help students ages 5–21 build skills for life. If collaboration, compassion, and data-informed practice drive you, join us. As a Special Education Teacher at New Story Schools, you will provide students with appropriate learning activities and experiences designed to help them reach their full potential academically, socially, and emotionally. You will create and adapt curriculum, prepare lessons and materials to meet student ability levels, and deliver direct instruction and support across a variety of classroom settings. What You’ll Need - Bachelor’s degree in education or a related field - Knowledge of Individualized Education Plans (IEPs) and goal implementation - Ability to adapt curriculum and instruction for diverse learning needs - Strong communication, organization, and classroom management skills - Flexible, positive, and collaborative approach to working with students and staff What You’ll Do - Plan and use instructional strategies, materials, and activities that meet student needs and learning styles - Develop and implement lesson plans aligned with curriculum standards and IEP requirements - Collaborate with students, parents, and staff to develop, monitor, and implement IEPs - Implement behavioral strategies and support students using approved interventions - Provide direction and support to classroom assistants and paraprofessional staff Why You’ll Love Working Here - More paid time than many employers: Paid holidays, snow days, and summer breaks (for select roles), meaning weeks of additional paid time many organizations don’t offer - Invest in your education and career growth: Up to $5,250/year in tuition reimbursement, plus upfront support for BCBA, RBT, BCABA, and Special Education credentials, including free BCBA supervision and university partner discounts - Real career pathways, not just a job: Leadership Development Program (LDP Accelerate) and a strong internal promotion culture, with opportunities to grow into leadership roles across our schools and programs - Opportunities across 16 Ohio locations: Explore different roles, settings, and advancement paths within a broad network of schools and programs, not just a single school - Pay with performance recognition: Annual merit-based increases designed to reward your performance, separate from market adjustments - Plan for your future: 401(k) with a 4% company match and immediate vesting, no waiting period - Comprehensive health and wellness support: Medical, dental, and vision insurance, plus wellness perks like gym discounts, mindfulness apps, and prescription savings. - Support when you need it most: Free Employee Assistance Program with confidential counseling, life coaching, and mental health resources - Additional financial protection: Company-paid life insurance, disability coverage, and Health Savings Account (HSA) contributions New Story Schools is an equal opportunity employer, committed to diversity and inclusion in the workplace. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, pregnancy status, national origin, age, disability, genetic information, or status as a protected veteran, or any other characteristic protected by law. If you require reasonable accommodations during the application or interview process, please contact us at talent@newstory.com.", "summaryDescription" : "Special Education Teacher at New Story Schools. Skills: Special education, IEP development, Student support. Provide learning activities. Provide learning experiences", "createdAt" : "2026-06-14T03:56:04.354", "lastUpdated" : "2026-06-15T09:23:30.000", "ingestTimestamp" : "2026-06-14T03:56:04.354", "mongoId" : "6a2c688074d8ee00a0903a30", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 58000, "salaryAnnualMax" : 85000, "salaryBand" : "50k-75k", "hasSalary" : true, "allSkills" : [ "Special education", "Curriculum adaptation", "Direct instruction", "IEP development", "Student support", "Goal implementation", "Instructional strategies", "Lesson planning", "Behavioral strategies", "Intervention implementation", "Individualized Education Plans", "Student learning needs" ], "skillCount" : 12, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Mid", "dataQualityScore" : 0.7777778, "_score" : 1219.5024, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "69fd35614c40e2acd1b31e76", "title" : "Interrelated Elementary Teacher", "company" : "Bryant Opportunity Academy", "industry" : "Education", "salary" : { "min" : 600000.0, "max" : 900000.0, "currency" : "INR", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline for an Interrelated Elementary Teacher in India, adjusted for mid-seniority and the education industry." }, "location" : "Bryant Opportunity Academy", "locations" : [ "Bryant Opportunity Academy", "4702 W. 9th", "67212" ], "certifications" : [ "Kansas Teaching License", "Adaptive Endorsement", "Special Education Waiver" ], "timestamp" : "2026-06-15T05:02:29.359", "fingerprint" : "c4ec20dcc6d013140b9884e18678bacc78cfc15f8ca00331865c14b47705a502", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=99838", "externalId" : "99838", "industryFunction" : { }, "structuredLocations" : [ { "workMode" : "onsite" } ], "locationText" : "", "employmentType" : "FULL_TIME", "professionalSkills" : [ "Team player", "Planning", "Organizing", "Decision making", "Prioritization" ], "hardSkillsList" : [ "Student instruction", "Curriculum development", "IEP development", "Classroom management", "Behavior management", "Record keeping", "Student assessment" ], "hardSkills" : [ { "name" : "Student instruction", "level" : "intermediate" }, { "name" : "Curriculum development", "level" : "intermediate" }, { "name" : "IEP development", "level" : "intermediate" }, { "name" : "Classroom management", "level" : "intermediate" }, { "name" : "Behavior management", "level" : "intermediate" }, { "name" : "Record keeping", "level" : "intermediate" }, { "name" : "Student assessment", "level" : "intermediate" } ], "majorSkills" : "Special education, IEP implementation, Student learning", "majorSkillsList" : [ "Special education", "IEP implementation", "Student learning" ], "coreResponsibilities" : "Plan instruction for student learning, Lead instruction for student learning, Facilitate instruction for student learning, Provide instruction for student learning, Meet established outcomes, Provide activities for interest, Participate on pre-assessment teams, Determine necessity for student initiates, Schedule IEP meetings, Attend IEP meetings, Work with multi-disciplinary team, Diagnose student needs, Structure IEP for each student, Implement IEP for each student, Define daily expectations, Structure daily expectations, Communicate daily expectations, Define course instructional strategies, Structure course instructional strategies, Communicate course instructional strategies, Define course meditative strategies, Structure course meditative strategies, Communicate course meditative strategies, Report student grasp of material, Report student outcomes, Report student perspectives, Receive grades, Report grades, Input student data, Negotiate schedules, Communicate with administration, Communicate with parents, Communicate with staff, Communicate with students, Control classroom behavior, Adapt course content, Adjust course content, Adapt reading levels, Adjust reading levels, Assist students with academic skills, Assist students with daily living skills, Assist students with social skills, Assist students with learning objectives, Work with students individually, Work with students in small groups, Present listening opportunities, Present learning opportunities, Prepare events, Display events, Prepare reinforcement activities, Display reinforcement activities, Encourage participation, Plan assessments for evaluation, Include diagnostic techniques, Design subject-based reinforcement, Design grading system, Collect student data, Enter student data, Report progress in growth, Report progress in development, Design classroom rules, Design systems for handling behavior, Prepare physical condition of classroom, Keep daily records, Supervise paraprofessional(s), Manage job duties, Assist with additional duties", "teamCollaboration" : "Multi-disciplinary team; Regular education staff; Administration; Parents; Staff; Students; District personnel; Colleagues", "domainKnowledge" : "Special education students; Individual education plan (IEP); Learning objectives; Academic skills; Daily living skills; Social skills", "domainList" : [ "special-education-students", "individual-education-plan-iep", "learning-objectives", "academic-skills", "daily-living-skills", "social-skills" ], "domainSpecificKnowledge" : [ "Special education students", "Individual education plan (IEP)", "Learning objectives", "Academic skills", "Daily living skills", "Social skills" ], "toolProficiency" : [ "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "communicationSkills" : "Verbal communication; Written communication; Communicate with Supervisor; Communicate with parents; Communicate with staff; Communicate with students", "documentationSkills" : "Input student data; Keep daily records", "problemSolvingSkills" : "Make decisions; Use good judgment", "specialRequirements" : "Occasional lifting up to 20 lbs, Occasional carrying up to 20 lbs, Pushing/pulling up to 20 lbs, Frequent reaching below waist, Occasional reaching waist to shoulder, Limited overhead reaching, Frequent sitting, Frequent standing/walking, Limited travel between schools, Limited travel to central offices", "outcomesObjectives" : "Meet established outcomes; Achieve academic objectives; Achieve daily living objectives; Achieve social skills objectives; Achieve learning objectives", "qualificationsBasic" : "Valid Kansas Teaching License, Adaptive Endorsement, K-9 or K-6 Certification, Master's in Special Education or Enrolled in Special Education Degree Program with Plan of Study on file with District and Special Education Waiver obtained", "qualificationsPreferred" : "Prior teaching experience preferred", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: Interrelated Elementary Teacher Position Function: This position plans, leads, facilitates and provides instruction for maximum student learning in the Interrelated Classroom providing appropriate curriculum to identified special education students. Meets established outcomes based on student's individual education plan (IEP) and capacity to master learning objectives. Provides activities designed to create interest and enthusiasm for personal grasp of knowledge. Essential Performance Responsibilities: Participates on pre-assessment teams to determine necessity for comprehensive student evaluation; initiates, schedules and attends IEP meetings; works with multi-disciplinary team to diagnose need; structures/implements IEP for each student identified Defines, structures, and communicates daily expectations according to IEP including but not limited to course goals, objectives, learning methods and activities Communicates with regular education staff members on course instructional and meditative strategies and objectives, students' grasp of material and their outcomes and perspectives for applications of materials learned Receives and reports grades, in-puts student data via computer, negotiates schedules and communicates with all pertinent participants--administration, parents,staff, students, etc. Controls classroom and individual behavior; adapts and adjusts course content and reading levels to specify skills to be taught; discerns means of building memory and study skills; and assists individual students in achieving academic, daily living and social skills, learning objectives by working with them individually and in small groups Presents various listening and learning opportunities appropriate to each student's IEP including by not limited to lecture, VCR, TV, support of regular classroom teachers and other presentations and/or opportunities inside or outside Prepares, displays events and reinforcement activities which encourage participation Evaluates and Communicates Plans assessments for evaluation to include but not limited to various diagnostic techniques: standardized survey and criterion-referenced test; teacher developed oral and written tests; student personal indices (effort, potential, interests, memory) Designs subject-based reinforcement to follow assessments and student's learning objectives (computer, lab activities, working independently or on group projects, field/community reinforcement.) Designs a grading system which encourages motivation and participation; collects and enters student data in computer from charts and observations and reports progress in growth and development regularly as required Designs classroom rules for student interaction (courtesy and respect for belongings, space and ideas), self control, working independently, appropriately gaining the floor, and accepting reminders from teacher; designs systems for handling all behavior (from simple infractions to severe behavior) Prepares physical condition of classroom to reflect seasons and subject matter to facilitate student learning Keeps daily records on but not limited to student attendance, learning and social needs, assignments, assessments and discipline; supervises paraprofessional(s) Manages all job duties with the mobility, agility, dexterity and focused observation necessary to adequately perform the essential duties, as described above Additional Duties: Assists with additional duties as assigned by supervisor. Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with WPS guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Occasional lifting up to 20 lbs. Occasional carrying up to 20 lbs. Pushing/pulling up to 20 lbs. for distances of up to more than 100 feet Frequent reaching below waist, occasional reaching waist to shoulder, and limited overhead reaching Frequent sitting Frequent standing/walking Knowledge, Skills, and Abilities: Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibits a professional manner and a positive attitude Uses good judgment to make decisions on recurring assignments Displays a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: Valid Kansas Teaching License required Adaptive Endorsement required; Primary Teachers must have K-9 or K-6 Certification Master's in Special Education or Enrolled in a Special Education Degree Program with Plan of Study on file with District and Special Education Waiver obtained Prior teaching experience preferred FLSA Status: Exempt", "summaryDescription" : "Interrelated Elementary Teacher at Bryant Opportunity Academy. Skills: Special education, IEP implementation, Student learning. Plan instruction for student learning. Lead instruction for student learning", "createdAt" : "2026-06-14T06:55:08.348", "lastUpdated" : "2026-06-15T05:02:29.359", "ingestTimestamp" : "2026-06-14T06:55:08.348", "mongoId" : "69fd35614c40e2acd1b31e76", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryBand" : "200k+", "hasSalary" : false, "allSkills" : [ "Student instruction", "Curriculum development", "IEP development", "Classroom management", "Behavior management", "Record keeping", "Student assessment", "Special education", "IEP implementation", "Student learning", "Team player", "Planning", "Organizing", "Decision making", "Prioritization", "Special education students", "Individual education plan (IEP)", "Learning objectives", "Academic skills", "Daily living skills", "Social skills", "Kansas Teaching License", "Adaptive Endorsement", "Special Education Waiver", "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "skillCount" : 30, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Mid", "dataQualityScore" : 0.7777778, "_score" : 1211.4194, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "69ce5e5f9bc74574cb67a561", "title" : "High School: Teacher Special Education SAILS/ABC 2026-2027", "industry" : "Education", "salary" : { "min" : 55000.0, "max" : 75000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "The estimation is based on the market baseline for a High School Special Education Teacher in Texas, adjusted for mid-seniority and the education industry." }, "location" : "TEXAS", "locations" : [ "TEXAS" ], "certifications" : [ "Valid Teaching Certification", "Valid Special Education Certification EC-12", "Special Education Specialist Certification EC-12", "De-Escalation/Restraint Certification (CPI)" ], "timestamp" : "2026-06-15T05:04:55.989", "fingerprint" : "f524e4ca7a6256ad3f7e220f8eadb17be66edeca6de8f6fbff257d4a2c7a8881", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa210.taleo.net/careersection/ex/jobdetail.ftl?job=186300", "externalId" : "186300", "industryFunction" : { }, "structuredLocations" : [ { "state" : "Texas", "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "Texas, United States", "employmentType" : "FULL_TIME", "professionalSkills" : [ "Human development", "Disability knowledge", "Curriculum implementation", "Behavior intervention" ], "hardSkillsList" : [ "Academic instruction", "Behavioral instruction", "Communication skills instruction", "Independent living skills", "Personal care skills", "Vocational instruction", "Data collection", "Assessment administration", "Lesson plan development", "Behavior intervention plans", "Adaptive equipment use", "Assistive technology use", "Physical restraint techniques" ], "hardSkills" : [ { "name" : "Academic instruction", "level" : "intermediate" }, { "name" : "Behavioral instruction", "level" : "intermediate" }, { "name" : "Communication skills instruction", "level" : "intermediate" }, { "name" : "Independent living skills", "level" : "intermediate" }, { "name" : "Personal care skills", "level" : "intermediate" }, { "name" : "Vocational instruction", "level" : "intermediate" }, { "name" : "Data collection", "level" : "intermediate" }, { "name" : "Assessment administration", "level" : "intermediate" }, { "name" : "Lesson plan development", "level" : "intermediate" }, { "name" : "Behavior intervention plans", "level" : "intermediate" }, { "name" : "Adaptive equipment use", "level" : "intermediate" }, { "name" : "Assistive technology use", "level" : "intermediate" }, { "name" : "Physical restraint techniques", "level" : "intermediate" } ], "majorSkills" : "Special education, IEP development, Behavior management", "majorSkillsList" : [ "Special education", "IEP development", "Behavior management" ], "coreResponsibilities" : "Provide instruction in academic skills, Provide instruction in behavior skills, Provide instruction in communication skills, Provide instruction in independent living skills, Provide instruction in personal care skills, Use a variety of teaching techniques, Use a variety of materials, Use a variety of equipment, Collaborate with parents, Collaborate with students, Collaborate with school personnel, Collaborate with community personnel, Develop clear IEP goals, Develop measurable IEP objectives, Align IEP goals to TEKS, Plan appropriate curriculum, Implement appropriate curriculum, Modify curriculum, Adapt curriculum, Document student progress, Maintain accurate records, Retain accurate records, Log support and service, Collect data on IEP targets, Collect data on behavior, Collect data on skill development, Collect data on skill mastery, Provide progress updates, Administer student assessment, Analyze student assessment, Develop PLAAFP, Develop annual goals, Develop annual objectives, Prepare lesson plans, Organize lesson plans, Implement lesson plans, Oversee paraprofessional activities, Oversee aide activities, Oversee volunteer activities, Oversee peer tutor activities, Use adaptive equipment, Use assistive technology, Execute behavioral strategies, Intervene using behavior strategies, Provide for basic student needs, Provide personal care, Participate in professional development, Conduct instructional activities, Conduct professional activities, Safeguard confidentiality, Prepare ARD meeting paperwork, Participate in ARD meetings, Perform coaching duties, Provide athletic services", "teamCollaboration" : "Collaborate with parents; Collaborate with students; Collaborate with school personnel; Collaborate with community personnel", "domainKnowledge" : "Cognitive disabilities; Challenging behaviors; Functional communication skills; UIL sport rules", "domainList" : [ "cognitive-disabilities", "challenging-behaviors", "functional-communication-skills", "uil-sport-rules" ], "domainSpecificKnowledge" : [ "Cognitive disabilities", "Challenging behaviors", "Functional communication skills", "UIL sport rules" ], "documentationSkills" : "Document student progress; Maintain accurate records; Develop PLAAFP", "continuousLearning" : "Participate in professional development", "specialRequirements" : "Work outside up to 25%, Exposure to elements, Inclement weather exposure, Lifting and positioning students, Hands-on intervention, Physical restraint, Exposure to bodily fluids, Exposure to illnesses", "qualificationsBasic" : "Bachelor's degree in education, Valid Teaching Certification, Valid Special Education Certification EC-12, Demonstrate competency through TCCW, Received statement of eligibility", "qualificationsPreferred" : "Special Education Specialist Certification EC-12, De-Escalation/Restraint Certification (CPI)", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Overview The Teacher SPED HS SAILS/ABC will provide instruction in academic, behavior, communication, independent living, social and personal care skills to students with disabilities using a variety of teaching techniques, materials, and equipment in a highly-structured environment. The Succeeding in Academic and Independent Living Skills (SAILS) and Academic, Behavior, Communication (ABC) programs generally serve students with cognitive disabilities who require a curriculum focusing on (1) academic instruction based on prerequisite skills that are aligned to grade level TEKS, (2) communication/social skills, (3) independent living skills, and (4) vocational instruction. Students in this program may also demonstrate challenging behaviors, little to no functional communication skills, and high need for visual/physical structure. Any teacher who will coach a UIL sport will also provide athletic services related to that athletic sport and the athletic program. Position Description Essential Duties and Responsibilities Service Delivery Work collaboratively with parents, students, and school/community personnel in the development of clear, measurable Individual Educational Plan (IEP) goals and objectives that are aligned with the Texas Essential Knowledge and Skills (TEKS) Apply knowledge of human development and disabilities to plan and implement appropriate curriculum with appropriate modifications and adaptations Document ongoing student progress, retain and maintain accurate records, including but not limited to support and service logs, regular data collection on IEP targets and behavior (skill development and mastery) and progress updates Administer and analyze student assessment appropriately, including but not limited to state and district testing, and informal criterion referenced assessments Develop present levels of academic achievement and functional performance (PLAAFP) and annual goals/objectives based on the results of administered student assessments Prepare, organize and implement lesson plans that are developmentally and age-appropriate based on the student IEPs, including behavior intervention plans and accommodations / modifications of materials and curriculum Direct and oversee the activities of educational setting paraprofessional(s), aide(s), volunteer(s), or peer tutor(s) Use appropriate adaptive equipment and assistive technology as documented in the ARD and/or recommended by related service providers to facilitate learning, communication, mobility and positioning Execute behavioral strategies as indicated in students’ ARD documents (e.g., reinforcements, consequences, contingencies). Intervene using a continuum of behavior intervention strategies, up to and including approved physical restraint when students are in danger of harming themselves or others Provide for basic needs of students who, because of their disability, are not able to care for themselves including personal care (e.g., personal hygiene, toileting, cleaning, dressing, lifting, positioning, transitioning, and feeding) Participate in appropriate professional development activities as required or assigned Compliance Conduct instructional and other professional activities consistent with the requirements of state and federal laws Safeguard confidentiality with regard to students with disabilities Prepare paperwork for and participate in Admission, Review, and Dismissal (ARD) meetings If the position is tied to coaching a UIL sport, the following essential duties and responsibilities are applicable to coaching: Perform coaching duties as assigned as well as other duties required for the smooth, efficient operation of a successful athletic program Possess knowledge and adhere to UIL rules and regulations Assist the Athletic Department with budget, schedules, care/use of facilities Communicate with the Athletic Department on a regular basis Supervisory Responsibilities None Qualification Requirements To perform this job successfully, an individual must be able to perform each of the above essential duties satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or abilities, required unless otherwise stated as preferred. Reasonable accommodations may be made to enable individuals with disabilities to perform the essentials functions. Bachelor's degree in education or related field Valid Teaching Certification Issued by Texas Education Agency appropriate to subject and grade level of assignment or demonstrate competency through the state's Texas Content Competency Worksheet (TCCW) or has received statement of eligibility Valid Special Education Certification EC-12, or Special Education Specialist Certification EC-12 De-Escalation/Restraint Certification (CPI) preferred or required to obtain once hired (district-provided training) Applied Behavior Analysis (ABA) training required within one year of hire date Valid Driver's license with CDL Certification preferred if coaching a UIL sport Coaching experience preferred if coaching a UIL sport Ability to plan and implement lessons based on needs and abilities of students Ability to establish and maintain effective relationships with students, peers and parents Excellent communication skills, both oral and written Demonstrated knowledge of appropriate technology equipment and software programs Proven ability to apply knowledge of current research and theory to instructional programs 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. Additional Information The employee will be required to work outside up to 25% of the time and will be exposed to the elements and inclement weather. This position requires lifting and positioning students, controlling certain behavior through hands-on intervention strategies and approved physical restraint strategies. Teachers are expected to intervene with students' behavior, which can include aggression, self-injurious behaviors, disruptive behaviors, and self-stimulatory behaviors. The potential exists for exposure to bodily fluids and frequent childhood, pre-teen and teen illnesses. This position is funded by grant funds. This position may be discontinued if grant funds are no longer available. TEXAS", "summaryDescription" : "High School: Teacher Special Education SAILS/ABC 2026-2027. Skills: Special education, IEP development, Behavior management. Provide instruction in academic skills. Provide instruction in behavior skills", "createdAt" : "2026-06-14T08:18:21.465", "lastUpdated" : "2026-06-15T05:04:55.989", "ingestTimestamp" : "2026-06-14T08:18:21.465", "mongoId" : "69ce5e5f9bc74574cb67a561", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 55000, "salaryAnnualMax" : 75000, "salaryBand" : "50k-75k", "hasSalary" : true, "allSkills" : [ "Academic instruction", "Behavioral instruction", "Communication skills instruction", "Independent living skills", "Personal care skills", "Vocational instruction", "Data collection", "Assessment administration", "Lesson plan development", "Behavior intervention plans", "Adaptive equipment use", "Assistive technology use", "Physical restraint techniques", "Special education", "IEP development", "Behavior management", "Human development", "Disability knowledge", "Curriculum implementation", "Behavior intervention", "Cognitive disabilities", "Challenging behaviors", "Functional communication skills", "UIL sport rules", "Valid Teaching Certification", "Valid Special Education Certification EC-12", "Special Education Specialist Certification EC-12", "De-Escalation/Restraint Certification (CPI)" ], "skillCount" : 28, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Mid", "dataQualityScore" : 0.6666667, "_score" : 1188.4967, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "69fd35614c40e2acd1b31ed0", "title" : "Interrelated Social Studies-Sr High (2026-2027 School Year)", "industry" : "Education", "salary" : { "min" : 75000.0, "max" : 110000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline for a Senior Interrelated Social Studies Teacher in Heights High School, United States, adjusted for industry and seniority." }, "location" : "Heights High School", "locations" : [ "Heights High School", "5301 N. Hillside", "67219" ], "certifications" : [ "Kansas Teaching License" ], "timestamp" : "2026-06-16T06:27:26.866", "fingerprint" : "7997e26af92dd66efc027272ee6faac71cca6696026fba8814f60e009092a48c", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=99053", "externalId" : "99053", "industryFunction" : { }, "structuredLocations" : [ { "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "United States", "employmentType" : "FULL_TIME", "minimumEducation" : "Master's", "professionalSkills" : [ "Team player", "Planning", "Organizing", "Decision making", "Prioritization" ], "hardSkillsList" : [ "Instructional design", "Curriculum development", "Student assessment", "Behavior management" ], "hardSkills" : [ { "name" : "Instructional design", "level" : "intermediate" }, { "name" : "Curriculum development", "level" : "intermediate" }, { "name" : "Student assessment", "level" : "intermediate" }, { "name" : "Behavior management", "level" : "intermediate" } ], "majorSkills" : "Special education, IEP development, Student instruction", "majorSkillsList" : [ "Special education", "IEP development", "Student instruction" ], "coreResponsibilities" : "Plan instruction for special education students, Facilitate learning for special education students, Provide instruction for special education students, Meet IEP outcomes, Master learning objectives, Create interest in knowledge, Participate on pre-assessment teams, Schedule IEP meetings, Attend IEP meetings, Work with multi-disciplinary team, Diagnose student needs, Structure IEP for each student, Implement IEP for each student, Define daily expectations, Structure daily expectations, Communicate daily expectations, Communicate instructional strategies, Communicate meditative strategies, Report student outcomes, Report student perspectives, Receive grades, Report grades, Input student data, Negotiate schedules, Communicate with administration, Communicate with parents, Communicate with staff, Communicate with students, Control classroom behavior, Adapt course content, Adjust reading levels, Assist students individually, Assist students in small groups, Achieve academic skills, Achieve daily living skills, Achieve social skills, Present learning opportunities, Support regular classroom teachers, Prepare reinforcement activities, Display events, Evaluate student progress, Plan assessments, Use diagnostic techniques, Design subject-based reinforcement, Design grading system, Collect student data, Enter student data, Report student progress, Design classroom rules, Handle student behavior, Prepare classroom physical condition, Keep daily records, Supervise paraprofessionals, Manage job duties, Perform essential duties", "teamCollaboration" : "Multi-disciplinary team; Regular education staff; Administration; Parents; Staff; Students; Personnel within district; Customers; Vendors; Department supervisor; Diverse population", "domainKnowledge" : "Special education; Individualized Education Program (IEP)", "domainList" : [ "special-education", "individualized-education-program-iep" ], "domainSpecificKnowledge" : [ "Special education", "Individualized Education Program (IEP)" ], "toolProficiency" : [ "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "communicationSkills" : "Verbal communication; Written communication", "documentationSkills" : "Keep daily records", "specialRequirements" : "Occasional lifting up to 20 lbs, Occasional carrying up to 20 lbs, Pushing/pulling up to 20 lbs, Frequent reaching below waist, Occasional reaching waist to shoulder, Limited overhead reaching, Frequent sitting, Frequent standing/walking, Limited travel between schools, Limited travel to central offices", "outcomesObjectives" : "Maximum student learning; Master learning objectives", "qualificationsBasic" : "Valid Kansas Teaching License, Content endorsement at level Master's, Master's in special education, Special Ed Waiver obtained, Valid Kansas Driver's License", "qualificationsPreferred" : "Prior teaching experience preferred, Enrolled in Special Ed program", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: Special Education Teacher- Interrelated Secondary High School Position Function: This position plans, leads, facilitates and provides instruction for maximum student learning in the Interrelated Classroom providing appropriate curriculum to identified special education students. Meets established outcomes based on student's individual education plan (IEP) and capacity to master learning objectives. Provides activities designed to create interest and enthusiasm for personal grasp of knowledge. Essential Performance Responsibilities: Participates on pre-assessment teams to determine necessity for comprehensive student evaluation; initiates, schedules and attends IEP meetings' works with multi-disciplinary team to diagnose need; structures/implements IEP for each student identified Defines, structures, and communicates daily expectations according to IEP including but not limited to course goals, objectives, learning methods and activities Communicates with regular education staff members on course instructional and meditative strategies and objectives, students' grasp of material and their outcomes and perspectives for applications of materials learned Receives and reports grades, in-puts student data via computer, negotiates schedules and communicates with all pertinent participants-- administration, parents, staff, students, etc. Controls classroom and individual behavior; adapts and adjusts course content and reading levels to specify skills to be taught; discerns means of building memory and study skills; and assists individual students in achieving academic, daily living and social skills, learning objectives by working with them individually and in small groups Presents various listening and learning opportunities appropriate to each student's IEP including by not limited to lecture, VCR, TV, support of regular classroom teachers and other presentations and/or opportunities inside or outside Prepares, displays events and reinforcement activities which encourage participation. Evaluates and Communicates Plans assessments for evaluation to include but not limited to various diagnostic techniques-- standardized survey and criterion-referenced test; teacher developed oral and written tests; student personal indices (effort, potential, interests, memory) Designs subject-based reinforcement to follow assessments and student's learning objectives (computer, lab activities, working independently or on group projects, field/community reinforcement.) Designs a grading system which encourages motivation and participation; collects and enters student data in computer from charts and observations and reports progress in growth and development regularly as required Designs classroom rules for student interaction (courtesy and respect for belongings, space and ideas), self control, working independently, appropriately gaining the floor, and accepting reminders from teacher; designs systems for handling all behavior (from simple infractions to severe behavior) Prepares physical condition of classroom to reflect seasons and subject matter to facilitate student learning Keeps daily records on but not limited to student attendance, learning and social needs, assignments, assessments and discipline; supervises paraprofessional(s) Manages all job duties with the mobility, agility, dexterity and focused observation necessary to adequately perform the essential duties, as described above Additional Duties: Assists with additional duties as assigned by supervisor. Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with WPS guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Occasional lifting up to 20 lbs. Occasional carrying up to 20 lbs. Pushing/pulling up to 20 lbs. for distances of up to more than 100 feet Frequent reaching below waist, occasional reaching waist to shoulder, and limited overhead reaching Frequent sitting Frequent standing/walking Knowledge, Skills, and Abilities: Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibit a professional manner and a positive attitude Use good judgment to make decisions on recurring assignments Display a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: Valid Kansas Teaching License required with content endorsement at level Master's in special education or Enrolled in a Special Ed Degree program with plan of study on file with District and Special Ed Waiver obtained Prior teaching experience preferred Valid Kansas Driver's License FLSA Status: Exempt", "summaryDescription" : "Interrelated Social Studies-Sr High (2026-2027 School Year). Skills: Special education, IEP development, Student instruction. Plan instruction for special education students. Facilitate learning for special education students", "createdAt" : "2026-06-14T18:48:29.311", "lastUpdated" : "2026-06-16T06:27:26.866", "ingestTimestamp" : "2026-06-14T18:48:29.311", "mongoId" : "69fd35614c40e2acd1b31ed0", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 75000, "salaryAnnualMax" : 110000, "salaryBand" : "75k-100k", "hasSalary" : true, "allSkills" : [ "Instructional design", "Curriculum development", "Student assessment", "Behavior management", "Special education", "IEP development", "Student instruction", "Team player", "Planning", "Organizing", "Decision making", "Prioritization", "Individualized Education Program (IEP)", "Kansas Teaching License", "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "skillCount" : 20, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Senior", "dataQualityScore" : 0.6666667, "_score" : 1187.7511, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6a2ca09a74d8ee00a09a2b62", "title" : "Special Education Teacher", "company" : "New Story Schools", "industry" : "New Story Schools (Pennsylvania)", "salary" : { "min" : 60000.0, "max" : 70000.0, "currency" : "USD", "frequency" : "Yearly" }, "location" : "Dillsburg, PA", "locations" : [ "Dillsburg, PA" ], "certifications" : [ "Pennsylvania Special Education teaching certification" ], "timestamp" : "2026-06-15T03:26:44.159", "fingerprint" : "f1eca409224f2280a2f353cd0bcb77351b70dd702b4b6f0fa9d610d304c0192a", "source" : "ashby", "language" : "en", "applyUrl" : "https://jobs.ashbyhq.com/new-story-schools-pa/c6022afb-a677-41f6-a57e-6b0b82ed0a9e/application", "externalId" : "c6022afb-a677-41f6-a57e-6b0b82ed0a9e", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Dillsburg", "state" : "Pennsylvania", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "40.1109413,-77.0358059" } ], "locationText" : "Dillsburg, Pennsylvania, United States", "employmentType" : "FULL_TIME", "minimumEducation" : "Bachelor's", "professionalSkills" : [ "Behavior management", "Differentiated instruction" ], "hardSkillsList" : [ "Child development" ], "softSkillsList" : [ "Leadership" ], "hardSkills" : [ { "name" : "Child development", "level" : "intermediate" } ], "softSkills" : [ { "name" : "Leadership" } ], "majorSkills" : "Special Education, IEP development, Lesson planning", "majorSkillsList" : [ "Special Education", "IEP development", "Lesson planning" ], "coreResponsibilities" : "Design individualized instruction, Deliver individualized instruction, Create structured classroom, Create engaging classroom, Manage classroom behavior, Ensure safe learning environment, Track student progress, Prepare documentation, Prepare reports, Lead classroom staff, Support classroom staff", "teamCollaboration" : "Multidisciplinary team", "domainKnowledge" : "Autism; Emotional challenges; Behavioral challenges; Developmental challenges", "domainList" : [ "autism", "emotional-challenges", "behavioral-challenges", "developmental-challenges" ], "domainSpecificKnowledge" : [ "Autism", "Emotional challenges", "Behavioral challenges", "Developmental challenges" ], "communicationSkills" : "Communication skills", "documentationSkills" : "Documentation", "continuousLearning" : "Tuition reimbursement; Career development programs; Leadership training", "outcomesObjectives" : "Meaningful progress; Social-emotional growth; Meaningful adult lives", "qualificationsBasic" : "Bachelor's degree, Pennsylvania Special Education teaching certification, Minimum three months experience working with students with disabilities", "workSiteFlexibility" : "Onsite", "rawDescription" : "At New Story Schools, we serve students ages 5–21 with autism and emotional, behavioral, and developmental challenges. Guided by individualized learning, therapeutic integration, and collaboration, we empower students to grow and prepare for meaningful adult lives. Join our team and help students write their new story. As a Special Education Teacher at New Story Schools, you will design and deliver individualized instruction that helps every student make meaningful progress. You’ll create a structured, engaging classroom that supports both learning and social-emotional growth. What You’ll Need - Bachelor’s degree and valid Pennsylvania Special Education teaching certification - Minimum three months of experience working with students with disabilities - Knowledge of child development, differentiated instruction, and behavior management - Strong organizational and communication skills - Ability to lead and collaborate within a multidisciplinary team What You’ll Do - Develop and implement IEPs and lesson plans that meet each student’s needs - Deliver engaging instruction using varied teaching methods - Manage classroom behavior and ensure a safe learning environment - Track progress and prepare required documentation and reports - Lead and support classroom staff to ensure consistent implementation of student plans Why You’ll Love Working Here - Enjoy both paid time off and extra paid school breaks (for select roles), plus paid holidays - Wellness perks including gym discounts, mindfulness apps, and prescription savings - Tuition reimbursement, career development programs, and leadership training - 401(k) retirement savings with a 4% company match and immediate vesting - Health, dental, and vision insurance - Free Employee Assistance Program with confidential counseling, life coaching, and mental health resources - Life insurance, disability coverage, and Health Savings Account (HSA) contributions at no cost to you New Story Schools is an equal opportunity employer, committed to diversity and inclusion in the workplace. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, pregnancy status, national origin, age, disability, genetic information, or status as a protected veteran, or any other characteristic protected by law. If you require reasonable accommodations during the application or interview process, please contact us at talent@newstory.com.", "summaryDescription" : "Special Education Teacher at New Story Schools. Skills: Special Education, IEP development, Lesson planning. Design individualized instruction. Deliver individualized instruction", "createdAt" : "2026-06-13T23:12:08.042", "lastUpdated" : "2026-06-15T03:26:44.159", "ingestTimestamp" : "2026-06-13T23:12:08.042", "mongoId" : "6a2ca09a74d8ee00a09a2b62", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 60000, "salaryAnnualMax" : 70000, "salaryBand" : "50k-75k", "hasSalary" : true, "allSkills" : [ "Child development", "Leadership", "Special Education", "IEP development", "Lesson planning", "Behavior management", "Differentiated instruction", "Autism", "Emotional challenges", "Behavioral challenges", "Developmental challenges", "Pennsylvania Special Education teaching certification" ], "skillCount" : 12, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Entry", "dataQualityScore" : 0.7777778, "_score" : 1187.4347, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6a2c687f74d8ee00a0903a27", "title" : "Special Education Teacher", "company" : "New Story Schools", "industry" : "New Story Schools (Ohio)", "salary" : { "min" : 62500.0, "max" : 87500.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline for a Mid-level Special Education Teacher in Toledo, United States, adjusted for the Education industry and company size." }, "location" : "Toledo, OH", "locations" : [ "Toledo, OH" ], "certifications" : [ "Special Education credentials" ], "timestamp" : "2026-06-15T07:25:40.831", "fingerprint" : "da4d7f114702d4162875078606775a468f7cbd88536a83e897106f4cb1d4c3c0", "source" : "ashby", "language" : "en", "applyUrl" : "https://jobs.ashbyhq.com/new-story-schools-oh/c4ead054-4f99-458c-a123-92a2efbcc236/application", "externalId" : "c4ead054-4f99-458c-a123-92a2efbcc236", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Toledo", "state" : "Ohio", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "41.6529143,-83.5378173" } ], "locationText" : "Toledo, Ohio, United States", "employmentType" : "FULL_TIME", "minimumEducation" : "Bachelor's", "hardSkillsList" : [ "Goal implementation" ], "hardSkills" : [ { "name" : "Goal implementation", "level" : "intermediate" } ], "majorSkills" : "Special education, Curriculum adaptation, Instructional strategies", "majorSkillsList" : [ "Special education", "Curriculum adaptation", "Instructional strategies" ], "coreResponsibilities" : "Provide learning activities, Provide learning experiences, Help students build skills, Create curriculum, Adapt curriculum, Prepare lessons, Prepare materials, Deliver direct instruction, Deliver support, Plan instructional strategies, Plan instructional materials, Plan instructional activities, Develop lesson plans, Implement lesson plans, Develop IEPs, Monitor IEPs, Implement IEPs, Implement behavioral strategies, Support students, Provide direction, Provide support", "teamCollaboration" : "Collaborate with students; Collaborate with parents; Collaborate with staff", "domainKnowledge" : "Individualized Education Plans", "domainList" : [ "individualized-education-plans" ], "domainSpecificKnowledge" : [ "Individualized Education Plans" ], "continuousLearning" : "Tuition reimbursement; BCBA supervision; University partner discounts", "outcomesObjectives" : "Help students reach potential", "qualificationsBasic" : "Bachelor's degree in education, Knowledge of IEPs, Adapt curriculum and instruction, Communication skills, Organization skills, Classroom management skills", "qualificationsPreferred" : "Flexible approach, Positive approach, Collaborative approach", "workSiteFlexibility" : "Onsite", "rawDescription" : "We believe every learner deserves a safe place to grow. At New Story Schools, teams unite academics and therapeutic supports to help students ages 5–21 build skills for life. If collaboration, compassion, and data-informed practice drive you, join us. As a Special Education Teacher at New Story Schools, you will provide students with appropriate learning activities and experiences designed to help them reach their full potential academically, socially, and emotionally. You will create and adapt curriculum, prepare lessons and materials to meet student ability levels, and deliver direct instruction and support across a variety of classroom settings. What You’ll Need - Bachelor’s degree in education or a related field - Knowledge of Individualized Education Plans (IEPs) and goal implementation - Ability to adapt curriculum and instruction for diverse learning needs - Strong communication, organization, and classroom management skills - Flexible, positive, and collaborative approach to working with students and staff What You’ll Do - Plan and use instructional strategies, materials, and activities that meet student needs and learning styles - Develop and implement lesson plans aligned with curriculum standards and IEP requirements - Collaborate with students, parents, and staff to develop, monitor, and implement IEPs - Implement behavioral strategies and support students using approved interventions - Provide direction and support to classroom assistants and paraprofessional staff Why You’ll Love Working Here - More paid time than many employers: Paid holidays, snow days, and summer breaks (for select roles), meaning weeks of additional paid time many organizations don’t offer - Invest in your education and career growth: Up to $5,250/year in tuition reimbursement, plus upfront support for BCBA, RBT, BCABA, and Special Education credentials, including free BCBA supervision and university partner discounts - Real career pathways, not just a job: Leadership Development Program (LDP Accelerate) and a strong internal promotion culture, with opportunities to grow into leadership roles across our schools and programs - Opportunities across 16 Ohio locations: Explore different roles, settings, and advancement paths within a broad network of schools and programs, not just a single school - Pay with performance recognition: Annual merit-based increases designed to reward your performance, separate from market adjustments - Plan for your future: 401(k) with a 4% company match and immediate vesting, no waiting period - Comprehensive health and wellness support: Medical, dental, and vision insurance, plus wellness perks like gym discounts, mindfulness apps, and prescription savings. - Support when you need it most: Free Employee Assistance Program with confidential counseling, life coaching, and mental health resources - Additional financial protection: Company-paid life insurance, disability coverage, and Health Savings Account (HSA) contributions New Story Schools is an equal opportunity employer, committed to diversity and inclusion in the workplace. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, pregnancy status, national origin, age, disability, genetic information, or status as a protected veteran, or any other characteristic protected by law. If you require reasonable accommodations during the application or interview process, please contact us at talent@newstory.com.", "summaryDescription" : "Special Education Teacher at New Story Schools. Skills: Special education, Curriculum adaptation, Instructional strategies. Provide learning activities. Provide learning experiences", "createdAt" : "2026-06-13T21:20:05.527", "lastUpdated" : "2026-06-15T07:25:40.831", "ingestTimestamp" : "2026-06-13T21:20:05.527", "mongoId" : "6a2c687f74d8ee00a0903a27", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 62500, "salaryAnnualMax" : 87500, "salaryBand" : "50k-75k", "hasSalary" : true, "allSkills" : [ "Goal implementation", "Special education", "Curriculum adaptation", "Instructional strategies", "Individualized Education Plans", "Special Education credentials" ], "skillCount" : 6, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Mid", "dataQualityScore" : 0.7777778, "_score" : 1174.8057, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6949b14570f0b99d5882718f", "title" : "Interrelated Elementary Teacher", "company" : "Gordon Parks K-8 Academy", "industry" : "Education", "salary" : { "min" : 55000.0, "max" : 75000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline for an Interrelated Elementary Teacher in the United States, adjusted for mid-seniority and the education industry." }, "location" : "Gordon Parks K-8 Academy", "locations" : [ "Gordon Parks K-8 Academy", "2201 E. 25th Street North", "67219" ], "certifications" : [ "Kansas Teaching License", "Adaptive Endorsement", "K-9 Certification", "K-6 Certification", "Special Education Waiver" ], "timestamp" : "2026-06-15T08:05:12.894", "fingerprint" : "1c0a8d41ae931352ff7be2b9f9a54a8344dc14fb7f590579ef2eaad22b204532", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=78271", "externalId" : "78271", "industryFunction" : { }, "structuredLocations" : [ { "state" : "Kansas", "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "Kansas, United States", "employmentType" : "FULL_TIME", "minimumEducation" : "Master's", "professionalSkills" : [ "Decision making", "Prioritization" ], "hardSkillsList" : [ "Student assessment", "Curriculum development", "Behavior management" ], "hardSkills" : [ { "name" : "Student assessment", "level" : "intermediate" }, { "name" : "Curriculum development", "level" : "intermediate" }, { "name" : "Behavior management", "level" : "intermediate" } ], "majorSkills" : "Special education, IEP development, Student instruction", "majorSkillsList" : [ "Special education", "IEP development", "Student instruction" ], "coreResponsibilities" : "Plan instruction for students, Facilitate student learning, Provide instruction, Meet established outcomes, Participate on pre-assessment teams, Diagnose student needs, Schedule IEP meetings, Attend IEP meetings, Work with multi-disciplinary team, Diagnose structures IEP, Implement IEP, Define daily expectations, Structure daily expectations, Communicate daily expectations, Communicate with regular education staff, Report grades, Input student data, Negotiate schedules, Communicate with participants, Control classroom behavior, Adapt course content, Adjust course content, Discern memory building means, Assist students, Present learning opportunities, Prepare reinforcement activities, Display events, Evaluate student progress, Communicate student progress, Plan assessments, Design subject-based reinforcement, Design grading system, Collect student data, Enter student data, Report progress, Design classroom rules, Handle all behavior, Prepare classroom physical condition, Keep daily records, Supervise paraprofessionals, Manage job duties", "teamCollaboration" : "Multi-disciplinary team; Regular education staff; Administration; Parents; Staff; Students", "domainKnowledge" : "Special education students; Individual education plan; Learning objectives; Daily living skills; Social skills", "domainList" : [ "special-education-students", "individual-education-plan", "learning-objectives", "daily-living-skills", "social-skills" ], "domainSpecificKnowledge" : [ "Special education students", "Individual education plan", "Learning objectives", "Daily living skills", "Social skills" ], "toolProficiency" : [ "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "communicationSkills" : "Verbal communication; Written communication", "documentationSkills" : "Daily records", "specialRequirements" : "Occasional lifting, Occasional carrying, Pushing/pulling, Frequent reaching, Frequent sitting, Frequent standing/walking, Limited overhead reaching, Limited travel", "outcomesObjectives" : "Meet established outcomes", "qualificationsBasic" : "Valid Kansas Teaching License, Adaptive Endorsement, K-9 or K-6 Certification, Master's in Special Education, Special Education Waiver", "qualificationsPreferred" : "Prior teaching experience", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: Interrelated Elementary Teacher Position Function: This position plans, leads, facilitates and provides instruction for maximum student learning in the Interrelated Classroom providing appropriate curriculum to identified special education students. Meets established outcomes based on student's individual education plan (IEP) and capacity to master learning objectives. Provides activities designed to create interest and enthusiasm for personal grasp of knowledge. Essential Performance Responsibilities: Participates on pre-assessment teams to determine necessity for comprehensive student evaluation; initiates, schedules and attends IEP meetings; works with multi-disciplinary team to diagnose need; structures/implements IEP for each student identified Defines, structures, and communicates daily expectations according to IEP including but not limited to course goals, objectives, learning methods and activities Communicates with regular education staff members on course instructional and meditative strategies and objectives, students' grasp of material and their outcomes and perspectives for applications of materials learned Receives and reports grades, in-puts student data via computer, negotiates schedules and communicates with all pertinent participants--administration, parents,staff, students, etc. Controls classroom and individual behavior; adapts and adjusts course content and reading levels to specify skills to be taught; discerns means of building memory and study skills; and assists individual students in achieving academic, daily living and social skills, learning objectives by working with them individually and in small groups Presents various listening and learning opportunities appropriate to each student's IEP including by not limited to lecture, VCR, TV, support of regular classroom teachers and other presentations and/or opportunities inside or outside Prepares, displays events and reinforcement activities which encourage participation Evaluates and Communicates Plans assessments for evaluation to include but not limited to various diagnostic techniques: standardized survey and criterion-referenced test; teacher developed oral and written tests; student personal indices (effort, potential, interests, memory) Designs subject-based reinforcement to follow assessments and student's learning objectives (computer, lab activities, working independently or on group projects, field/community reinforcement.) Designs a grading system which encourages motivation and participation; collects and enters student data in computer from charts and observations and reports progress in growth and development regularly as required Designs classroom rules for student interaction (courtesy and respect for belongings, space and ideas), self control, working independently, appropriately gaining the floor, and accepting reminders from teacher; designs systems for handling all behavior (from simple infractions to severe behavior) Prepares physical condition of classroom to reflect seasons and subject matter to facilitate student learning Keeps daily records on but not limited to student attendance, learning and social needs, assignments, assessments and discipline; supervises paraprofessional(s) Manages all job duties with the mobility, agility, dexterity and focused observation necessary to adequately perform the essential duties, as described above Additional Duties: Assists with additional duties as assigned by supervisor. Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with WPS guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Occasional lifting up to 20 lbs. Occasional carrying up to 20 lbs. Pushing/pulling up to 20 lbs. for distances of up to more than 100 feet Frequent reaching below waist, occasional reaching waist to shoulder, and limited overhead reaching Frequent sitting Frequent standing/walking Knowledge, Skills, and Abilities: Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibits a professional manner and a positive attitude Uses good judgment to make decisions on recurring assignments Displays a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: Valid Kansas Teaching License required Adaptive Endorsement required; Primary Teachers must have K-9 or K-6 Certification Master's in Special Education or Enrolled in a Special Education Degree Program with Plan of Study on file with District and Special Education Waiver obtained Prior teaching experience preferred FLSA Status: Exempt", "summaryDescription" : "Interrelated Elementary Teacher at Gordon Parks K-8 Academy. Skills: Special education, IEP development, Student instruction. Plan instruction for students. Facilitate student learning", "createdAt" : "2026-06-14T00:58:55.706", "lastUpdated" : "2026-06-15T08:05:12.894", "ingestTimestamp" : "2026-06-14T00:58:55.706", "mongoId" : "6949b14570f0b99d5882718f", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 55000, "salaryAnnualMax" : 75000, "salaryBand" : "50k-75k", "hasSalary" : true, "allSkills" : [ "Student assessment", "Curriculum development", "Behavior management", "Special education", "IEP development", "Student instruction", "Decision making", "Prioritization", "Special education students", "Individual education plan", "Learning objectives", "Daily living skills", "Social skills", "Kansas Teaching License", "Adaptive Endorsement", "K-9 Certification", "K-6 Certification", "Special Education Waiver", "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "skillCount" : 24, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Mid", "dataQualityScore" : 0.7777778, "_score" : 1173.9733, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6960822e0937eae70e9c7f34", "title" : "Special Education Teacher (ABC)", "company" : "Aldridge Elementary School", "industry" : "Education", "salary" : { "min" : 62000.0, "max" : 85000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline for a Mid-level Special Education Teacher in Missouri City, United States, adjusted for the Education industry." }, "location" : "TEXAS-MISSOURI CITY-ALLEN ALDRIDGE JR ELEMENTARY", "locations" : [ "TEXAS-MISSOURI CITY-ALLEN ALDRIDGE JR ELEMENTARY", "
ALLEN ALDRIDGE JR ELEMENTARY (163)
15817 BLUE RIDGE RD
MISSOURI CITY, 77489

" ], "certifications" : [ "Valid Teaching Certification", "Valid Special Education Certification EC-12", "Special Education Specialist Certification EC-12", "De-Escalation/Restraint Certification (CPI)" ], "timestamp" : "2026-06-15T06:43:26.810", "fingerprint" : "30c14e8ba921d15fe2143e053d511580823ec1cf9091df3ab27ce2ff61418bdd", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa210.taleo.net/careersection/ex/jobdetail.ftl?job=183127", "externalId" : "183127", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Missouri City", "state" : "Texas", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "29.6185669,-95.5377215" } ], "locationText" : "Missouri City, Texas, United States", "employmentType" : "FULL_TIME", "professionalSkills" : [ "Instructional planning", "Behavioral intervention", "Data collection", "Assessment results", "Record maintenance", "Progress reporting", "IEP implementation" ], "hardSkillsList" : [ 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"name" : "Academic instruction", "level" : "intermediate" }, { "name" : "Behavioral instruction", "level" : "intermediate" }, { "name" : "Social skills instruction", "level" : "intermediate" }, { "name" : "Self-care skills instruction", "level" : "intermediate" }, { "name" : "Lesson planning", "level" : "intermediate" }, { "name" : "Material organization", "level" : "intermediate" }, { "name" : "Behavioral strategies execution", "level" : "intermediate" }, { "name" : "Behavior intervention", "level" : "intermediate" }, { "name" : "Adaptive equipment use", "level" : "intermediate" }, { "name" : "Assistive technology use", "level" : "intermediate" }, { "name" : "Personal care", "level" : "intermediate" }, { "name" : "Toileting", "level" : "intermediate" }, { "name" : "Feeding", "level" : "intermediate" }, { "name" : "General education collaboration", "level" : "intermediate" }, { "name" : "Content knowledge", "level" : "intermediate" }, { "name" : "TEKS compliance", "level" : "intermediate" }, { "name" : "Confidentiality", "level" : "intermediate" }, { "name" : "Parent collaboration", "level" : "intermediate" }, { "name" : "Student collaboration", "level" : "intermediate" }, { "name" : "School community collaboration", "level" : "intermediate" }, { "name" : "IEP development", "level" : "intermediate" }, { "name" : "PLAAFP development", "level" : "intermediate" }, { "name" : "Annual goals development", "level" : "intermediate" }, { "name" : "Objectives development", "level" : "intermediate" }, { "name" : "ARD document preparation", "level" : "intermediate" }, { "name" : "District guidelines adherence", "level" : "intermediate" }, { "name" : "State guidelines adherence", "level" : "intermediate" }, { "name" : "Federal guidelines adherence", "level" : "intermediate" }, { "name" : "SHARS program tasks", "level" : "intermediate" }, { "name" : "Service provision documentation", "level" : "intermediate" }, { "name" : "Professional development participation", "level" : "intermediate" }, { "name" : "Paraprofessional support", "level" : "intermediate" }, { "name" : "Paraprofessional direction", "level" : "intermediate" }, { "name" : "Oral communication", "level" : "intermediate" }, { "name" : "Written communication", "level" : "intermediate" }, { "name" : "Technology equipment knowledge", "level" : "intermediate" }, { "name" : "Software programs knowledge", "level" : "intermediate" } ], "majorSkills" : "Special education, IEP development, Behavioral intervention", "majorSkillsList" : [ "Special education", "IEP development", "Behavioral intervention" ], "coreResponsibilities" : "Provide instruction to students, Develop skills and knowledge, Access grade-level curriculum, Prepare lesson plans, Organize instructional materials, Execute behavioral strategies, Intervene using behavior strategies, Utilize data collection tools, Document student programs, Maintain accurate records, Monitor instructional plans, Adjust instructional plans, Monitor behavioral plans, Adjust behavioral plans, Monitor social emotional plans, Adjust social emotional plans, Use adaptive equipment, Use assistive technology, Facilitate learning, Facilitate communication, Facilitate mobility, Facilitate positioning, Implement students' IEPS, Implement behavioral intervention plans, Implement social skills plans, Implement accommodations, Implement modification of materials, Implement modification of curriculum, Provide for basic student needs, Assist with personal care, Collaborate with general education teachers, Ensure IEP implementation, Maintain updated knowledge, Understand prerequisite skills, Maintain confidentiality, Work collaboratively with parents, Work collaboratively with students, Work collaboratively with school personnel, Develop individual education program, Develop present levels of academic achievement, Develop present levels of functional performance, Develop Annual Goals, Develop Objectives, Arrange ARD documents, Prepare ARD documents, Participate in Full Individual Evaluation, Provide progress reports to parents, Participate in ARD meetings, Follow district guidelines, Follow state guidelines, Follow federal guidelines, Conduct SHARS tasks, Maintain SHARS tasks, Document SHARS provision, Participate in professional development, Provide support to paraprofessionals, Provide direction to paraprofessionals, Implement students' IEPs with paraprofessionals, Address paraprofessional needs", "teamCollaboration" : "Collaborate with parents; Collaborate with students; Collaborate with school community; Collaborate with general education teachers", "domainKnowledge" : "Special education; IEP goals; ARD documents; TEKS; SHARS", "domainList" : [ "special-education", "iep-goals", "ard-documents", "teks", "shars" ], "domainSpecificKnowledge" : [ "Special education", "IEP goals", "ARD documents", "TEKS", "SHARS" ], "communicationSkills" : "Oral communication; Written communication", "documentationSkills" : "Data collection; Record maintenance; Progress reporting; SHARS documentation", "continuousLearning" : "Professional development activities", "specialRequirements" : "Occasional walking, Standing, Sitting, Bending, Stooping, Kneeling, Crouching, Crawling, Lifting/carrying items, Use hands to finger, Handle objects, Feel objects, Reach with hands, Talk, Hear, Close vision, Color vision, Adjust focus, Attendance at conferences, Attendance at professional development, Normal safety precautions, Prolonged hours, Irregular hours, Maintain emotional control, Work outside up to 25%, Exposure to elements, Exposure to inclement weather, Lifting students, Positioning students, Hands-on intervention, Physical restraint, Exposure to bodily fluids, Exposure to childhood illnesses, Exposure to pre-teen illnesses, Exposure to teen illnesses", "qualificationsBasic" : "Bachelor's degree, Valid Teaching Certification, Valid Special Education Certification EC-12, Demonstrate competency through TCCW, Received statement of eligibility, Special Education Specialist Certification EC-12", "qualificationsPreferred" : "De-Escalation/Restraint Certification (CPI)", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Overview The Teacher Special Education ABC Elementary will provide instruction in academic, behavior, social and self-care skills to students with disabilities using a variety of teaching techniques, materials and equipment. Academic, Behavior and Communication (ABC) services are designed to provide intensive educational services for students that require a highly structured environment. Students with ABC services typically demonstrate significant repetitive stereotypical or challenging behaviors, little to no functional communication skills, high need for visual/physical structure, and the need for \"ready to learn\" behavioral skills. Position Description Essential Duties and Responsibilities Service Delivery/Instruction Provide instruction to students with varying disabilities in the development of skills and knowledge that enables him or her to access the grade-level curriculum using accommodations and/or modifications in the least restrictive environment Prepare lesson plans and organize materials that are sequential and meaningful to instruction and geared to the student's assessed needs, IEP goals and objectives, functioning level, and aligned with the general education curriculum Execute behavioral strategies as indicated in students' ARD documents (e.g. reinforcements, consequences, contingencies, etc.). Intervene using a continuum of behavior intervention strategies, up to and including approved physical restraint when students are in danger of harming themselves or others Utilize data collection tools and assessment results to document ongoing student program maintain and retain accurate records, and monitor and adjust instructional, behavioral, and social emotional educational plans Use appropriate adaptive equipment and assistive technology as recommended by related service providers/ARD to facilitate learning, communication, mobility, and positioning Fully implement students' IEPS, including behavioral intervention plans, social skills, and accommodations/modification of materials/ and or curriculum Provide for basic needs of students' who, because of their disability are not able to care for themselves regarding personal care, including but not limited to toileting and feeding Collaborate with general education teachers to ensure full implementation of students' IEPs, including behavioral intervention plans, social skills, and accommodations/modification of materials and/or curriculum Maintain updated knowledge and understanding of prerequisite skills to students' assigned grade-level(s) content, Texas Essential Knowledge and Skills (TEKS) Compliance Maintain confidentiality with regards to student with disabilities as required by law Work collaboratively with parents, students, and school community personnel to develop an individual education program (IEP) for assigned students Develop present levels of academic achievement and functional performance (PLAAFP) and Annual Goals/Objectives based on documentation of performance to present during Annual, Review, and Dismissal (ARD) meetings Arrange and prepare draft ARD documents, participate in students' Full Individual Evaluation (FIE), provide progress reports to parents, and participated in required ARD meetings Follow all district, state, and federal guidelines related to serving students with disabilities Conduct and maintain tasks related to the School Health and Related Services Program (SHARS), including documentation of the provision of services Program Support Participate in appropriate professional development activities, as required or assigned by campus, district, or special education department Provide support and direction to paraprofessionals regarding the implementation of students' IEPs and needs Supervisory Responsibilities None Qualification Requirements To perform this job successfully, an individual must be able to perform each of the above essential duties satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or abilities, required unless otherwise stated as preferred. Reasonable accommodations may be made to enable individuals with disabilities to perform the essentials functions. Bachelor's degree Valid Teaching Certification Issued by Texas Education Agency appropriate to subject and grade level of assignment or demonstrate competency through the state's Texas Content Competency Worksheet (TCCW) or has received statement of eligibility Valid Special Education Certification EC-12, or Special Education Specialist Certification EC-12 De-Escalation/Restraint Certification (CPI) preferred or required to obtain once hired (district-provided training) Ability to plan and implement lessons based on needs and abilities of students Ability to establish and maintain effective relationships with students, peers and parents Excellent communication skills, both oral and written Demonstrated knowledge of appropriate technology equipment and software programs Proven ability to apply knowledge of current research and theory to instructional programs 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. Additional Information Work is performed in classrooms, community settings, offices, work stations and meeting rooms. The employee will be required to work outside up to 25% of the time and will be exposed to the elements and inclement weather. This position requires lifting and positioning students, controlling certain behavior through hands-on intervention strategies and approved physical restraint strategies. Teachers are expected to intervene with students' behavior, which can include aggression, self-injurious behaviors, disruptive behaviors, and self-stimulatory behaviors. The potential exists for exposure to bodily fluids and frequent childhood, pre-teen and teen illnesses. TEXAS-MISSOURI CITY", "summaryDescription" : "Special Education Teacher (ABC) at Aldridge Elementary School. Skills: Special education, IEP development, Behavioral intervention. Provide instruction to students. 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"llmIndustryConfidence" : 0.98 }, { "id" : "6949b14570f0b99d58827190", "title" : "Interrelated Science Teacher (2025-2026 School Year)", "industry" : "Education", "salary" : { "min" : 55000.0, "max" : 85000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "The estimation is based on the market baseline for a Mid-level Interrelated Science Teacher in South High School, United States, adjusted for the education industry and full-time employment." }, "location" : "South High School", "locations" : [ "South High School", "701 W. 33rd S.", "67217" ], "certifications" : [ "Kansas Teaching License", "Special Ed Waiver" ], "timestamp" : "2026-06-15T09:37:15.771", "fingerprint" : "d4e3fb7407946a4079b240c29fbde85dc2497bbb8fdeb9af2de75583734974b0", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=78673", "externalId" : "78673", "industryFunction" : { }, "structuredLocations" : [ { "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "United States", "employmentType" : "FULL_TIME", "minimumEducation" : "Master's", "professionalSkills" : [ "Team player", "Decision making", "Prioritization" ], "hardSkillsList" : [ "Curriculum development", "Instructional design", "Student assessment", "Behavior management", "Record keeping" ], "hardSkills" : [ { "name" : "Curriculum development", "level" : "intermediate" }, { "name" : "Instructional design", "level" : "intermediate" }, { "name" : "Student assessment", "level" : "intermediate" }, { "name" : "Behavior management", "level" : "intermediate" }, { "name" : "Record keeping", "level" : "intermediate" } ], "majorSkills" : "Special education, IEP development, Student instruction", "majorSkillsList" : [ "Special education", "IEP development", "Student instruction" ], "coreResponsibilities" : "Plan instruction for students, Facilitate learning for students, Provide instruction for students, Meet established outcomes, Provide activities for interest, Participate on pre-assessment teams, Schedule IEP meetings, Attend IEP meetings, Work with multi-disciplinary team, Diagnose student needs, Structure IEP for student, Implement IEP for student, Define daily expectations, Structure daily expectations, Communicate daily expectations, Communicate with regular education staff, Report grades, Input student data, Negotiate schedules, Communicate with administration, Communicate with parents, Communicate with staff, Communicate with students, Control classroom behavior, Adapt course content, Adjust reading levels, Assist students individually, Assist students in small groups, Present listening opportunities, Present learning opportunities, Prepare reinforcement activities, Display events, Evaluate student progress, Communicate student progress, Plan assessments for evaluation, Design subject-based reinforcement, Design grading system, Collect student data, Enter student data, Report progress in growth, Report progress in development, Design classroom rules, Handle student behavior, Prepare physical condition of classroom, Keep daily records, Supervise paraprofessional(s), Manage job duties, Perform essential duties", "teamCollaboration" : "Work with multi-disciplinary team; Communicate with regular education staff; Work with personnel within district; Work with customers; Work with vendors; Work with department supervisor; Work with diverse population; Interact with customers; Interact with colleagues", "domainKnowledge" : "Special education; Individual education plan (IEP)", "domainList" : [ "special-education", "individual-education-plan-iep" ], "domainSpecificKnowledge" : [ "Special education", "Individual education plan (IEP)" ], "toolProficiency" : [ "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "communicationSkills" : "Verbal communication; Written communication; Communicate with Supervisor", "documentationSkills" : "Keep daily records", "problemSolvingSkills" : "Make decisions; Use good judgment", "specialRequirements" : "Occasional lifting up to 20 lbs, Occasional carrying up to 20 lbs, Pushing/pulling up to 20 lbs, Frequent reaching below waist, Occasional reaching waist to shoulder, Limited overhead reaching, Frequent sitting, Frequent standing/walking, Limited travel between schools, Comply with WPS guidelines", "outcomesObjectives" : "Meet established outcomes; Master learning objectives", "qualificationsBasic" : "Valid Kansas Teaching License, Content endorsement at level Master's, Master's in special education, Special Ed Degree program with plan of study, Special Ed Waiver obtained, Valid Kansas Driver's License", "qualificationsPreferred" : "Prior teaching experience preferred", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: Special Education Teacher- Interrelated Secondary High School Position Function: This position plans, leads, facilitates and provides instruction for maximum student learning in the Interrelated Classroom providing appropriate curriculum to identified special education students. Meets established outcomes based on student's individual education plan (IEP) and capacity to master learning objectives. Provides activities designed to create interest and enthusiasm for personal grasp of knowledge. Essential Performance Responsibilities: Participates on pre-assessment teams to determine necessity for comprehensive student evaluation; initiates, schedules and attends IEP meetings' works with multi-disciplinary team to diagnose need; structures/implements IEP for each student identified Defines, structures, and communicates daily expectations according to IEP including but not limited to course goals, objectives, learning methods and activities Communicates with regular education staff members on course instructional and meditative strategies and objectives, students' grasp of material and their outcomes and perspectives for applications of materials learned Receives and reports grades, in-puts student data via computer, negotiates schedules and communicates with all pertinent participants-- administration, parents, staff, students, etc. Controls classroom and individual behavior; adapts and adjusts course content and reading levels to specify skills to be taught; discerns means of building memory and study skills; and assists individual students in achieving academic, daily living and social skills, learning objectives by working with them individually and in small groups Presents various listening and learning opportunities appropriate to each student's IEP including by not limited to lecture, VCR, TV, support of regular classroom teachers and other presentations and/or opportunities inside or outside Prepares, displays events and reinforcement activities which encourage participation. Evaluates and Communicates Plans assessments for evaluation to include but not limited to various diagnostic techniques-- standardized survey and criterion-referenced test; teacher developed oral and written tests; student personal indices (effort, potential, interests, memory) Designs subject-based reinforcement to follow assessments and student's learning objectives (computer, lab activities, working independently or on group projects, field/community reinforcement.) Designs a grading system which encourages motivation and participation; collects and enters student data in computer from charts and observations and reports progress in growth and development regularly as required Designs classroom rules for student interaction (courtesy and respect for belongings, space and ideas), self control, working independently, appropriately gaining the floor, and accepting reminders from teacher; designs systems for handling all behavior (from simple infractions to severe behavior) Prepares physical condition of classroom to reflect seasons and subject matter to facilitate student learning Keeps daily records on but not limited to student attendance, learning and social needs, assignments, assessments and discipline; supervises paraprofessional(s) Manages all job duties with the mobility, agility, dexterity and focused observation necessary to adequately perform the essential duties, as described above Additional Duties: Assists with additional duties as assigned by supervisor. Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with WPS guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Occasional lifting up to 20 lbs. Occasional carrying up to 20 lbs. Pushing/pulling up to 20 lbs. for distances of up to more than 100 feet Frequent reaching below waist, occasional reaching waist to shoulder, and limited overhead reaching Frequent sitting Frequent standing/walking Knowledge, Skills, and Abilities: Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibit a professional manner and a positive attitude Use good judgment to make decisions on recurring assignments Display a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: Valid Kansas Teaching License required with content endorsement at level Master's in special education or Enrolled in a Special Ed Degree program with plan of study on file with District and Special Ed Waiver obtained Prior teaching experience preferred Valid Kansas Driver's License FLSA Status: Exempt", "summaryDescription" : "Interrelated Science Teacher (2025-2026 School Year). Skills: Special education, IEP development, Student instruction. Plan instruction for students. Facilitate learning for students", "createdAt" : "2026-06-14T05:54:27.585", "lastUpdated" : "2026-06-15T09:37:15.771", "ingestTimestamp" : "2026-06-14T05:54:27.585", "mongoId" : "6949b14570f0b99d58827190", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 55000, "salaryAnnualMax" : 85000, "salaryBand" : "50k-75k", "hasSalary" : true, "allSkills" : [ "Curriculum development", "Instructional design", "Student assessment", "Behavior management", "Record keeping", "Special education", "IEP development", "Student instruction", "Team player", "Decision making", "Prioritization", "Individual education plan (IEP)", "Kansas Teaching License", "Special Ed Waiver", "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "skillCount" : 20, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Mid", "dataQualityScore" : 0.6666667, "_score" : 1170.2893, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6a2ca56174d8ee00a09b6130", "title" : "Virtual Special Education Teacher (2026 - 2027 School Year)", "company" : "Trailhead Virtual Academy", "industry" : "Education", "salary" : { "min" : 60000.0, "max" : 85000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline for a Mid-level Virtual Special Education Teacher in the United States, adjusted for the education industry and virtual work mode." }, "location" : "Trailhead Virtual Academy", "locations" : [ "Trailhead Virtual Academy" ], "certifications" : [ "State certification/licensure" ], "timestamp" : "2026-06-16T05:05:41.201", "fingerprint" : "545a3a86a4c2e1a6c1d408bf4e418146f744d9b929567d6e49a45667e4d99100", "source" : "greenhouse", "language" : "en", "applyUrl" : "https://job-boards.greenhouse.io/trailheadvirtualacademy/jobs/7727402003", "externalId" : "7727402003", "industryFunction" : { }, "structuredLocations" : [ { "state" : "Idaho", "country" : "United States", "continent" : "na", "workMode" : "hybrid" } ], "locationText" : "Idaho, United States", "minimumEducation" : "Master's", "experienceMinYears" : 2, "technicalSkills" : "Google Docs, MS Office Suite, Email, Internet applications", "professionalSkills" : [ "IEP implementation", "Student record maintenance", "Progress reporting", "Lesson planning", "Standardized test administration", "Student data analysis", "Confidentiality management" ], "hardSkillsList" : [ "Special education", "Behavioral goals support", "Educational goals support" ], "hardSkills" : [ { "name" : "Special education", "level" : "intermediate" }, { "name" : "Behavioral goals support", "level" : "intermediate" }, { "name" : "Educational goals support", "level" : "intermediate" } ], "majorSkills" : "Special Education, IEP Development, Student Support", "majorSkillsList" : [ "Special Education", "IEP Development", "Student Support" ], "coreResponsibilities" : "Support educational goals, Support behavioral goals, Assist with IEP implementation, Write IEPs, Participate in MTSS, Maintain student records, Complete paperwork, Complete progress reports, Work 1:1 with students, Work in small groups, Work in whole class sessions, Administer Transition Assessments, Write lesson plans, Teach all subjects, Schedule IEP meetings, Participate in IEP meetings, Prepare standardized tests, Administer standardized tests, Administer benchmark assessments, Administer evaluation assessments, Improve testing results, Maintain confidentiality, Keep accurate records, Collaborate with parents, Collaborate with teachers, Collaborate with psychologists, Collaborate with Administrator, Collaborate with outside professionals, Work with Related Services, Keep evaluations current", "teamCollaboration" : "Collaborate with parents; Collaborate with teachers; Collaborate with psychologists; Collaborate with Administrator; Collaborate with outside professionals; Work with Related Services", "domainKnowledge" : "Individualized Education Program (IEP)", "domainList" : [ "individualized-education-program-iep" ], "domainSpecificKnowledge" : [ "Individualized Education Program (IEP)" ], "toolProficiency" : [ "Google Docs", "MS Office Suite" ], "communicationSkills" : "Written communication; Verbal communication", "documentationSkills" : "Student records; Progress reports; Lesson plans; Attendance records; Behavior records", "continuousLearning" : "Professional development; Independent study; Professional training", "problemSolvingSkills" : "Analyze student data; Interpret student data; Make educational decisions", "specialRequirements" : "Occasional evening work, Occasional local travel, Occasional in-state travel", "qualificationsBasic" : "Current State certification/licensure, Three years of teaching experience, 2 years in special education, Valid driver’s license, Ability to pass background checks", "qualificationsPreferred" : "Masters’ Degree, Special education content knowledge, Prior experience with diverse students, Prior experience with IDEA compliance software, Knowledge of co-teaching models", "workSiteFlexibility" : "Flexible", "rawDescription" : "About the Team Trailhead Virtual Academy offers tuition-free online learning for grades K–8. We prepare students for future success through hands-on learning that builds real-world skills, strong character, and early awareness of career opportunities. Our goal is to help every student grow in confidence, responsibility, and readiness for high school and beyond. The Virtual Special Education Teacher supports the educational and behavioral goals of all students with a focus on students with an Individualized Education Program. Please note – while this is an online school position and all instruction occurs virtually, travel and face to face attendance will be required several times per year to support in person state testing and student events. ELIGIBILITY: Open to residents of Idaho About the Opportunity Assist with the implementation of the Individualized Education Plan (IEP) for each student served Write IEPs in a timely manner Participate in the Multi-Tiered System of Supports (MTSS) Maintain all student records and files according to federal, state and local mandates Complete all necessary paperwork within timelines to be compliant Complete progress reports as required Complete all components of all paperwork Work 1:1, in small groups or in whole class sessions with students Administer Transition Assessments Write lessons plans to accommodate goals in the student’s IEP Teach all subjects following the school’s course of study or as assigned Schedule and participate in IEP and other meetings for students with disabilities Prepare and administer all standardized tests, benchmark assessments and evaluation assessments as directed Work with the teaching staff to improve standardized and proficiency testing results Maintain confidentiality concerning all student information and any professional matters Keep accurate records on each student such as grade books and progress reports, lesson plans, attendance records, and behavior/discipline records Collaborate with parents, teachers, psychologists, parents, Administrator, and professionals outside of school Work with Related Services to keep evaluations current, updated every three years Provide resources for classroom teachers for areas of disability Attend professional developments as assigned About You Masters’ Degree preferred Current State certification/licensure in appropriate area Three years of teaching experience, at least 2 of which are in special education preferred Strong content knowledge in one or more content areas Familiarity with state proficiency testing state teaching standards Understanding of and/or willingness to learn the MTSS process Prior experience working with a diverse student body Excellent written and verbal communication skills that reflect professionalism and tact at all times Genuine care for children and a passion for teaching Proficiency in computer applications, including Google Docs, MS Office Suite, e-mail, and internet applications Prior experience with software and databases used to maintain Individuals with Disabilities Education Act (IDEA) compliance including Power School Special Programs Ability to learn new technologies and acquire new skills through independent study, professional training, and from more senior team members Strong ability to gather, analyze, and interpret student data to make sound educational decisions Ability to handle confidential information responsibly and exhibit sound judgment while maintaining that confidentiality Ability to and willingness to work occasional evenings Valid driver’s license and ability to perform occasional local and in-state travel Ability to pass federal, state and local background checks Knowledge of co-teaching models and the ability to co-teach About Us “We believe that every child should be able to be anything they want in life, regardless of their birthplace and circumstances.” – Ron Packard, CEO & Founder ACCEL Schools is a network of 80+ high-performing, public charter schools serving PK-12 students. We proudly advocate for school choice and work to address educational inequities throughout the United States. Our schools are inclusive and widely differ to reflect the unique values of the many urban, suburban, and rural communities we serve. Our brick-and-mortar, virtual, and hybrid schools specialize in closing educational gaps and offer innovative models such as career-technical education, sports training, bilingual programming, and more. We have been recognized and praised by legislators, authorizers, and researchers for providing exceptional education options to students in historically under-resourced communities. We offer the following benefits: Life benefits – time & peace of mind Paid time off Retirement contributions Optional Basic Life and AD&D insurance Voluntary life insurance (employee, spouse, child) Discounted childcare at Early Learning Academies locations Health benefits – stay well & thrive Medical, dental, and vision insurance Employee Assistance Program Voluntary short-term disability insurance Voluntary long-term disability insurance Career benefits – keep growing Career advancement opportunities throughout Pansophic Learning and our strong network of 4,000+ instructors and education professionals EQUAL EMPLOYMENT OPPORTUNITY It is our policy to abide by all federal, state and local laws prohibiting employment discrimination based solely on a person’s race, color, religious creed, sex, national origin, ancestry, citizenship status, pregnancy, childbirth, physical disability, mental and/or intellectual disability, age, military status, veteran status (including protected veterans), marital status, registered domestic partner or civil union status, familial status, gender (including sex stereotyping and gender identity or expression), medical condition, genetic information, sexual orientation, or any other protected status except where a reasonable, bona fide occupational qualification exists. #LI-AB1", "summaryDescription" : "Virtual Special Education Teacher (2026 - 2027 School Year) at Trailhead Virtual Academy. Skills: Special Education, IEP Development, Student Support. Support educational goals. Support behavioral goals", "postedDate" : "2026-06-14T20:08:18.016", "createdAt" : "2026-06-14T20:08:18.016", "lastUpdated" : "2026-06-16T05:05:41.201", "ingestTimestamp" : "2026-06-14T20:08:18.016", "mongoId" : "6a2ca56174d8ee00a09b6130", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 60000, "salaryAnnualMax" : 85000, "salaryBand" : "50k-75k", "hasSalary" : true, "allSkills" : [ "Special education", "Behavioral goals support", "Educational goals support", "Special Education", "IEP Development", "Student Support", "IEP implementation", "Student record maintenance", "Progress reporting", "Lesson planning", "Standardized test administration", "Student data analysis", "Confidentiality management", "Individualized Education Program (IEP)", "State certification/licensure", "Google Docs", "MS Office Suite" ], "skillCount" : 17, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Mid", "dataQualityScore" : 0.7777778, "_score" : 1125.4728, "daysOld" : 1, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6960822e0937eae70e9c7f4c", "title" : "Teacher Special Education ABC", "company" : "Oakland Elementary", "industry" : "Education", "salary" : { "min" : 65000.0, "max" : 95000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline for a Mid-level Special Education Teacher in Richmond, United States, adjusted for the education industry." }, "location" : "TEXAS-RICHMOND-OAKLAND ELEMENTARY SCHOOL", "locations" : [ "TEXAS-RICHMOND-OAKLAND ELEMENTARY SCHOOL", "
OAKLAND ELEMENTARY SCHOOL (145)
4455 WATERSIDE ESTATES DRIVE
RICHMOND, 77469

" ], "certifications" : [ "Valid Teaching Certification Issued by Texas Education Agency", "Valid Special Education Certification EC-12", "Special Education Specialist Certification EC-12", "De-Escalation/Restraint Certification (CPI)" ], "timestamp" : "2026-06-16T02:47:57.732", "fingerprint" : "20bc78cf1783abc18f4e97b831dde3bec7054a165767b57b1f317f422dfce785", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa210.taleo.net/careersection/ex/jobdetail.ftl?job=178548", "externalId" : "178548", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Richmond", "state" : "Virginia", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "37.5385087,-77.4342800" } ], "locationText" : "Richmond, Virginia, United States", "employmentType" : "FULL_TIME", "professionalSkills" : [ "Behavioral intervention", "Data collection", "Instructional planning", "Curriculum alignment", "IEP implementation" ], "hardSkillsList" : [ "Lesson planning", "Behavior management", "Data analysis", "Record keeping", "Adaptive equipment use", "Assistive technology use", "Personal care", "Progress reporting", "IEP development", "PLAAFP development", "Goal setting", "ARD meeting participation", "FIE participation", "SHARS documentation" ], "hardSkills" : [ { "name" : "Lesson planning", "level" : "intermediate" }, { "name" : "Behavior management", "level" : "intermediate" }, { "name" : "Data analysis", "level" : "intermediate" }, { "name" : "Record keeping", "level" : "intermediate" }, { "name" : "Adaptive equipment use", "level" : "intermediate" }, { "name" : "Assistive technology use", "level" : "intermediate" }, { "name" : "Personal care", "level" : "intermediate" }, { "name" : "Progress reporting", "level" : "intermediate" }, { "name" : "IEP development", "level" : "intermediate" }, { "name" : "PLAAFP development", "level" : "intermediate" }, { "name" : "Goal setting", "level" : "intermediate" }, { "name" : "ARD meeting participation", "level" : "intermediate" }, { "name" : "FIE participation", "level" : "intermediate" }, { "name" : "SHARS documentation", "level" : "intermediate" } ], "majorSkills" : "Special education instruction, Behavioral strategies, IEP development, Student assessment", "majorSkillsList" : [ "Special education instruction", "Behavioral strategies", "IEP development", "Student assessment" ], "coreResponsibilities" : "Provide instruction to students with varying disabilities, Develop skills and knowledge for grade-level curriculum access, Use accommodations and/or modifications, Prepare lesson plans, Organize sequential and meaningful instructional materials, Gear instruction to student's assessed needs, Align instruction with IEP goals and objectives, Execute behavioral strategies as indicated in ARD documents, Intervene using behavior intervention strategies, Utilize data collection tools, Document ongoing student program, Maintain accurate records, Monitor and adjust instructional plans, Monitor and adjust behavioral plans, Monitor and adjust social emotional educational plans, Use appropriate adaptive equipment, Use assistive technology, Fully implement students' IEPS, Implement behavioral intervention plans, Implement social skills plans, Implement accommodations of materials, Implement modifications of materials, Implement accommodations of curriculum, Implement modifications of curriculum, Provide for basic needs of students, Assist with personal care, Assist with toileting, Assist with feeding, Collaborate with general education teachers, Maintain updated knowledge of prerequisite skills, Maintain confidentiality with regards to students, Work collaboratively with parents, Work collaboratively with students, Work collaboratively with school community personnel, Develop an individual education program (IEP), Develop present levels of academic achievement, Develop present levels of functional performance, Develop Annual Goals/Objectives, Arrange and prepare draft ARD documents, Participate in Full Individual Evaluation (FIE), Provide progress reports to parents, Participate in required ARD meetings, Follow district guidelines for serving students with disabilities, Follow state guidelines for serving students with disabilities, Follow federal guidelines for serving students with disabilities, Conduct tasks related to SHARS Program, Maintain tasks related to SHARS Program, Document provision of services, Participate in professional development activities, Provide support to paraprofessionals, Provide direction to paraprofessionals", "teamCollaboration" : "Collaborate with parents; Collaborate with students; Collaborate with school community; Collaborate with general education teachers", "domainKnowledge" : "Students with disabilities; Special education; IEP goals; Behavioral intervention plans; ARD documents; Full Individual Evaluation", "domainList" : [ "students-with-disabilities", "special-education", "iep-goals", "behavioral-intervention-plans", "ard-documents", "full-individual-evaluation" ], "domainSpecificKnowledge" : [ "Students with disabilities", "Special education", "IEP goals", "Behavioral intervention plans", "ARD documents", "Full Individual Evaluation" ], "toolProficiency" : [ "Adaptive equipment", "Assistive technology" ], "communicationSkills" : "Oral skills; Written skills", "documentationSkills" : "Data collection; Record keeping; Progress reports; ARD documents; SHARS documentation", "continuousLearning" : "Professional development activities", "problemSolvingSkills" : "Behavior intervention strategies", "specialRequirements" : "Lifting/carrying less than 40 pounds, Occasional walking, Occasional standing, Occasional sitting, Occasional bending, Occasional stooping, Occasional kneeling, Occasional crouching, Occasional crawling, Use hands to finger, Use hands to handle, Use hands to feel objects, Reach with hands, Talk or hear, Close vision, Color vision, Ability to adjust focus, Attendance at conferences, Attendance at professional development, Work prolonged hours, Work irregular hours, Maintain emotional control under stress, Work outside up to 25%, Exposure to elements, Exposure to inclement weather, Lifting students, Positioning students, Hands-on intervention strategies, Approved physical restraint strategies, Intervene with student behavior, Exposure to bodily fluids, Exposure to childhood illnesses, Exposure to pre-teen illnesses, Exposure to teen illnesses", "qualificationsBasic" : "Bachelor's degree, Valid Teaching Certification Issued by Texas Education Agency, Valid Special Education Certification EC-12, Demonstrate competency through Texas Content Competency Worksheet, Received statement of eligibility, Special Education Specialist Certification EC-12, De-Escalation/Restraint Certification (CPI) required to obtain once hired, Ability to plan and implement lessons, Ability to establish skills, both oral and written, Demonstrated knowledge of appropriate technology equipment and software programs, Proven ability to apply knowledge of current research and theory", "qualificationsPreferred" : "De-Escalation/Restraint Certification (CPI) preferred", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Overview The Teacher Special Education ABC Elementary will provide instruction in academic, behavior, social and self-care skills to students with disabilities using a variety of teaching techniques, materials and equipment. Academic, Behavior and Communication (ABC) services are designed to provide intensive educational services for students that require a highly structured environment. Students with ABC services typically demonstrate significant repetitive stereotypical or challenging behaviors, little to no functional communication skills, high need for visual/physical structure, and the need for \"ready to learn\" behavioral skills. Position Description Essential Duties and Responsibilities Service Delivery/Instruction Provide instruction to students with varying disabilities in the development of skills and knowledge that enables him or her to access the grade-level curriculum using accommodations and/or modifications in the least restrictive environment Prepare lesson plans and organize materials that are sequential and meaningful to instruction and geared to the student's assessed needs, IEP goals and objectives, functioning level, and aligned with the general education curriculum Execute behavioral strategies as indicated in students' ARD documents (e.g. reinforcements, consequences, contingencies, etc.). Intervene using a continuum of behavior intervention strategies, up to and including approved physical restraint when students are in danger of harming themselves or others Utilize data collection tools and assessment results to document ongoing student program maintain and retain accurate records, and monitor and adjust instructional, behavioral, and social emotional educational plans Use appropriate adaptive equipment and assistive technology as recommended by related service providers/ARD to facilitate learning, communication, mobility, and positioning Fully implement students' IEPS, including behavioral intervention plans, social skills, and accommodations/modification of materials/ and or curriculum Provide for basic needs of students' who, because of their disability are not able to care for themselves regarding personal care, including but not limited to toileting and feeding Collaborate with general education teachers to ensure full implementation of students' IEPs, including behavioral intervention plans, social skills, and accommodations/modification of materials and/or curriculum Maintain updated knowledge and understanding of prerequisite skills to students' assigned grade-level(s) content, Texas Essential Knowledge and Skills (TEKS) Compliance Maintain confidentiality with regards to student with disabilities as required by law Work collaboratively with parents, students, and school community personnel to develop an individual education program (IEP) for assigned students Develop present levels of academic achievement and functional performance (PLAAFP) and Annual Goals/Objectives based on documentation of performance to present during Annual, Review, and Dismissal (ARD) meetings Arrange and prepare draft ARD documents, participate in students' Full Individual Evaluation (FIE), provide progress reports to parents, and participated in required ARD meetings Follow all district, state, and federal guidelines related to serving students with disabilities Conduct and maintain tasks related to the School Health and Related Services Program (SHARS), including documentation of the provision of services Program Support Participate in appropriate professional development activities, as required or assigned by campus, district, or special education department Provide support and direction to paraprofessionals regarding the implementation of students' IEPs and needs Supervisory Responsibilities None Qualification Requirements To perform this job successfully, an individual must be able to perform each of the above essential duties satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or abilities, required unless otherwise stated as preferred. Reasonable accommodations may be made to enable individuals with disabilities to perform the essentials functions. Bachelor's degree Valid Teaching Certification Issued by Texas Education Agency appropriate to subject and grade level of assignment or demonstrate competency through the state's Texas Content Competency Worksheet (TCCW) or has received statement of eligibility Valid Special Education Certification EC-12, or Special Education Specialist Certification EC-12 De-Escalation/Restraint Certification (CPI) preferred or required to obtain once hired (district-provided training) Ability to plan and implement lessons based on needs and abilities of students Ability to establish and maintain effective relationships with students, peers and parents Excellent communication skills, both oral and written Demonstrated knowledge of appropriate technology equipment and software programs Proven ability to apply knowledge of current research and theory to instructional programs 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. Additional Information Work is performed in classrooms, community settings, offices, work stations and meeting rooms. The employee will be required to work outside up to 25% of the time and will be exposed to the elements and inclement weather. This position requires lifting and positioning students, controlling certain behavior through hands-on intervention strategies and approved physical restraint strategies. Teachers are expected to intervene with students' behavior, which can include aggression, self-injurious behaviors, disruptive behaviors, and self-stimulatory behaviors. The potential exists for exposure to bodily fluids and frequent childhood, pre-teen and teen illnesses. TEXAS-RICHMOND", "summaryDescription" : "Teacher Special Education ABC at Oakland Elementary. Skills: Special education instruction, Behavioral strategies, IEP development, Student assessment. Provide instruction to students with varying disabilities. 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and communication with students, support staff and parents. Students may have cognitive disabilities, communication disabilities and social, behavioral and/or emotional disabilities. Students served are in need of academic and/or adaptive behavior skills instruction.", "teamCollaboration" : "Participates in effective teaming skills, collaboration, conflict resolution and communication. Develops and maintains a professional rapport with classroom teacher and other staff. Interrelations: Contact with personnel within the district and with customers and vendors. Will be working under the direct supervision of the department supervisor in order to complete day to day tasks. Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy. Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues. Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service.", "toolProficiency" : [ "SMART boards, iPads, computers, copiers, scanners, fax machine" ], "communicationSkills" : "oral communication; written communication; verbal communication; written communication", "documentationSkills" : "record keeping; documenting occurrences", "continuousLearning" : "Acquires a minimum of 20 hours of in-service annually. After 3 years a minimum of 10 in-service hours is required. (Paras are encouraged to take advantage of in-services provided by the building or district.)", "problemSolvingSkills" : "conflict resolution; assessing crisis situations; intervening to defuse situations; make decisions", "specialRequirements" : "Be able to react immediately to an emergency situation for the safety and welfare of the students and staff, which may include the use of physical restraint technique. Be able to lift, carry, push and pull up to 20 pounds.", "outcomesObjectives" : "Provides feedback to students and teachers. Assists students through the use of questioning and discussion techniques. Assists with student engagement with the curriculum. Assists students with self-advocacy. Assists students in using technology. Assists the teacher with the designing of instruction and follow through. Assists the teacher in the development and implementation of the Individual Education Plan (IEP).", "qualificationsBasic" : "High School Diploma or GED equivalent required. Paras working in a Title School must have a minimum of 48 accredited college credits verifiable with a transcript or pass a state approved assessment.", "qualificationsPreferred" : "Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills. Some positions require in service, training or course work in first aide, symptoms of child abuse, and/or symptoms and signs of illness.", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: Para Sped High Incidence Position Function: Under the supervision of an administrator and direction of a certificated/licensed staff, assist the teacher in the education of students including instructional assistance, organization, record keeping, and management of student behavior, classroom safety, and communication with students, support staff and parents. Students may have cognitive disabilities, communication disabilities and social, behavioral and/or emotional disabilities. Students served are in need of academic and/or adaptive behavior skills instruction. Essential Performance Responsibilities: Supervises students in class setting as directed by the teacher Assists in managing classroom routines and procedures Assists in the interventions to redirect behavior, assesses crisis situations and intervenes to defuse situations, documents any occurrences, provides feedback to develop positive self-esteem of student Assists the teacher by supervising school activities on or off campus during the course of the instructional day Assists in the implementing of student behavior plan Assists students to and from assigned areas within the building to facilitate integration efforts Assists the teacher in the physical setup of the classroom for group instruction, projects, and activities Assists in the integration of technology into the classroom Participates in effective teaming skills, collaboration, conflict resolution and communication Provides individual and/or group instruction which may include regular education students in academic areas after initial instruction by teacher Is assigned to a regular classroom program where special education students are assigned Provides feedback to students and teachers Assists students through the use of questioning and discussion techniques Assists with student engagement with the curriculum Assists students with self-advocacy Assists students in using technology Exhibits oral and written communication that is clear and expressive Assists with child development and language acquisition Assists students with the integration into regular education classroom Assists the teacher with the designing of instruction and follow through Assists the teacher in the development and implementation of the Individual Education Plan (IEP) Demonstrates knowledge of district resources Assists the teacher with planning and implementation of any type of community based instruction Maintains high level of confidentiality of information regarding students and staff information and issues Models appropriate behavior for students Develops and maintains a professional rapport with classroom teacher and other staff Demonstrates sensitivity to the needs of students, staff, and parents Communicates with students, parents, instructional and support staff by letter, phone, e-mail, fax or personal contact as directed by the administrator or classroom teacher Observes and charts student behavior and assist in discipline of student as instructed by the teacher. Demonstrates the ability to prioritize and organize Demonstrates flexibility and responsiveness Attends and participates in staff meetings, PLCs and parent conferences as required Acquires a minimum of 20 hours of in-service annually. After 3 years a minimum of 10 in-service hours is required. (Paras are encouraged to take advantage of in-services provided by the building or district.) Assists students to and from buses and assisting the drivers until departure time Assists in the transportation of students Accepts the responsibility for travel between buildings and assignments when necessary Assists in caring for student's medical needs when under the direct supervision of the school nurse or other appropriate professional Assists students with basic needs including but not limited to self-care, hygiene, feeding, (may include tube feeding), toileting, diapering, dressing and physical transfers Additional Duties: Assists with additional duties as assigned by supervisor. Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with USD 259's guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Be able to work in various weather conditions Be able to react immediately to an emergency situation for the safety and welfare of the students and staff, which may include the use of physical restraint technique Be able to walk long distances, stand for long periods, bend, twist, balance, stoop, climb steps and reach overhead Possess the manual dexterity, physical ability and stamina for a full day of physical activity Be able to see and hear well Be able to lift, carry, push and pull up to 20 pounds. Knowledge, Skills, and Abilities: Demonstrated proficiency in developing and delivering training to meet the targeted needs of the identified audience Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibit a professional manner and a positive attitude Use good judgment to make decisions on recurring assignments Display a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: High School Diploma or GED equivalent required Paras working in a Title School must have a minimum of 48 accredited college credits verifiable with a transcript or pass a state approved assessment Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Some positions require in service, training or course work in first aide, symptoms of child abuse, and/or symptoms and signs of illness FLSA Status: Non-Exempt", "summaryDescription" : "Para Special Education High Incidence at Samuel E Spaght Science and Communications Magnet Elementary School. 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true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6a2c7a9b74d8ee00a0945fa0", "title" : "Special Education Teacher", "company" : "Learning Network", "industry" : "Education", "salary" : { "min" : 50000.0, "max" : 65000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : false }, "location" : "Remote", "locations" : [ "Remote" ], "certifications" : [ "Teacher certification" ], "timestamp" : "2026-06-15T07:30:36.272", "fingerprint" : "84a8dd28bc149c330ff0f967c8ca981c5aa68ce4f935b7dc29e0795929579bc9", "source" : "greenhouse", "language" : "en", "applyUrl" : "https://job-boards.greenhouse.io/learningnetwork/jobs/4203132009", "externalId" : "4203132009", "industryFunction" : { }, "structuredLocations" : [ { "workMode" : "remote" } ], "locationText" : "", "minimumEducation" : "Bachelor's", "professionalSkills" : [ "IEP creation", "Service delivery", "Instructional adaptation" ], "hardSkillsList" : [ "Special Education practices", "Student progress monitoring", "Record keeping", "Caseload management", "Grading", "Feedback delivery" ], "hardSkills" : [ { "name" : "Special Education practices", "level" : "intermediate" }, { "name" : "Student progress monitoring", "level" : "intermediate" }, { "name" : "Record keeping", "level" : "intermediate" }, { "name" : "Caseload management", "level" : "intermediate" }, { "name" : "Grading", "level" : "intermediate" }, { "name" : "Feedback delivery", "level" : "intermediate" } ], "majorSkills" : "Special Education, IEP implementation, Student engagement", "majorSkillsList" : [ "Special Education", "IEP implementation", "Student engagement" ], "coreResponsibilities" : "Serve students, families, colleagues, Monitor student engagement, Monitor academic progress, Foster genuine relationships, Communicate consistently, Prepare IEP meetings, Schedule IEP meetings, Chair IEP meetings, Personalize instruction, Implement student IEPs, Provide grading, Provide feedback, Manage caseload, Keep detailed records, Collaborate with peers, Collaborate with teachers, Collaborate with service providers, Collaborate with leaders, Engage in professional development, Attend meetings, Attend training, Teach within curriculum, Provide individualized support, Adapt materials, Support proctoring, Travel for proctoring, Advance mission", "teamCollaboration" : "Collaborate with peers; Collaborate with teachers; Collaborate with service providers; Collaborate with leaders", "domainKnowledge" : "Special Education practices; IEP creation; IEP implementation; Accommodations; Service delivery", "domainList" : [ "special-education-practices", "iep-creation", "iep-implementation", "accommodations", "service-delivery" ], "domainSpecificKnowledge" : [ "Special Education practices", "IEP creation", "IEP implementation", "Accommodations", "Service delivery" ], "toolProficiency" : [ "Mac OS", "Google Workspace", "Learning management systems", "Task tools", "Asana", "E-IEP Pro", "Enrich" ], 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"rawDescription" : "Company Summary Learning Network is a growing, innovative, and customer-centric educational services company. We seek creative and tenacious individuals to help us drive success through service. Service is very important to us. At Learning Network, you will be among people who care about their customers and colleagues. We prioritize service by ensuring the details are done and done well - every time. We make promises, and we keep those promises. We recognize that our customers and employees don’t have to choose us. As such, service is embedded deep within our culture - and providing white-glove service is an expectation of every employee. At Learning Network, you’ll be a part of something special. You’ll sleep better knowing you make a difference by bringing the most innovative education to thousands of students. You’ll do this amongst a supportive community of people who care. In return, you’ll care. You’ll show you care by being teachable, doing your job well, and valuing the relationships with your colleagues. You’ll achieve your goals and play nicely in the sandbox with others while doing it. We don’t do drama, and neither should you. Working at Learning Network isn’t for everyone. But for those who choose to commit to hard work, service, students, and colleagues, it’s an incredibly rewarding experience. Impact spot struggling or disengaged students early and launch timely, personalized interventions and accommodations that reignite momentum. Coordinate with teachers to implement required accommodations and deliver timely grading and powerful, meaningful feedback that reinforces learning, celebrates growth, builds self-efficacy, and equips students to conquer challenges with confidence. Essential Duties Serve students, families, and colleagues with genuine professionalism, integrity, humility, and a white-glove mindset that makes every interaction feel personal and uplifting. Own daily monitoring of student engagement and academic progress towards IEP goals; act swiftly and thoughtfully when support is needed most. Foster genuine relationships through consistent, reliable, multi-channel communication that makes students and families feel supported all day, every school day. Prepare for, schedule, and chair IEP meetings, contributing meaningful insight into student progress and needs. Personalize instruction implementing student IEPs with accuracy and consistency, ensuring all services and supports are delivered as written with the clarity and encouragement that sparks deep student understanding and success. Provide prompt, high-quality grading and feedback that inspires forward movement and long-term growth. Demonstrate flexibility and organization in managing a caseload that may shift throughout the school year due to rolling enrollment and changing student needs. Keep meticulously detailed, organized records to ensure nothing falls through the cracks and all state and federal Special Education requirements, timelines, and documentation standards are maintained. Collaborate enthusiastically with peers, general education teachers, service providers, and leaders to build alignment, continuity of support and to ultimately amplify student success. Engage fully in professional development, meetings, and training to continuously elevate your impact on the success of special education students. Teach faithfully within the assigned curriculum, providing individualized support through live instruction, feedback, targeted intervention, and specialized adaptation of materials for diverse learners. Support proctoring during testing windows, including occasional travel, to ensure fair and secure assessments. Embrace other duties as needed to advance our mission. Work Schedule ensure any outside employment does not interfere with performance and is approved in writing in advance. Maintain a private, professional, distraction-free remote workspace with reliable high-speed internet that supports video and required tools. Maintain consistent daily availability; absences exceeding two consecutive instructional days materially disrupt student support, engagement, and progress monitoring and generally cannot be accommodated during the instructional term. This Role Is Your Calling If: You wake up energized by the chance to be a consistent, believing adult in the life of a special education student—especially when the world feels overwhelming. You thrive on forging real relationships that spark \"aha\" moments, rebuild confidence, and drive lasting growth. You're wired for excellence: self-driven, ultra-responsive, and proud to own every student's progress as if it were your own family member. You see online education as a superpower—providing access to personalized learning and instruction to exceptional and underserved students anywhere. You embrace clear structure, metrics, and accountability because they fuel your ability to deliver extraordinary results. This Role May Not Align If: You seek high flexibility in your schedule or a self-paced workday. You prefer minimal direct interaction with students or parents. You dislike proactive outreach such as phone calls or frequent messaging. You expect primarily asynchronous teaching with limited real-time engagement. You struggle with tight responsiveness, follow-through, or time management under metrics. You want to balance this position with another job. You resist oversight, performance tracking, or structured expectations. Knowledge, Skills, and Abilities Strong interpersonal skills to communicate clearly, empathetically, and professionally. Deep understanding of Special Education practices, including IEP creation, implementation, accommodations, and service delivery. Ability to build rapport, gain commitment, and explain concepts using varied methods. Extreme ownership of outcomes with high self-motivation, discipline, and accountability to exceed expectations. Proven content knowledge and prior educational success with students from a variety of backgrounds. Strong organizational skills, time management, attention to detail, and the ability to handle competing priorities. Independent work capability paired with effective remote team collaboration. Proficiency with Mac OS, Google Workspace, learning management systems, and task tools (e.g., Asana); quick adaptation to new technologies. Willingness and ability to travel to assigned testing locations for proctoring. Qualifications Bachelor’s or Master’s degree in Special Education (required) Teacher certification and an approved teacher preparation program (required) Ability to obtain certifications in Arizona, Colorado, Washington, and other states as may be assigned (required) 3+ years of special education experience (preferred) 2+ years online teaching experience (preferred) Proficiency in using software programs for IEP documentation, including e-IEP Pro, Enrich, or similar platforms (preferred) Ability to pass required background checks (required) Base Pay Range $50,000—$65,000 USD Benefits Medical, dental, and vision employee coverage for as little as $1 each per month; Personal paid time off in addition to major holidays; Short-term disability insurance, long-term disability insurance, life insurance, and AD and 401(k) with employer contributing a dollar-for-dollar match of employee contributions up to 6% of employee earnings.", "summaryDescription" : "Special Education Teacher at Learning Network. 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Guided by individualized learning, therapeutic integration, and collaboration, we empower students to grow and prepare for meaningful adult lives. Join our team and help students write their new story. As a Special Education Teacher at New Story Schools, you will design and deliver individualized instruction that helps every student make meaningful progress. You’ll create a structured, engaging classroom that supports both learning and social-emotional growth. What You’ll Need - Bachelor’s degree and valid Pennsylvania Special Education teaching certification - Minimum three months of experience working with students with disabilities - Knowledge of child development, differentiated instruction, and behavior management - Strong organizational and communication skills - Ability to lead and collaborate within a multidisciplinary team What You’ll Do - Develop and implement IEPs and lesson plans that meet each student’s needs - Deliver engaging instruction using varied teaching methods - Manage classroom behavior and ensure a safe learning environment - Track progress and prepare required documentation and reports - Lead and support classroom staff to ensure consistent implementation of student plans Why You’ll Love Working Here - Enjoy both paid time off and extra paid school breaks (for select roles), plus paid holidays - Wellness perks including gym discounts, mindfulness apps, and prescription savings - Tuition reimbursement, career development programs, and leadership training - 401(k) retirement savings with a 4% company match and immediate vesting - Health, dental, and vision insurance - Free Employee Assistance Program with confidential counseling, life coaching, and mental health resources - Life insurance, disability coverage, and Health Savings Account (HSA) contributions at no cost to you New Story Schools is an equal opportunity employer, committed to diversity and inclusion in the workplace. 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Meets established outcomes based on student's individual education plan (IEP) and capacity to master learning objectives. Provides activities designed to create interest and enthusiasm for personal grasp of knowledge. 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Designs a grading system which encourages motivation and participation; collects and enters student data in computer from charts and observations and reports progress in growth and development regularly as required Designs classroom rules for student interaction (courtesy and respect for belongings, space and ideas), self control, working independently, appropriately gaining the floor, and accepting reminders from teacher; designs systems for handling all behavior (from simple infractions to severe behavior) Prepares physical condition of classroom to reflect seasons and subject matter to facilitate student learning Keeps daily records on but not limited to student attendance, learning and social needs, assignments, assessments and discipline; supervises paraprofessional(s) Manages all job duties with the mobility, agility, dexterity and focused observation necessary to adequately perform the essential duties, as described above Additional Duties: Assists with additional duties as assigned by supervisor. Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with WPS guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Occasional lifting up to 20 lbs. Occasional carrying up to 20 lbs. 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"name" : "Academic curriculum", "level" : "intermediate" }, { "name" : "IEP implementation", "level" : "intermediate" }, { "name" : "Lesson plan preparation", "level" : "intermediate" }, { "name" : "Assessment results utilization", "level" : "intermediate" }, { "name" : "Adaptive equipment use", "level" : "intermediate" }, { "name" : "Assistive technology use", "level" : "intermediate" }, { "name" : "Personal care provision", "level" : "intermediate" }, { "name" : "TEKS compliance", "level" : "intermediate" }, { "name" : "Progress reporting", "level" : "intermediate" }, { "name" : "ARD document preparation", "level" : "intermediate" }, { "name" : "Professional development participation", "level" : "intermediate" }, { "name" : "Paraprofessional support", "level" : "intermediate" }, { "name" : "UIL rules adherence", "level" : "intermediate" }, { "name" : "Athletic program support", "level" : "intermediate" } ], "majorSkills" : "Special Education, In-Class Support, Co-Teaching, IEP Development", "majorSkillsList" : [ "Special Education", "In-Class Support", "Co-Teaching", "IEP Development" ], "coreResponsibilities" : "Provide instruction to students with disabilities, Access grade-level curriculum, Prepare lesson plans, Organize instructional materials, Maintain knowledge of disability awareness, Plan and implement specially designed instruction, Provide instruction and assessments, Utilize data collection tools, Monitor and adjust educational plans, Use adaptive equipment, Use assistive technology, Fully implement students' IEPS, Provide for basic needs of students, Collaborate with general education teachers, Maintain updated knowledge of content, Maintain confidentiality of student information, Work collaboratively with parents and students, Develop individual education program (IEP), Develop present levels of academic achievement, Develop functional performance goals, Develop Annual Goals/Objectives, Arrange and prepare draft ARD documents, Participate in students' Full Individual Evaluation, Provide progress reports to parents, Participate in required ARD meetings, Serve as Special Education Case Manager, Follow district, state, and federal guidelines, Conduct and maintain SHARS tasks, Participate in professional development, Provide support to paraprofessionals, Participate in Professional Learning Communities, Perform coaching duties as assigned, Assist Athletic Department with budget, Assist Athletic Department with schedules, Assist Athletic Department with facility care", "teamCollaboration" : "Collaborate with general education teachers; Work collaboratively with parents; Work collaboratively with students; Work collaboratively with school community personnel; Participate in Professional Learning Communities; Collaborate with Athletic Department", "domainKnowledge" : "Special Education Law; UIL rules and regulations", "domainList" : [ "special-education-law", "uil-rules-and-regulations" ], "domainSpecificKnowledge" : [ "Special Education Law", "UIL rules and regulations" ], "documentationSkills" : "Maintain accurate records; Document provision of services; Develop PLAAFP; Develop Annual Goals/Objectives; ARD documents; Progress reports", "continuousLearning" : "Participate in professional development", "specialRequirements" : "Lifting and positioning students, Hands-on intervention strategies, Physical restraint strategies, Intervene with student behavior, Exposure to bodily fluids, Exposure to childhood illnesses, Work outside up to 25%, Work prolonged or irregular hours, Maintain emotional control under stress", "qualificationsBasic" : "Bachelor's degree, EC-12 Special Education certification, Valid Driver's license", "qualificationsPreferred" : "CDL Certification preferred if coaching, Coaching experience preferred if coaching", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Overview The Teacher SPED HS Co-Teach/IC Support will provide instruction in academic, behavior, social and self-care skills to students with disabilities using a variety of teaching techniques, materials and equipment. In-Class Support/Co-teach services are designed for students with varying disabilities receiving instruction in the general education setting. Any teacher who will coach a UIL sport will also provide athletic services related to that athletic sport and the athletic program. Position Description Essential Duties and Responsibilities Service Delivery/Instruction Provide instruction to students with varying disabilities in the development of skills and knowledge that enables him or her to access the grade-level curriculum using accommodations and/or modifications in the least restrictive environment Prepare lesson plans and organize materials that are sequential and meaningful to instruction and geared to the students' assessed needs, IEP goals and objectives, functioning level, and aligned with the general education curriculum Maintain knowledge of disability awareness in order to plan and implement appropriate specially designed instruction to enable students full access to the general education curriculum Plan, develop, and provide instruction and assessments to students with Co-Teach and In-Class Support special education services Utilize data collection tools and assessment results to document ongoing student program, maintain and retain accurate records, and monitor and adjust instructional, behavioral, and social emotional educational plans Use appropriate adaptive equipment and assistive technology as recommended by related service providers/ARD to facilitate learning, communication, mobility, and positioning Fully implement students' IEPS, including behavioral intervention plans, social skills, and accommodations/modification of materials/ and or curriculum Provide for basic needs of students who, because of their disability are not able to care for themselves regarding personal care, including but not limited to toileting and feeding Collaborate with general education teachers to ensure full implementation of students' IEPs, including behavioral intervention plans, social skills, and accommodations/modification of materials and/or curriculum Maintain updated knowledge and understanding of assigned grade-level(s) content, Texas Essential Knowledge and Skills (TEKS) Compliance Maintain confidentiality with regards to student with disabilities as required by law Work collaboratively with parents, students, and school community personnel to develop an individual education program (IEP) for assigned students Develop present levels of academic achievement and functional performance (PLAAFP) and Annual Goals/Objectives based on documentation of performance to present during Annual, Review, and Dismissal (ARD) meetings Arrange and prepare draft ARD documents, participate in students' Full Individual Evaluation (FIE), provide progress reports to parents, and participated in required ARD meetings Serve as a Special Education Case Manager for assigned students served with special education services Follow all district, state, and federal guidelines related to serving students with disabilities Conduct and maintain tasks related to the School Health and Related Services Program (SHARS), including documentation of the provision of services Program Support Participate in appropriate professional development activities, as required or assigned by campus, district, or special education department Provide support and direction to paraprofessionals regarding the implementation of students' IEPs and needs Participate in Professional Learning Communities (PLCs) and other collaborative meetings to review, evaluate, and plan for the needs of students served with special education services If the position is tied to coaching a UIL sport, the following essential duties and responsibilities are applicable to coaching: Perform coaching duties as assigned as well as other duties required for the smooth, efficient operation of a successful athletic program Possess knowledge and adhere to UIL rules and regulations Assist the Athletic Department with budget, schedules, care/use of facilities Communicate with the Athletic Department on a regular basis Supervisory Responsibilities None Qualification Requirements To perform this job successfully, an individual must be able to perform each of the above essential duties satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or abilities, required unless otherwise stated as preferred. Reasonable accommodations may be made to enable individuals with disabilities to perform the essentials functions. Bachelor's degree in Education or related field Valid Teaching Certification Issued by Texas Education Agency appropriate to subject and grade level of assignment or demonstrate competency through the state's Texas Content Competency Worksheet (TCCW) or has received statement of eligibility Valid Special Education Certification EC-12, or Special Education Specialist Certification EC-12 Valid Driver's license with CDL Certification preferred if coaching a UIL sport Coaching experience preferred if coaching a UIL sport 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. Additional Information The employee will be required to work outside up to 25% of the time and will be exposed to the elements and inclement weather. This position requires lifting and positioning students, controlling certain behaviors through hands-on intervention strategies and approved physical restraint strategies. Teachers are expected to intervene with students' behavior, which can include aggression, self-injurious behaviors, disruptive behaviors, and self-stimulatory behaviors. The potential exists for exposure to bodily fluids and frequent childhood preteen and teen illnesses. This position is funded by grant funds. This position may be discontinued if grant funds are no longer available. TEXAS", "summaryDescription" : "High School: Teacher Special Education In-Class Support/Co-Teach 2026-2027. Skills: Special Education, In-Class Support, Co-Teaching, IEP Development. Provide instruction to students with disabilities. Access grade-level curriculum", "createdAt" : "2026-06-14T19:47:24.530", "lastUpdated" : "2026-06-16T03:35:39.197", "ingestTimestamp" : "2026-06-14T19:47:24.530", "mongoId" : "69ce5e5f9bc74574cb67a56f", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 55000, "salaryAnnualMax" : 75000, "salaryBand" : "50k-75k", "hasSalary" : true, "allSkills" : [ "Special education instruction", "Behavioral intervention", "Social skills development", "Self-care skills", "Academic curriculum", "IEP implementation", "Lesson plan preparation", "Assessment results utilization", "Adaptive equipment use", "Assistive technology use", "Personal care provision", "TEKS compliance", "Progress reporting", "ARD document preparation", "Professional development participation", "Paraprofessional support", "UIL rules adherence", "Athletic program support", "Special Education", "In-Class Support", "Co-Teaching", "IEP Development", "Instructional planning", "Data collection", "Record maintenance", "Case management", "Coaching duties", "Special Education Law", "UIL rules and regulations", "EC-12 Special Education certification", "Valid Driver's license", "CDL Certification" ], "skillCount" : 32, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Mid", "dataQualityScore" : 0.6666667, "_score" : 1097.3407, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6a2ca4ef74d8ee00a09b3e2c", "title" : "High School Art Teacher", "company" : "Belmont Charter Network", "location" : "Philadelphia, Pennsylvania, United States", "locations" : [ "Philadelphia", "Pennsylvania", "United States" ], "certifications" : [ "Valid and active Pennsylvania Instructional" ], "timestamp" : "2026-06-15T10:02:43.158", "fingerprint" : "1f160644219ac7449eed3b1d9d18d7172d41fe57e1dcfb0b24652144eabc75a1", "source" : "greenhouse", "language" : "en", "applyUrl" : "https://job-boards.greenhouse.io/belmontcharternetwork/jobs/4267559009", "externalId" : "4267559009", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Philadelphia", "state" : "Pennsylvania", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite" } ], "locationText" : "Philadelphia, Pennsylvania, United States", "employmentType" : "FULL_TIME", "minimumEducation" : "Bachelor", "experienceMinYears" : 1, "experienceMaxYears" : 2, "experienceLevel" : "Junior", "professionalSkills" : [ "Trauma-informed practice" ], "hardSkillsList" : [ "Valid and active Pennsylvania Instructional", "Pennsylvania State Police Criminal Background Check Clearance (Act 34)", "Pennsylvania Child Abuse History Clearance (Act 151)", "Federal Bureau of Investigation Record Check Clearance (Act 114)", "Sexual Misconduct/Abuse Disclosure Clearance (Act 168)" ], "softSkillsList" : [ "Communication, Collaboration, Teamwork" ], "hardSkills" : [ { "name" : "Valid and active Pennsylvania Instructional", "level" : "intermediate" }, { "name" : "Pennsylvania State Police Criminal Background Check Clearance (Act 34)", "level" : "intermediate" }, { "name" : "Pennsylvania Child Abuse History Clearance (Act 151)", "level" : "intermediate" }, { "name" : "Federal Bureau of Investigation Record Check Clearance (Act 114)", "level" : "intermediate" }, { "name" : "Sexual Misconduct/Abuse Disclosure Clearance (Act 168)", "level" : "intermediate" } ], "softSkills" : [ { "name" : "Communication, Collaboration, Teamwork" } ], "majorSkills" : "Lesson planning, Classroom management, Student assessment, Curriculum development, Working with diverse students", "majorSkillsList" : [ "Lesson planning, Classroom management, Student assessment, Curriculum development, Working with diverse students" ], "coreResponsibilities" : "The High School Art Teacher is responsible for supporting students’ success by ensuring the school day structure runs efficiently. Plan, prepare, and deliver lesson plans and instructional materials that facilitate active learning. Execute school-wide duties in accordance with school rules and procedures, such as lunch, recess, hallway, or other duties in the school as assigned. Instruct and monitor students in the use of learning materials and equipment. Manage student behavior in the classroom by establishing and enforcing rules and procedures.", "teamCollaboration" : "Collaborate with colleagues to enhance curriculum and instructional methods. Participate in department, school, district, and parent meetings.", "communicationSkills" : "Communicate effectively with students, parents/guardians, and school administrators; Encourage parent and community involvement; Obtain information for parents when requested; Promptly return phone calls; Answer emails", "documentationSkills" : "Maintain accurate records of student attendance, grades, and performance", "continuousLearning" : "A commitment to being a lifelong learner, a commitment to refining your craft.", "innovationCreativity" : "Creative problem solving.", "problemSolvingSkills" : "Creative problem solving", "specialRequirements" : "All employees must be able to provide a Pennsylvania State Police Criminal Background Check Clearance (Act 34), a Pennsylvania Child Abuse History Clearance (Act 151), a Federal Bureau of Investigation Record Check Clearance (Act 114), and a Sexual Misconduct/Abuse Disclosure Clearance (Act 168) before starting work on campus.", "outcomesObjectives" : "Guide and encourage students to develop and fulfill their academic potential, by the mission and standards of Belmont Charter Network.", "qualificationsBasic" : "B. A. /B. S. degree from an accredited institution. 1-2 years of classroom experience, preferably in urban settings. Demonstrated preparation and skill in working with students from diverse cultural, economic, and ability backgrounds.", "qualificationsPreferred" : "Previous experience working with children preferred.", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Thank you for your interest in joining Belmont Charter Network! We’re excited that you’re considering a career with us. At Belmont, our mission is to provide each student with a high-quality education supported by services that meet the needs of the whole child. Our success starts with passionate, dedicated team members who believe in the power of education to create lasting change. We’re always looking for talented individuals who are committed to equity, collaboration, and growth—both for themselves and the communities we serve. Belmont Charter Network is a family of 5 community schools centered on the central mission to promote the academic, social, and emotional well-being of each child. Our schools are supported by a non-profit partner to provide holistic services to the school, including out-of-school time, our social work project, and Head Start. How do we do this? We do it by ensuring our students have access to complete support both in and out of the classroom through a talented team of teachers, leaders, social workers, and partners. We believe that schools and learning should be joyful! You can find more about our core values and vision here. We believe that education is the single biggest way we can disrupt the systemic racism that impacts Philadelphia and, by extension, our country. We are a mission-centered organization that has grown since our founding over 20 years ago to be the organization that serves Philadelphia today. Learn more about our partners who support this vision by creating a full scope of community support for our students and families. Our approach is grounded in trauma-informed practice, which you can read more about here. Your areas of knowledge and expertise: Demonstrated skill in working with students from diverse cultural, economic, and ability backgrounds. Creative problem solving A commitment to being a lifelong learner, a commitment to refining your craft A knack for connecting with people across differences, including parents, colleagues, and students. Position Summary: The High School Art Teacher is responsible for supporting students’ success by ensuring the school day structure runs efficiently. The ideal candidate will have a strong background in education, excellent communication skills, and a commitment to fostering a positive learning environment for students. We are currently seeking a teacher to plan, organize, and implement an appropriate instructional program in an elementary learning environment that guides and encourages students to develop and fulfill their academic potential, by the mission and standards of Belmont Charter Network. This is a 10-month position that is supervised by a member of the school leadership team. Detailed Responsibilities: Develop and implement lesson plans that align with curriculum standards and educational goals. Create a supportive and engaging classroom environment that promotes student learning and participation. Assess student progress and provide feedback to students and parents/guardians. Collaborate with colleagues to enhance curriculum and instructional methods. Maintain accurate records of student attendance, grades, and performance. Communicate effectively with students, parents/guardians, and school administrators. Plan, prepare, and deliver lesson plans and instructional materials that facilitate active learning. Execute school-wide duties in accordance with school rules and procedures, such as lunch, recess, hallway, or other duties in the school as assigned. Instruct and monitor students in the use of learning materials and equipment. Manage student behavior in the classroom by establishing and enforcing rules and procedures. Participate in department, school, district, and parent meetings. Other duties as assigned by the supervisor Qualifications: Education and Experience: B.A./B. S. degree from an accredited institution; 1-2 years of classroom experience, preferably in urban education; Valid and active Pennsylvania Instructional Certificate; All employees must be able to provide a Pennsylvania State Police Criminal Background Check Clearance (Act 34), a Pennsylvania Child Abuse History Clearance (Act 151), a Federal Bureau of Investigation Record Check Clearance (Act 114), and a Sexual Misconduct/Abuse Disclosure Clearance (Act 168) before starting work on campus Skills and Abilities: Demonstrate preparation and skill in working with students from diverse cultural, economic, and ability backgrounds. Encourage parent and community involvement, obtain information for parents when requested, promptly return phone calls, and answer emails. Participate in appropriate professional activities. Participate in extracurricular activities such as social activities, sporting activities, clubs, and student organizations as directed. Ability to work with students from diverse backgrounds and a variety of individualized needs Previous experience working with children preferred Thank you for taking the time to apply to Belmont Charter Network. We truly appreciate your interest and the effort you put into your application. Our team is committed to ensuring that every candidate receives communication and updates throughout the hiring process. We value your time and interest, and we look forward to learning more about you as we continue our review process.", "summaryDescription" : "High School Art Teacher at Belmont Charter Network. Skills: Lesson planning, Classroom management, Student assessment, Curriculum development, Working with diverse students. The High School Art Teacher is responsible for supporting students’ success by ensuring the school day structure runs efficiently. Plan, prepare, and deliver lesson plans and instructional materials that facilitate active learning. Execute school-wide duties in accordance with school rules and procedures, such as lunch, rece", "postedDate" : "2026-06-14T18:01:01.249", "createdAt" : "2026-06-14T18:01:01.249", "lastUpdated" : "2026-06-15T10:02:43.158", "ingestTimestamp" : "2026-06-14T18:01:01.249", "mongoId" : "6a2ca4ef74d8ee00a09b3e2c", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "hasSalary" : false, "allSkills" : [ "Valid and active Pennsylvania Instructional", "Pennsylvania State Police Criminal Background Check Clearance (Act 34)", "Pennsylvania Child Abuse History Clearance (Act 151)", "Federal Bureau of Investigation Record Check Clearance (Act 114)", "Sexual Misconduct/Abuse Disclosure Clearance (Act 168)", "Communication, Collaboration, Teamwork", "Lesson planning, Classroom management, Student assessment, Curriculum development, Working with diverse students", "Trauma-informed practice" ], "skillCount" : 8, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Junior", "dataQualityScore" : 0.8888889, "_score" : 1085.5825, "daysOld" : 0, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "69fd35614c40e2acd1b31eb1", "title" : "Interrelated-Elem (2026-2027 School Year)", "company" : "Benton Elementary School", "industry" : "Education", "salary" : { "min" : 45000.0, "max" : 65000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline for a Mid-level Elementary Teacher in Benton, United States, adjusted for the education industry." }, "location" : "Benton Elementary School", "locations" : [ "Benton Elementary School", "338 S. Woodchuck Lane", "67209" ], "certifications" : [ "Kansas Teaching License", "Adaptive Endorsement", "K-9 Certification", "K-6 Certification", "Special Education Waiver" ], "timestamp" : "2026-06-16T01:30:16.786", "fingerprint" : "1d3bdceba6b1cb398693ceecf733b07800a6bc98268137ae89c64b961990dedc", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=93934", "externalId" : "93934", "industryFunction" : { }, "structuredLocations" : [ { "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "United States", "employmentType" : "FULL_TIME", "minimumEducation" : "Bachelor's", "professionalSkills" : [ "Team player", "Decision making", "Prioritization" ], "hardSkillsList" : [ "Student data input", "Grading system design", "Behavior management systems" ], "hardSkills" : [ { "name" : "Student data input", "level" : "intermediate" }, { "name" : "Grading system design", "level" : "intermediate" }, { "name" : "Behavior management systems", "level" : "intermediate" } ], "majorSkills" : "Special education, IEP development, Student instruction", "majorSkillsList" : [ "Special education", "IEP development", "Student instruction" ], "coreResponsibilities" : "Plan student instruction, Lead student instruction, Facilitate student learning, Provide instruction, Meet established outcomes, Provide activities, Participate on pre-assessment teams, Determine necessity for student initiatives, Schedule IEP meetings, Attend IEP meetings, Diagnose student needs, Implement IEP for each student, Define daily expectations, Structure daily expectations, Communicate daily expectations, Communicate with regular education staff, Report grades, Input student data, Negotiate schedules, Communicate with participants, Control classroom, Adapt course content, Adjust course content, Discern memory building means, Assist individual students, Work with students individually, Work with students in small groups, Present listening opportunities, Present learning opportunities, Prepare events, Display events, Prepare reinforcement activities, Encourage participation, Plan assessments, Design subject-based reinforcement, Design grading system, Collect student data, Enter student data, Report progress, Design classroom rules, Handle all behavior, Prepare physical classroom condition, Supervise paraprofessionals, Manage job duties, Perform essential duties", "teamCollaboration" : "Multi-disciplinary team; Regular education staff; Internal and external customers; Colleagues", "domainKnowledge" : "Special education; Individual education plan (IEP)", "domainList" : [ "special-education", "individual-education-plan-iep" ], "domainSpecificKnowledge" : [ "Special education", "Individual education plan (IEP)" ], "toolProficiency" : [ "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "communicationSkills" : "Verbal communication; Written communication; Communicate with Supervisor; Communicate with parents; Communicate with staff; Communicate with students; Customer service", "documentationSkills" : "Daily records; Student attendance records; Learning needs records; Social needs records; Assignment records; Assessment records", "specialRequirements" : "Occasional lifting up to 20 lbs, Occasional carrying up to 20 lbs, Pushing/pulling up to 20 lbs, Frequent reaching below waist, Occasional reaching waist to shoulder, Limited overhead reaching, Frequent sitting, Frequent standing/walking, Limited travel between schools, Limited travel to central offices", "outcomesObjectives" : "Maximum student learning; Student grasp of knowledge; Student academic objectives; Student daily living objectives; Student social skills objectives", "qualificationsBasic" : "Valid Kansas Teaching License, Adaptive Endorsement, K-9 or K-6 Certification, Special Education Waiver obtained", "qualificationsPreferred" : "Prior teaching experience", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: Interrelated Elementary Teacher Position Function: This position plans, leads, facilitates and provides instruction for maximum student learning in the Interrelated Classroom providing appropriate curriculum to identified special education students. Meets established outcomes based on student's individual education plan (IEP) and capacity to master learning objectives. Provides activities designed to create interest and enthusiasm for personal grasp of knowledge. Essential Performance Responsibilities: Participates on pre-assessment teams to determine necessity for comprehensive student evaluation; initiates, schedules and attends IEP meetings; works with multi-disciplinary team to diagnose need; structures/implements IEP for each student identified Defines, structures, and communicates daily expectations according to IEP including but not limited to course goals, objectives, learning methods and activities Communicates with regular education staff members on course instructional and meditative strategies and objectives, students' grasp of material and their outcomes and perspectives for applications of materials learned Receives and reports grades, in-puts student data via computer, negotiates schedules and communicates with all pertinent participants--administration, parents,staff, students, etc. Controls classroom and individual behavior; adapts and adjusts course content and reading levels to specify skills to be taught; discerns means of building memory and study skills; and assists individual students in achieving academic, daily living and social skills, learning objectives by working with them individually and in small groups Presents various listening and learning opportunities appropriate to each student's IEP including by not limited to lecture, VCR, TV, support of regular classroom teachers and other presentations and/or opportunities inside or outside Prepares, displays events and reinforcement activities which encourage participation Evaluates and Communicates Plans assessments for evaluation to include but not limited to various diagnostic techniques: standardized survey and criterion-referenced test; teacher developed oral and written tests; student personal indices (effort, potential, interests, memory) Designs subject-based reinforcement to follow assessments and student's learning objectives (computer, lab activities, working independently or on group projects, field/community reinforcement.) Designs a grading system which encourages motivation and participation; collects and enters student data in computer from charts and observations and reports progress in growth and development regularly as required Designs classroom rules for student interaction (courtesy and respect for belongings, space and ideas), self control, working independently, appropriately gaining the floor, and accepting reminders from teacher; designs systems for handling all behavior (from simple infractions to severe behavior) Prepares physical condition of classroom to reflect seasons and subject matter to facilitate student learning Keeps daily records on but not limited to student attendance, learning and social needs, assignments, assessments and discipline; supervises paraprofessional(s) Manages all job duties with the mobility, agility, dexterity and focused observation necessary to adequately perform the essential duties, as described above Additional Duties: Assists with additional duties as assigned by supervisor. Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with WPS guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Occasional lifting up to 20 lbs. Occasional carrying up to 20 lbs. Pushing/pulling up to 20 lbs. for distances of up to more than 100 feet Frequent reaching below waist, occasional reaching waist to shoulder, and limited overhead reaching Frequent sitting Frequent standing/walking Knowledge, Skills, and Abilities: Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibits a professional manner and a positive attitude Uses good judgment to make decisions on recurring assignments Displays a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: Valid Kansas Teaching License required Adaptive Endorsement required; Primary Teachers must have K-9 or K-6 Certification Master's in Special Education or Enrolled in a Special Education Degree Program with Plan of Study on file with District and Special Education Waiver obtained Prior teaching experience preferred FLSA Status: Exempt", "summaryDescription" : "Interrelated-Elem (2026-2027 School Year) at Benton Elementary School. Skills: Special education, IEP development, Student instruction. Plan student instruction. 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GEORGE BUSH HIGH SCHOOL (11)
6707 FM 1464
RICHMOND, 77407

" ], "certifications" : [ "Texas Educational Aide Certification", "De-Escalation/Restraint Certification", "Applied Behavior Analysis (ABA) training" ], "timestamp" : "2026-06-16T06:08:51.756", "fingerprint" : "0d1b6e76b9d7609dc5587343b3489c255eb8b41c5480656c1ed3eae690e65f3f", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa210.taleo.net/careersection/ex/jobdetail.ftl?job=179868", "externalId" : "179868", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Richmond", "state" : "Texas", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "29.5821811,-95.7607832" } ], "locationText" : "Richmond, Texas, United States", "minimumEducation" : "Associate's", "technicalSkills" : "Windows Operating System, Microsoft Office, Microsoft Word, Microsoft Excel, Microsoft PowerPoint", "professionalSkills" : [ "Behavioral strategies", "Academic lessons", "Functional lessons", "Personal care services", "Data collection" ], "hardSkillsList" : [ "IEP targets", "Behavior data" ], "hardSkills" : [ { "name" : "IEP targets", "level" : "intermediate" }, { "name" : "Behavior data", "level" : "intermediate" } ], "majorSkills" : "Student support, Curriculum access, Behavior intervention, Personal care", "majorSkillsList" : [ "Student support", "Curriculum access", "Behavior intervention", "Personal care" ], "coreResponsibilities" : "Provide direct support to students, Assist teacher and staff, Implement Individualized Education Plan, Document student's IEP, Maintain safe environment, Maintain engaging environment, Interact with students, Ensure student safety, Ensure student engagement, Assist with classroom management, Maintain alert attention, Supervise students, Execute behavioral strategies, Intervene using behavior strategies, Implement academic lessons, Implement functional lessons, Assist students with personal care, Record implementation of services, Record implementation of supports, Collect data on IEP targets, Collect data on behavior, Maintain confidentiality", "teamCollaboration" : "In collaboration with teacher", "domainKnowledge" : "Special education; Individualized Education Plan; Least restrictive environment; Behavior intervention strategies; Physical restraint strategies; Bodily fluids; Childhood illnesses", "domainList" : [ "special-education", "individualized-education-plan", "least-restrictive-environment", "behavior-intervention-strategies", "physical-restraint-strategies", "bodily-fluids", "childhood-illnesses" ], "domainSpecificKnowledge" : [ "Special education", "Individualized Education Plan", "Least restrictive environment", "Behavior intervention strategies", "Physical restraint strategies", "Bodily fluids", "Childhood illnesses" ], "toolProficiency" : [ "Microsoft Office", "Microsoft Word", "Microsoft Excel", "Microsoft PowerPoint" ], "communicationSkills" : "Communicate information; Communicate ideas", "documentationSkills" : "Documenting IEP; Record implementation of services; Record implementation of supports; Collect data on IEP targets; Collect data on behavior", "continuousLearning" : "Attendance at conferences; Professional development", "problemSolvingSkills" : "Intervene with student behavior", "specialRequirements" : "Lifting/carrying less than 40 pounds, Work outside up to 25%, Exposed to elements, Exposed to inclement weather, Lifting and positioning students, Controlling behaviors, Hands-on behavior intervention, Approved physical restraint, Intervene with aggression, Intervene with self-injurious behaviors, Intervene with disruptive behaviors, Intervene with self-stimulatory behaviors, Normal safety precautions, Potential exposure to bodily fluids, Frequent childhood illnesses, Prolonged or irregular hours, Maintain emotional control, Work under stress", "qualificationsBasic" : "Minimum of 48 college hours, Passing score on Para Professional Assessment", "qualificationsPreferred" : "Texas Educational Aide Certification, De-Escalation/Restraint Certification, Applied Behavior Analysis (ABA) training", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Overview The Aide Special Education ABC/SAILS HS will provide direct support/services to students with disabilities in a variety of educational settings in order to access the curriculum in the student's least restrictive environment. Assist teacher and staff in performing a variety of tasks by implementing and/or documenting the student's Individualized Education Plan, including academics, behavior, communication, social and personal care skills. The incumbent will maintain an environment that is safe and engaging for all students. Position Description Essential Duties and Responsibilities Service Delivery Interact with students in a variety of settings to ensure student safety and engagement (e.g., hallways, classroom, restroom, playground, arrival / departure) Assist with classroom management by maintaining alert attention regarding supervision of students at all times in a variety of settings Execute behavioral strategies as identified by the teacher based upon ARD documents (e.g., reinforcements, consequences, contingencies) Intervene using a continuum of behavior intervention strategies, up to and including approved physical restraint when student is in danger of harming self or others Implement academic / functional lessons under the guidance and direction of the teacher in a variety of settings (e.g., large group, small group, or independent practice) Assist students with personal care services (e.g., feeding, cleaning, dressing, lifting, positioning, transitioning, toileting, changing) – may be more than 50% of the work day Compliance Record implementation of services and supports on approved logs (e.g., inclusive support logs, accommodation logs) Routinely collect data on IEP targets and behavior (skills development and mastery) in collaboration with the teacher Maintain confidentiality of student information Teacher Support Prepare instructional materials under the guidance and direction of the teacher Supervisory Responsibilities None Qualification Requirements To perform this job successfully, an individual must be able to perform each of the above essential duties satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or abilities, required unless otherwise stated as preferred. Reasonable accommodations may be made to enable individuals with disabilities to perform the essentials functions. Minimum of 48 college hours or passing score on the Para Professional Assessment of Knowledge and Skills Test Texas Educational Aide Certification preferred or required to obtain once hired De-Escalation/Restraint Certification preferred or required to obtain once hired (district-provided training) Applied Behavior Analysis (ABA) training preferred or required to obtain once hired Proficient in using Windows Operating System as well as Microsoft Office applications (Microsoft Word, Excel, and PowerPoint) Ability to effectively communicate information and ideas both verbally and in writing 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. Additional Information Work is performed in the classroom, community setting, offices, work stations, and meeting rooms. The employee will be required to work outside up to 25% of the time and will be exposed to the elements and inclement weather. The position requires lifting and positioning students, controlling certain behaviors through hands-on behavior intervention strategies and approved physical restraint strategies. Paraprofessionals are expected to intervene with students' behavior, which can include aggression, self-injurious, disruptive, and self-stimulatory behaviors. Work involves everyday risks and discomforts which require normal safety precautions when operating equipment or performing job duties, as well as potential exposure to bodily fluids and frequent childhood, pre-teen, and teen illnesses. May work prolonged or irregular hours and must be able to maintain emotional control under stress. This position is funded by grant funds. This position may be discontinued if grant funds are no longer available. TEXAS-RICHMOND", "summaryDescription" : "Special Education ABC/SAILS Aide - George Bush High School. Skills: Student support, Curriculum access, Behavior intervention, Personal care. Provide direct support to students. 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"structuredLocations" : [ { "city" : "New York", "state" : "New York", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "40.7127281,-74.0060152" } ], "locationText" : "New York, New York, United States", "employmentType" : "FULL_TIME", "minimumEducation" : "Bachelor's", "experienceMinYears" : 2, "experienceMaxYears" : 5, "experienceLevel" : "Mid", "technicalSkills" : "Educational technology", "professionalSkills" : [ "IEP process", "Instructional strategies", "Student assessment", "Classroom management", "Professional development", "Parent communication" ], "hardSkillsList" : [ "IEP writing", "Lesson planning", "Differentiated instruction", "Progress monitoring", "Questioning strategies", "Student record keeping", "Grading practices", "Behavior policies", "Problem solving" ], "hardSkills" : [ { "name" : "IEP writing", "level" : "intermediate" }, { "name" : "Lesson planning", "level" : "intermediate" }, { "name" : "Differentiated instruction", "level" : "intermediate" }, { "name" : "Progress monitoring", "level" : "intermediate" }, { "name" : "Questioning strategies", "level" : "intermediate" }, { "name" : "Student record keeping", "level" : "intermediate" }, { "name" : "Grading practices", "level" : "intermediate" }, { "name" : "Behavior policies", "level" : "intermediate" }, { "name" : "Problem solving", "level" : "intermediate" } ], "majorSkills" : "Special education, Humanities instruction, IEP development", "majorSkillsList" : [ "Special education", "Humanities instruction", "IEP development" ], "coreResponsibilities" : "Provide instruction in Humanities, Meet IEP goals, Write IEP teacher reports, Submit high quality reports, Make topics meaningful, Make activities relevant, Integrate technology resources, Develop differentiated lesson plans, Differentiate instruction, Implement alternative teaching model, Focus on students with IEPs, Progress monitor student performance, Maintain clear records, Demonstrate student growth, Demonstrate student learning, Link content to learning experiences, Use various instructional strategies, Differentiate learning, Use questioning strategies, Engage students, Promote learning, Monitor student understanding, Adjust teaching, Maximize student learning, Provide participation opportunities, Explain content, Demonstrate skills, Hold learners responsible, Use assessment results, Modify instruction, Use teacher-made tests, Use standardized tests, Measure student performance, Use oral assessment, Use non-verbal assessment, Use written assessment, Organize student records, Maintain student records, Use student records, Make instructional decisions, Monitor student progress, Provide meaningful feedback, Use grading practices, Use ranking practices, Use scoring practices, Record student achievement, Report student achievement, Use precise language, Use acceptable oral expression, Use acceptable written communication, Articulate learning goals, Articulate instructional procedures, Model caring, Model fairness, Model courtesy, Model respect, Model active listening, Model concern for well being, Seek positive student interactions, Maintain positive student interactions, Seek student interests, Seek student opinions, Enforce behavior policies, Invest students in community, Communicate behavior expectations, Monitor student behavior, Provide constructive feedback, Create physical setting, Establish routines, Promote learning, Minimize disruption, Structure transitions, Manage emergency situations, Work cooperatively with co-teacher, Work cooperatively with colleagues, Maintain professional appearance, Follow dress code policy, Interact ethically with colleagues, Interact professionally with colleagues, Interact ethically with students, Interact professionally with students, Carry out duties, Follow policies, Follow practices, Follow regulations, Select appropriate channels, Resolve concerns, Resolve problems, Maintain 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"middle-school-students", "mtss-program" ], "domainSpecificKnowledge" : [ "Special education", "Middle school students", "MTSS program" ], "toolProficiency" : [ "PowerSchool", "Google Classroom" ], "communicationSkills" : "Oral expression; Written communication; Parent communication", "documentationSkills" : "IEP reports; Student records", "continuousLearning" : "Professional growth activities; Conferences; Workshops; Course work; Committees; Professional organizations; New methods of instruction", "problemSolvingSkills" : "Problem-solving skills", "outcomesObjectives" : "Meet IEP goals; Demonstrate student growth; Demonstrate student learning; Maximize student learning", "qualificationsBasic" : "NYS certification Special Education, 2 years prior teaching experience, Demonstrated success working in non-traditional school settings, Demonstrated success working in urban school settings, Excellent oral communication skills, Excellent written communication skills, Experience with educational technology", "qualificationsPreferred" : "Master's Degree in Special Education, Middle school teaching experience", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Classification Exempt, 10-Month Employee Reports to MS Principal Overview Dr. Richard Izquierdo Health & Science Charter School is seeking a certified, or on the pathway to, and experienced special education teachers to provide instruction to our middle school students in the area of Humanities. Under the general supervision of the Principal, teachers work collaboratively with other teachers within their department and across other content areas. Responsibilities Content Knowledge and Planning Knowledge of the IEP process, referral process, reading IEPs and putting plans into place to meet IEP goals Ability to write IEP teacher reports and submit high quality reports on a deadline Exhibit an understanding of and skills relevant to the subject area(s) taught Demonstrate an ability to make topics and activities meaningful and relevant to each student Integrate available technology resources compatible with students’ needs and abilities Develop lesson plans that are clear, logical, and sequential as well as differentiated based on the students you serve Plan with appropriate specialist(s) to differentiate instruction to meet the needs of all students Instructional Strategies Implement the alternative teaching model (small group instruction) in two content areas, focused on students who have IEPs and have been identified as Tier 2 or Tier 3 students based on our MTSS program Progress monitor students’ performance over time by maintaining clear and accurate records that demonstrate evidence of student growth and learning Link present content/skills with past and future learning experiences Effectively use various instructional strategies (e.g., modeling, cooperative learning, collaboration, and reading and writing in the content areas) to differentiate learning for all students Effectively use questioning strategies to engage students and promote learning Monitor students’ understanding of the lesson and adjusts teaching when appropriate Maximize student learning by providing opportunities for all learners to participate actively and successfully Explain content and demonstrates skills in a variety of ways to meet the needs of all students Hold each learner individually responsible for learning Assessment Use results of a variety of assessments to monitor and modify instruction as needed Effectively use both teacher-made and standardized tests, as appropriate, to measure student performance Use oral, non-verbal, and written forms of student assessment Organize, maintain, and use records of student progress to make effective instructional decisions Continuously monitor students’ progress before, during, and after instruction, and provides meaningful feedback Demonstrate competence in the use of acceptable grading/ranking/scoring practices in recording and reporting student achievement Student Communication and Rapport Use precise language and acceptable oral expression and written communication Articulate clear learning goals and instructional procedures for the lesson to the students Model caring, fairness, courtesy, respect and active listening Model concern for students’ emotional and physical well being Seek and maintains positive interactions with students in all school settings Seek information about student interests and opinions Classroom Management Enforce the school’s student behavior policies while investing students in the classroom community Communicate clear expectations about behavior to students and parents Actively monitor student behavior and provides feedback in a constructive manner to students and parents Create a physical setting and establishes routines that promote learning and minimize disruption Structure transitions in an efficient and constructive manner Manage emergency situations, as they occur, in school settings Professional Demeanor and Development Work cooperatively with a co-teacher and all colleagues for the benefit of students Maintain a professional appearance following the school’s dress code policy Interact with colleagues and students in an ethical and professional manner Carry out duties in accordance with established policies, practices, and regulations. Select appropriate channels for resolving concerns and problems, and maintain confidentiality Complete all classroom and school assignments and responsibilities in a timely and effective manner Participate in professional growth activities including conferences, workshops, course work and committees or membership in professional organizations Explore and apply knowledge and information about new or improved methods of instruction and related issues Identify areas of personal strength and weakness and seek improvement of skills and professional performance Be self-reflective to improve upon your practice on a regular basis School Community and Culture Initiate communication with parents or guardians concerning student progress or problems in a timely manner Respond promptly to parental concerns and encourage parental involvement within the school Interact with parents and the community by providing useful information regarding the school Work cooperatively with community members in carrying our school and community sponsored functions Build collaborative relationships with colleagues, sharing teaching insights and coordinating student learning Support school goals and initiatives and complete other duties as assigned Skills and Abilities Plan, organize, develop and conduct a comprehensive teaching and instruction program Provide appropriate and effective learning experiences for pupils from a wide range achievement levels Effectively assess the instructional and educational needs of pupils, and design, develop, and implement sound instructional and educational programs Provide a motivating and stimulating learning environment Follow safety procedures and written and verbal instructions Work effectively with staff, students, and public Organize tasks, set priorities and meet deadlines, manage multiple tasks Demonstrate good judgment and good problem-solving skills Respond appropriately to evaluation and changes in the work setting Knowledge or ability to use SIS (student information systems) or online learning platforms (PowerSchool, Google Classroom, etc.) Qualifications Bachelor’s Degree required, Master’s Degree in Special Education preferred NYS certification Special Education preferred (must be on the pathway) At least 2 years prior teaching experience in middle school preferred Demonstrated success working in non-traditional and/or urban school settings Excellent oral and written communication skills Experience with educational technology Supervisory Responsibilities None Position Type and Expected Hours of Work This is a full-time 10-month position. The regular hours and workdays are Monday through Friday, 7:55 am to 3:55 pm in addition to any special events to which all staff are expected to attend. Salary Range $75,000 - $105,000 annually (Based on Experience) Travel Minimum to no travel required EEO Statement Dr. Richard Izquierdo Health and Science Charter School provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state or local laws. 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"locationText" : "Human Resources", "employmentType" : "FULL_TIME", "minimumEducation" : "Bachelor's", "experienceMinYears" : 2, "experienceMaxYears" : 5, "experienceLevel" : "Mid", "professionalSkills" : [ "IEP process", "Instructional strategies", "Student assessment", "Classroom management", "Professional development", "Parent communication" ], "hardSkillsList" : [ "Differentiated instruction", "Progress monitoring", "Questioning strategies", "Record keeping", "Grading practices", "Behavior policies", "Problem-solving skills" ], "hardSkills" : [ { "name" : "Differentiated instruction", "level" : "intermediate" }, { "name" : "Progress monitoring", "level" : "intermediate" }, { "name" : "Questioning strategies", "level" : "intermediate" }, { "name" : "Record keeping", "level" : "intermediate" }, { "name" : "Grading practices", "level" : "intermediate" }, { "name" : "Behavior policies", "level" : "intermediate" }, { "name" : "Problem-solving skills", "level" : "intermediate" } ], "majorSkills" : "Special education, STEM instruction, IEP development", "majorSkillsList" : [ "Special education", "STEM instruction", "IEP development" ], "coreResponsibilities" : "Provide instruction in Science and Math, Meet IEP goals, Write IEP teacher reports, Submit high quality reports on a deadline, Make topics and activities meaningful and relevant, Integrate available technology resources, Develop lesson plans, Differentiate instruction based on students, Plan with specialist to differentiate instruction, Implement alternative teaching model, Progress monitor students' performance, Maintain clear and accurate records, Link present content/skills with past and future learning, Use various instructional strategies, Use questioning strategies to engage students, Monitor students’ understanding, Adjust teaching when appropriate, Maximize student learning, Provide opportunities for all learners to participate, Explain content in a variety of ways, Hold each learner individually responsible for learning, Use results of assessments to monitor and modify, Use teacher-made and standardized tests, Measure student performance, Use oral, non-verbal, and written forms of student, Organize, maintain, and use records of student progress, Make effective instructional decisions, Continuously monitor students’ progress, Provide meaningful feedback, Demonstrate competence in grading/ranking/scoring practices, Record and report student achievement, Use precise language, Use acceptable oral expression, Use acceptable written communication, Articulate clear learning goals, Articulate instructional procedures, Model caring, fairness, courtesy, respect, Model active listening, Model concern for students’ emotional and physical well, Seek and maintain positive interactions with students, Seek information about student interests and opinions, Enforce school’s student behavior policies, Invest students in the classroom community, Communicate clear expectations about behavior to students and, Actively monitor student behavior, Provide feedback in a constructive manner to students, Create a physical setting that promotes learning, Establish routines that promote learning, Minimize disruption, Structure transitions in an efficient and constructive manner, Manage emergency situations, Work cooperatively with a co-teacher, Work cooperatively with all colleagues, Maintain a professional appearance, Follow school’s dress code policy, Interact with colleagues and students in an ethical, Carry out duties in accordance with established policies,, Select appropriate channels for resolving concerns and problems, Maintain confidentiality, Complete all classroom and school assignments and responsibilities, Participate in professional growth activities, Explore and apply knowledge about new or improved, Identify areas of personal strength and weakness, Seek improvement of skills and professional performance, Be self-reflective to improve upon your practice, Initiate communication with parents or guardians, Respond promptly to parental concerns, Encourage parental involvement within the school, Interact with parents and the community, Provide useful information regarding the school, Work cooperatively with community members, Build collaborative relationships with colleagues, Share teaching insights, Coordinate student learning, Support school goals and initiatives, Complete other duties as assigned, Plan, organize, develop and conduct a comprehensive teaching, Provide appropriate and effective learning experiences for pupils, Effectively assess the instructional and educational needs of, Design, develop, and implement sound instructional and educational, Provide a motivating and stimulating learning environment, Follow safety procedures, Follow written and verbal instructions, Work effectively with staff, students, and public, Organize tasks, Set priorities, Meet deadlines, Manage multiple tasks, Demonstrate good judgment, Demonstrate good problem-solving skills, Respond appropriately to evaluation, Respond appropriately to changes in the work setting, Use student information systems, Use online learning platforms", "teamCollaboration" : "Collaborate with other teachers; Work cooperatively with colleagues", "domainKnowledge" : "Special education; Middle school students; Science; Math; MTSS program", "domainList" : [ "special-education", "middle-school-students", "science", "math", "mtss-program" ], "domainSpecificKnowledge" : [ "Special education", "Middle school students", "Science", "Math", "MTSS program" ], "toolProficiency" : [ "PowerSchool", "Google Classroom" ], "communicationSkills" : "Oral communication; Written communication", "documentationSkills" : "IEP teacher reports", "continuousLearning" : "Professional growth activities; Conferences; Workshops; Course work; Committees; Membership in professional organizations", "problemSolvingSkills" : "Problem-solving skills", "specialRequirements" : "10-Month Employee", "qualificationsBasic" : "Bachelor's Degree required, NYS certification Special Education preferred, 2 years prior teaching experience in middle school preferred, Demonstrated success working in non-traditional and/or urban school settings, Excellent oral and written communication skills, Experience with educational technology", "qualificationsPreferred" : "Master's Degree in Special Education preferred, NYS certification Special Education preferred, 2 years prior teaching experience in middle school preferred", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "$5,000 Sign-On Bonus! Classification Exempt, 10-Month Employee Reports to MS Principal Overview Dr. Richard Izquierdo Health & Science Charter School is seeking a certified, or on the pathway to, and experienced special education teacher to provide instruction to our middle school students in the areas of Science and Math. Under the general supervision of the Principal, teachers work collaboratively with other teachers within their department and across other content areas. Responsibilities Content Knowledge and Planning Knowledge of the IEP process, referral process, reading IEPs and putting plans into place to meet IEP goals Ability to write IEP teacher reports and submit high quality reports on a deadline Exhibit an understanding of and skills relevant to the subject area(s) taught Demonstrate an ability to make topics and activities meaningful and relevant to each student Integrate available technology resources compatible with students’ needs and abilities Develop lesson plans that are clear, logical, and sequential as well as differentiated based on the students you serve Plan with appropriate specialist(s) to differentiate instruction to meet the needs of all students Instructional Strategies Implement the alternative teaching model (small group instruction) in two content areas, focused on students who have IEPs and have been identified as Tier 2 or Tier 3 students based on our MTSS program Progress monitor students’ performance over time by maintaining clear and accurate records that demonstrate evidence of student growth and learning Link present content/skills with past and future learning experiences Effectively use various instructional strategies (e.g., modeling, cooperative learning, collaboration, and reading and writing in the content areas) to differentiate learning for all students Effectively use questioning strategies to engage students and promote learning Monitor students’ understanding of the lesson and adjusts teaching when appropriate Maximize student learning by providing opportunities for all learners to participate actively and successfully Explain content and demonstrates skills in a variety of ways to meet the needs of all students Hold each learner individually responsible for learning Assessment Use results of a variety of assessments to monitor and modify instruction as needed Effectively use both teacher-made and standardized tests, as appropriate, to measure student performance Use oral, non-verbal, and written forms of student assessment Organize, maintain, and use records of student progress to make effective instructional decisions Continuously monitor students’ progress before, during, and after instruction, and provides meaningful feedback Demonstrate competence in the use of acceptable grading/ranking/scoring practices in recording and reporting student achievement Student Communication and Rapport Use precise language and acceptable oral expression and written communication Articulate clear learning goals and instructional procedures for the lesson to the students Model caring, fairness, courtesy, respect and active listening Model concern for students’ emotional and physical well being Seek and maintains positive interactions with students in all school settings Seek information about student interests and opinions Classroom Management Enforce the school’s student behavior policies while investing students in the classroom community Communicate clear expectations about behavior to students and parents Actively monitor student behavior and provides feedback in a constructive manner to students and parents Create a physical setting and establishes routines that promote learning and minimize disruption Structure transitions in an efficient and constructive manner Manage emergency situations, as they occur, in school settings Professional Demeanor and Development Work cooperatively with a co-teacher and all colleagues for the benefit of students Maintain a professional appearance following the school’s dress code policy Interact with colleagues and students in an ethical and professional manner Carry out duties in accordance with established policies, practices, and regulations. Select appropriate channels for resolving concerns and problems, and maintain confidentiality Complete all classroom and school assignments and responsibilities in a timely and effective manner Participate in professional growth activities including conferences, workshops, course work and committees or membership in professional organizations Explore and apply knowledge and information about new or improved methods of instruction and related issues Identify areas of personal strength and weakness and seek improvement of skills and professional performance Be self-reflective to improve upon your practice on a regular basis School Community and Culture Initiate communication with parents or guardians concerning student progress or problems in a timely manner Respond promptly to parental concerns and encourage parental involvement within the school Interact with parents and the community by providing useful information regarding the school Work cooperatively with community members in carrying our school and community sponsored functions Build collaborative relationships with colleagues, sharing teaching insights and coordinating student learning Support school goals and initiatives and complete other duties as assigned Skills and Abilities Plan, organize, develop and conduct a comprehensive teaching and instruction program Provide appropriate and effective learning experiences for pupils from a wide range achievement levels Effectively assess the instructional and educational needs of pupils, and design, develop, and implement sound instructional and educational programs Provide a motivating and stimulating learning environment Follow safety procedures and written and verbal instructions Work effectively with staff, students, and public Organize tasks, set priorities and meet deadlines, manage multiple tasks Demonstrate good judgment and good problem-solving skills Respond appropriately to evaluation and changes in the work setting Knowledge or ability to use SIS (student information systems) or online learning platforms (PowerSchool, Google Classroom, etc.) Qualifications Bachelor’s Degree required, Master’s Degree in Special Education preferred NYS certification Special Education preferred (must be on the pathway) At least 2 years prior teaching experience in middle school preferred Demonstrated success working in non-traditional and/or urban school settings Excellent oral and written communication skills Experience with educational technology Supervisory Responsibilities None Position Type and Expected Hours of Work This is a full-time 10-month position. The regular hours and workdays are Monday through Friday, 7:55 am to 3:55 pm in addition to any special events to which all staff are expected to attend. Salary Range $75,000 - $105,000 annually (Based on Experience) Travel Minimum to no travel required EEO Statement Dr. Richard Izquierdo Health and Science Charter School provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state or local laws. This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, and transfer, leaves of absence, compensation and training.", "summaryDescription" : "Middle School STEM Special Education Teacher at Dr. Richard Izquierdo Health & Science Charter School. Skills: Special education, STEM instruction, IEP development. Provide instruction in Science and Math. Meet IEP goals", "postedDate" : "2026-06-12T22:17:33.402", "createdAt" : "2026-06-12T22:17:33.402", "lastUpdated" : "2026-06-15T00:49:18.003", "ingestTimestamp" : "2026-06-12T22:17:33.402", "mongoId" : "6a2c5f2c74d8ee00a08e9915", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 75000, "salaryAnnualMax" : 105000, "salaryBand" : "75k-100k", "hasSalary" : true, "allSkills" : [ "Differentiated instruction", "Progress monitoring", "Questioning strategies", "Record keeping", "Grading practices", "Behavior policies", "Problem-solving skills", "Special education", "STEM instruction", "IEP development", "IEP process", "Instructional strategies", "Student assessment", "Classroom management", "Professional development", "Parent communication", "Middle school students", "Science", "Math", "MTSS program", "NYS certification Special Education", "PowerSchool", "Google Classroom" ], "skillCount" : 23, "jobCategory" : "other", "jobSubcategory" : "middle-school", "dataQualityScore" : 1.0, "_score" : 1040.6827, "daysOld" : 2, "hasLocation" : true, "hasGeo" : true }, { "id" : "6a2ce3b974d8ee00a0a6128c", "title" : "High School Mathematics Teacher", "company" : "AkroTech High School", "industry" : "Education", "salary" : { "min" : 58000.0, "max" : 85000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "The estimation is based on the market baseline for a High School Mathematics Teacher in Akron, United States, with adjustments for mid-seniority and the education industry." }, "location" : "Akron, OH", "locations" : [ "Akron, OH" ], "certifications" : [ "High School Mathematics Teacher certification" ], "timestamp" : "2026-06-16T06:13:14.058", "fingerprint" : "a45bbc8ed2ad922695fa6bf6fac43fe837e9f22e82f988a345029e91227d5c9a", "source" : "jazzhr", "language" : "en", "externalId" : "KLwR9wRIUS", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Akron", "state" : "Ohio", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "41.0830640,-81.5184850" } ], "locationText" : "Akron, Ohio, United States", "majorSkills" : "Mathematics instruction", "majorSkillsList" : [ "Mathematics instruction" ], "coreResponsibilities" : "Teach mathematics courses, Develop lesson plans, Assess student progress, Manage classroom environment, Collaborate with colleagues, Communicate with parents", "teamCollaboration" : "Colleagues; Parents", "domainKnowledge" : "High school mathematics curriculum", "domainList" : [ "high-school-mathematics-curriculum" ], "domainSpecificKnowledge" : [ "High school mathematics curriculum" ], "qualificationsBasic" : "High School Mathematics Teacher certification", "remoteFriendly" : true, "workSiteFlexibility" : "Onsite", "summaryDescription" : "High School Mathematics Teacher at AkroTech High School. Skills: Mathematics instruction. Teach mathematics courses. Develop lesson plans", "createdAt" : "2026-06-14T19:12:09.607", "lastUpdated" : "2026-06-16T06:13:14.058", "ingestTimestamp" : "2026-06-14T19:12:09.607", "mongoId" : "6a2ce3b974d8ee00a0a6128c", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 58000, "salaryAnnualMax" : 85000, "salaryBand" : "50k-75k", "hasSalary" : true, "allSkills" : [ "Mathematics instruction", "High school mathematics curriculum", "High School Mathematics Teacher certification" ], "skillCount" : 3, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Mid", "dataQualityScore" : 0.5555556, "_score" : 1040.5505, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.95 } ], "status" : 200, "message" : "OK", "pagination" : { "page" : 0, "limit" : 50, "totalCount" : 8179, "totalPages" : 164, "hasNext" : true, "hasPrevious" : false } }

Special Education Teacher Interrelated Secondary High School Jobs in Austin

Special Education Teacher- Interrelated Secondary High School