{ "count" : 10720, "data" : [ { "id" : "6960822e0937eae70e9c7f61", "title" : "Teacher Special Education Elementary - RDSPD 2025-2026", "industry" : "Education", "salary" : { "min" : 65000.0, "max" : 85000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "The estimation is based on the market baseline for a Mid-level Special Education Teacher in Sugar Land, United States, adjusted for the education industry." }, "location" : "TEXAS-SUGAR LAND-SETTLERS WAY ELEMENTARY SCHOOL", "locations" : [ "TEXAS-SUGAR LAND-SETTLERS WAY ELEMENTARY SCHOOL", "
SETTLERS WAY ELEMENTARY SCHOOL (120)
3015 SETTLERS WAY BLVD.
SUGAR LAND, 77479

" ], "certifications" : [ "Valid Texas Teacher Certification", "Teacher of the Deaf Certification", "De-Escalation/Restraint Certification", "Assessment of Sign Communication" ], "timestamp" : "2026-06-15T06:50:44.772", "fingerprint" : "27ec1afa0902c0c3da983c4d4407ead22825cd0d4b023203d975a0e5a6ecc7a7", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa210.taleo.net/careersection/ex/jobdetail.ftl?job=138948", "externalId" : "138948", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Sugar Land", "state" : "Texas", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "29.6196787,-95.6349463" } ], "locationText" : "Sugar Land, Texas, United States", "employmentType" : "FULL_TIME", "professionalSkills" : [ "Human development", "Disabilities knowledge" ], "hardSkillsList" : [ "Sign communication", "Instructional planning", "Curriculum adaptation", "Behavior intervention" ], "hardSkills" : [ { "name" : "Sign communication", "level" : "intermediate" }, { "name" : "Instructional planning", "level" : "intermediate" }, { "name" : "Curriculum adaptation", "level" : "intermediate" }, { "name" : "Behavior intervention", "level" : "intermediate" } ], "majorSkills" : "Deaf Education, IEP development, Total Communication", "majorSkillsList" : [ "Deaf Education", "IEP development", "Total Communication" ], "coreResponsibilities" : "Provide direct classroom instruction, Conduct instructional services, Work collaboratively with parents, Apply knowledge of human development, Plan and implement curriculum, Prepare lesson plans, Prepare and organize materials, Use adaptive equipment, Implement students' IEPs, Provide for basic needs, Safeguard confidentiality, Use assessment procedures, Document student progress, Maintain accurate records, Collaborate with staff, Direct activities of aide, Participate in ARD meetings, Support student services, Provide direction to staff, Consult with staff, Train staff, Work with administration, Plan RDSPD information, Provide RDSPD information, Interact with support staff, Collaborate with support staff, Meet needs of students, Participate in training, Participate in professional development", "teamCollaboration" : "Work with parents; Work with students; Work with school personnel; Work with community personnel; Collaborate with staff; Collaborate with RDSPD support staff; Collaborate with administrative staff; Interact with RDSPD support staff", "domainKnowledge" : "Total Communication Classrooms", "domainList" : [ "total-communication-classrooms" ], "domainSpecificKnowledge" : [ "Total Communication Classrooms" ], "toolProficiency" : [ "Adaptive equipment", "Assistive technology" ], "communicationSkills" : "Oral communication; Written communication; Sign communication", "documentationSkills" : "Maintain accurate records; Document student progress", "continuousLearning" : "Professional development", "specialRequirements" : "Work outside up to 25%, Exposed to elements, Inclement weather, Lifting and positioning students, Controlling behavior, Hands-on intervention, Physical restraint strategies, Intervene with student behavior, Exposure to bodily fluids, Exposure to illnesses", "qualificationsBasic" : "Bachelor's Degree in Deaf Education, Valid Texas Teacher Certification, Demonstrate competency through HOUSSE, De-Escalation/Restraint Certification required, Assessment of Sign Communication required", "qualificationsPreferred" : "Master's Degree in Deaf Education", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Overview The Teacher Special Education Elementary RDSPD will provide direct classroom instruction in academic, behavior, social and self-care, consistent with requirements of state and federal laws as specified in each student's Individual Education Plan's skills for student in the Regional Day School Program for the Deaf. Position Description Essential Duties and Responsibilities Service Delivery Conduct instructional services that are appropriate and consistent with goals contained in students' Individualized Education Plan (IEP) to meet their unique needs and are consistent with state and federal laws Work collaboratively with parents, students, and school/community personnel in the development of clear, measurable Individual Education 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 accommodations, modification, and adaptations Prepare lesson plans that are developmentally and age-appropriate based on the student's IEP Prepare and organize materials to implement daily lesson plans Use appropriate adaptive equipment and assistive technology as recommended by related service providers to address unique needs of the student Fully implement students' IEPs, including behavior intervention plans and accommodations/modifications of materials and curriculum Provide for basic needs of students including, but not limited to, toileting, feeding, and caring for students who are not able to care for themselves Compliance Safeguard confidentiality with regard to students with disabilities Use various types of assessment procedures to determine students' present academic and functional levels, progress, and document ongoing student progress, maintaining accurate and consistent records Collaborate with staff to meet campus, district, and program needs and timelines Program Support Direct the activities of an educational aide or interpreter of the deaf Participate in and/or prepare paperwork for Admission, Review, and Dismissal (ARD) meetings Support student services provided at the campus level for students in the RDSPD Provide direction, consultation, and training services for campus staff and parents related to the unique instructional needs of deaf and hard of hearing students Work with program administration to plan and provide RDSPD information to parents and campus staff Interact and collaborate with RDSPD support staff and administrative staff to help meet the needs of students Participate in campus, district, and program training and professional development Supervisory Responsibilities None Qualification Requirements To perform this job successfully, an individual must be able to perform each of the above essential duties satisfactorily. 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SETTLERS WAY ELEMENTARY SCHOOL (120)
3015 SETTLERS WAY BLVD.
SUGAR LAND, 77479

" ], "certifications" : [ "Valid Texas Teacher Certification for Teacher of the Deaf", "Valid Teaching Certification Issued by Texas Education Agency", "De-Escalation/Restraint Certification", "Assessment of Sign Communication (TASC)" ], "timestamp" : "2026-06-16T03:09:14.558", "fingerprint" : "455a7592c75dd6235aa4455b9f5f107b28fceee2097eb11d794cee82aaa86d6a", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa210.taleo.net/careersection/ex/jobdetail.ftl?job=191494", "externalId" : "191494", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Sugar Land", "state" : "Texas", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "29.6196787,-95.6349463" } ], "locationText" : "Sugar Land, Texas, United States", "employmentType" : "FULL_TIME", "professionalSkills" : [ "Human development", "Disabilities knowledge" ], "hardSkillsList" : [ "Sign communication" ], "hardSkills" : [ { "name" : "Sign communication", "level" : "intermediate" } ], "majorSkills" : "Special education, Deaf education, IEP development", "majorSkillsList" : [ "Special education", "Deaf education", "IEP development" ], "coreResponsibilities" : "Provide direct classroom instruction, Conduct instructional services, Work collaboratively with parents, Apply knowledge of human development, Plan and implement appropriate curriculum, Prepare lesson plans, Prepare and organize materials, Use appropriate adaptive equipment, Use assistive technology, Fully implement students' IEPs, Provide for basic needs of students, Safeguard confidentiality, Use assessment procedures, Document ongoing student progress, Maintain accurate records, Collaborate with staff, Direct activities of educational aide, Direct activities of interpreter, Support student services, Provide direction to campus staff, Provide consultation to campus staff, Provide training to campus staff, Work with program administration, Plan RDSPD information, Provide RDSPD information to parents, Provide RDSPD information to campus staff, Interact with RDSPD support staff, Collaborate with RDSPD administrative staff, Participate in training, Participate in professional development", "teamCollaboration" : "Collaborate with parents; Collaborate with students; Collaborate with school personnel; Collaborate with community personnel; Collaborate with staff; Collaborate with RDSPD support staff; Collaborate with RDSPD administrative staff", "domainKnowledge" : "Total Communication Classrooms", "domainList" : [ "total-communication-classrooms" ], "domainSpecificKnowledge" : [ "Total Communication Classrooms" ], "toolProficiency" : [ "Adaptive equipment", "Assistive technology" ], "communicationSkills" : "Oral communication; Written communication; Sign communication", "documentationSkills" : "Maintain accurate records; Document student progress", "continuousLearning" : "Professional development", "specialRequirements" : "Work outside up to 25%, Exposed to elements, Exposed to inclement weather, Lifting and positioning students, Hands-on intervention strategies, Approved physical restraint strategies, Intervene with student behavior, Exposure to bodily fluids, Exposure to childhood illnesses", "qualificationsBasic" : "Bachelor's Degree in Deaf Education or related field, Valid Texas Teacher Certification for Teacher of the Deaf, Valid Teaching Certification Issued by Texas Education Agency appropriate to subject and grade level of assignment or demonstrate competency through the state's High Objective Uniform State Standard of Evaluation (HOUSSE), De-Escalation/Restraint Certification District-provided training required within 30 days of providing instruction, Assessment of Sign Communication (TASC) for Total Communication Classroom Environments required within 1 year for Total Communication Classrooms", "qualificationsPreferred" : "Master's Degree in Deaf Education or related field preferred", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Overview The Teacher Special Education Elementary RDSPD will provide direct classroom instruction in academic, behavior, social and self-care, consistent with requirements of state and federal laws as specified in each student's Individual Education Plan's skills for student in the Regional Day School Program for the Deaf. Position Description Essential Duties and Responsibilities Service Delivery Conduct instructional services that are appropriate and consistent with goals contained in students' Individualized Education Plan (IEP) to meet their unique needs and are consistent with state and federal laws Work collaboratively with parents, students, and school/community personnel in the development of clear, measurable Individual Education 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 accommodations, modification, and adaptations Prepare lesson plans that are developmentally and age-appropriate based on the student's IEP Prepare and organize materials to implement daily lesson plans Use appropriate adaptive equipment and assistive technology as recommended by related service providers to address unique needs of the student Fully implement students' IEPs, including behavior intervention plans and accommodations/modifications of materials and curriculum Provide for basic needs of students including, but not limited to, toileting, feeding, and caring for students who are not able to care for themselves Compliance Safeguard confidentiality with regard to students with disabilities Use various types of assessment procedures to determine students' present academic and functional levels, progress, and document ongoing student progress, maintaining accurate and consistent records Collaborate with staff to meet campus, district, and program needs and timelines Program Support Direct the activities of an educational aide or interpreter of the deaf Participate in and/or prepare paperwork for Admission, Review, and Dismissal (ARD) meetings Support student services provided at the campus level for students in the RDSPD Provide direction, consultation, and training services for campus staff and parents related to the unique instructional needs of deaf and hard of hearing students Work with program administration to plan and provide RDSPD information to parents and campus staff Interact and collaborate with RDSPD support staff and administrative staff to help meet the needs of students Participate in campus, district, and program training and professional development 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 Deaf Education or related field Master's Degree in Deaf Education or related field preferred Valid Texas Teacher Certification for Teacher of the Deaf Valid Teaching Certification Issued by Texas Education Agency appropriate to subject and grade level of assignment or demonstrate competency through the state's 2010 and 2011 High Objective Uniform State Standard of Evaluation (HOUSSE), required De-Escalation/Restraint Certification District-provided training required within 30 days of providing instruction Assessment of Sign Communication (TASC) for Total Communication Classroom Environments required within 1 year for Total Communication Classrooms Experience preferred but not required 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, oral and written and sign 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 through grant funds. This position may be discontinued if grant funds are no longer available. TEXAS-SUGAR LAND", "summaryDescription" : "ELEMENTARY: TEACHER SP ED-RDSPD. Skills: Special education, Deaf education, IEP development. Provide direct classroom instruction. Conduct instructional services", "createdAt" : "2026-06-14T18:53:00.445", "lastUpdated" : "2026-06-16T03:09:14.558", "ingestTimestamp" : "2026-06-14T18:53:00.445", "mongoId" : "6a1614ed58b93c861e8d8772", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 62000, "salaryAnnualMax" : 85000, "salaryBand" : "50k-75k", "hasSalary" : true, "allSkills" : [ "Sign communication", "Special education", "Deaf education", "IEP development", "Human development", "Disabilities knowledge", "Total Communication Classrooms", "Valid Texas Teacher Certification for Teacher of the Deaf", "Valid Teaching Certification Issued by Texas Education Agency", "De-Escalation/Restraint Certification", "Assessment of Sign Communication (TASC)", "Adaptive equipment", "Assistive technology" ], "skillCount" : 13, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Mid", "dataQualityScore" : 0.6666667, "_score" : 1236.0645, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6949b14570f0b99d58827192", "title" : "Interrelated Special Education Teacher (2025-2026 School Year)", "company" : "O K Elementary School", "industry" : "Education", "salary" : { "min" : 55000.0, "max" : 75000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline for a Mid-level Interrelated Special Education Teacher in O K Elementary School, United States, adjusted for industry and location." }, "location" : "O K Elementary School", "locations" : [ "O K Elementary School", "1607 N. West St", "67203" ], "certifications" : [ "Kansas Teaching License", "Adaptive Endorsement", "K-9 or K-6 Certification", "Special Education Waiver" ], "timestamp" : "2026-06-16T00:39:31.022", "fingerprint" : "c9c67b6f56693fe72355dca05566e640fcc991e34f38db0a264dfef25b884913", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=78371", "externalId" : "78371", "industryFunction" : { }, "structuredLocations" : [ { "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "United States", "employmentType" : "FULL_TIME", "professionalSkills" : [ "Student assessment", "Curriculum development", "Learning facilitation", "Data management", "Behavior management" ], "hardSkillsList" : [ "IEP development", "Instructional planning", "Student evaluation", "Classroom management", "Record keeping" ], "hardSkills" : [ { "name" : "IEP development", "level" : "intermediate" }, { "name" : "Instructional planning", "level" : "intermediate" }, { "name" : "Student evaluation", "level" : "intermediate" }, { "name" : "Classroom management", "level" : "intermediate" }, { "name" : "Record keeping", "level" : "intermediate" } ], "majorSkills" : "Special Education, IEP implementation, Student instruction", "majorSkillsList" : [ "Special Education", "IEP implementation", "Student instruction" ], "coreResponsibilities" : "Plan instruction for student learning, Provide instruction in Interrelated Classroom, Meet outcomes based on IEP, Create interest and enthusiasm for learning, Participate on pre-assessment teams, Schedule and attend IEP meetings, Work with multi-disciplinary team, Diagnose structures/implements IEP for each student, Define, structure, and communicate daily expectations, Communicate with regular education staff, Report grades, Input student data via computer, Negotiate schedules, Communicate with administration, parents, staff, students, Control classroom and individual behavior, Adapt and adjust course content, Discern means of building memory and study, Assist individual students in achieving academic, daily living, Work with students individually and in small groups, Present listening and learning opportunities, Prepare, display events and reinforcement activities, Evaluate and communicate plans, Design subject-based reinforcement, Design a grading system, Collect and enter student data, Report progress in growth and development, Design classroom rules for student interaction, Design systems for handling all 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; Paraprofessional(s)", "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" : "Student data input; 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, Comply with WPS guidelines", "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 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 Paired with Pleasant Valley Elementary 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 Special Education Teacher (2025-2026 School Year) at O K Elementary School. Skills: Special Education, IEP implementation, Student instruction. Plan instruction for student learning. Provide instruction in Interrelated Classroom", "createdAt" : "2026-06-14T18:48:23.702", "lastUpdated" : "2026-06-16T00:39:31.022", "ingestTimestamp" : "2026-06-14T18:48:23.702", "mongoId" : "6949b14570f0b99d58827192", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 55000, "salaryAnnualMax" : 75000, "salaryBand" : "50k-75k", "hasSalary" : true, "allSkills" : [ "IEP development", "Instructional planning", "Student evaluation", "Classroom management", "Record keeping", "Special Education", "IEP implementation", "Student instruction", "Student assessment", "Curriculum development", "Learning facilitation", "Data management", "Behavior management", "Special education", "Individual Education Plan (IEP)", "Kansas Teaching License", "Adaptive Endorsement", "K-9 or K-6 Certification", "Special Education Waiver", "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "skillCount" : 25, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Mid", "dataQualityScore" : 0.7777778, "_score" : 1154.6803, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6960822e0937eae70e9c7f14", "title" : "Teacher Special Education (Academic, Behavior, and Communication) - James Neill Elementary 2025-2026", "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-JAMES C. NEILL ELEMENTARY", "locations" : [ "TEXAS-RICHMOND-JAMES C. NEILL ELEMENTARY", "
JAMES C. NEILL ELEMENTARY (154)
3830 HARVEST CORNER DRIVE
RICHMOND, 77406

" ], "certifications" : [ "Valid Teaching Certification Issued by Texas Education Agency", "Valid Special Education Certification EC-12", "De-Escalation/Restraint Certification (CPI)" ], "timestamp" : "2026-06-16T07:41:49.903", "fingerprint" : "ba9188f52a917b5b90d9573470c034a1eb80d2a85902db837ff0220c4c798097", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa210.taleo.net/careersection/ex/jobdetail.ftl?job=184027", "externalId" : "184027", "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", "employmentType" : "FULL_TIME", "professionalSkills" : [ "Lesson planning", "Data collection", "Record maintenance", "Instructional planning", "Behavioral planning", "Social emotional planning", "Progress reporting" ], "hardSkillsList" : [ "Academic instruction", "Behavioral instruction", "Communication skills instruction", "Self-care skills instruction", "Adaptive equipment use", "Assistive technology use", "Personal care", "Toileting", "Feeding", "IEP implementation", "Behavioral intervention plans", "Social skills development", "Curriculum modification", "Material modification", "General education collaboration", "Prerequisite skills knowledge", "TEKS compliance", "Confidentiality", "Parent collaboration", "Student collaboration", "School community collaboration", "IEP development", "PLAAFP development", "Annual goals development", "Annual objectives development", "ARD document preparation", "District guidelines adherence", "State guidelines adherence", "Federal guidelines adherence", "SHARS program tasks", "SHARS documentation", "Professional development participation", "Paraprofessional support", "Paraprofessional direction", "Oral skills", "Written skills", "Technology equipment use", "Software program use" ], "hardSkills" : [ { "name" : "Academic instruction", "level" : "intermediate" }, { "name" : "Behavioral instruction", "level" : "intermediate" }, { "name" : "Communication skills instruction", "level" : "intermediate" }, { "name" : "Self-care skills instruction", "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" : "IEP implementation", "level" : "intermediate" }, { "name" : "Behavioral intervention plans", "level" : "intermediate" }, { "name" : "Social skills development", "level" : "intermediate" }, { "name" : "Curriculum modification", "level" : "intermediate" }, { "name" : "Material modification", "level" : "intermediate" }, { "name" : "General education collaboration", "level" : "intermediate" }, { "name" : "Prerequisite skills 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" : "Annual 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" : "SHARS documentation", "level" : "intermediate" }, { "name" : "Professional development participation", "level" : "intermediate" }, { "name" : "Paraprofessional support", "level" : "intermediate" }, { "name" : "Paraprofessional direction", "level" : "intermediate" }, { "name" : "Oral skills", "level" : "intermediate" }, { "name" : "Written skills", "level" : "intermediate" }, { "name" : "Technology equipment use", "level" : "intermediate" }, { "name" : "Software program use", "level" : "intermediate" } ], "majorSkills" : "Special Education, Academic Instruction, Behavioral Instruction, Communication Instruction", "majorSkillsList" : [ "Special Education", "Academic Instruction", "Behavioral Instruction", "Communication Instruction" ], "coreResponsibilities" : "Provide instruction to students, Develop skills and knowledge, Access grade-level curriculum, Use accommodations and modifications, Prepare lesson plans, Organize instructional materials, Execute behavioral strategies, Intervene using behavior strategies, Use physical restraint when necessary, Utilize data collection tools, Use assessment results, 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, Fully implement students' IEPS, Implement behavioral intervention plans, Implement social skills plans, Implement accommodations, Implement modifications, Provide for basic student needs, Assist with personal care, Assist with toileting, Assist with feeding, Collaborate with general education teachers, Ensure IEP implementation, Maintain knowledge of prerequisite skills, Maintain understanding of TEKS, Maintain confidentiality, Work collaboratively with parents, Work collaboratively with students, Work collaboratively with school personnel, Develop individual education programs, 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 program tasks, Maintain SHARS program tasks, Document SHARS services, Participate in professional development, Provide support to paraprofessionals, Provide direction to paraprofessionals, Implement students' IEPs, Address student needs", "teamCollaboration" : "General education teachers; Parents; Students; School community personnel; Related service providers", "domainKnowledge" : "Special education; Student disabilities; IEP goals; ARD documents; TEKS; SHARS program", "domainList" : [ "special-education", "student-disabilities", "iep-goals", "ard-documents", "teks", "shars-program" ], "domainSpecificKnowledge" : [ "Special education", "Student disabilities", "IEP goals", "ARD documents", "TEKS", "SHARS program" ], "communicationSkills" : "Oral skills; Written skills", "documentationSkills" : "Data collection; Record maintenance; Progress reports; SHARS documentation", "continuousLearning" : "Professional development activities", "specialRequirements" : "Occasional walking, Standing, Sitting, Bending, Stooping, Kneeling, Crouching, Crawling, Lifting/carrying less than 40 pounds, Use hands to finger, Handle objects, Feel objects, Reach with hands, Talk or hear, Close vision, Color vision, Adjust focus, Attendance at conferences, Attendance at professional development, Work prolonged hours, Work irregular hours, Maintain emotional control, Work outside up to 25%, Exposure to elements, Exposure to inclement weather, Lifting students, Positioning students, Hands-on intervention, Approved physical restraint, Intervene with aggression, Intervene with self-injurious behaviors, Intervene with disruptive behaviors, Intervene with self-stimulatory behaviors, 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, De-Escalation/Restraint Certification (CPI) required to obtain once hired", "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 (Academic, Behavior, and Communication) - James Neill Elementary 2025-2026. Skills: Special Education, Academic Instruction, Behavioral Instruction, Communication Instruction. Provide instruction to students. Develop skills and knowledge", "createdAt" : "2026-06-14T20:45:25.438", "lastUpdated" : "2026-06-16T07:41:49.903", "ingestTimestamp" : "2026-06-14T20:45:25.438", "mongoId" : "6960822e0937eae70e9c7f14", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 65000, "salaryAnnualMax" : 95000, "salaryBand" : "50k-75k", "hasSalary" : true, "allSkills" : [ "Academic instruction", "Behavioral instruction", "Communication skills instruction", "Self-care skills instruction", "Adaptive equipment use", "Assistive technology use", "Personal care", "Toileting", "Feeding", "IEP implementation", "Behavioral intervention plans", "Social skills development", "Curriculum modification", "Material modification", "General education collaboration", "Prerequisite skills knowledge", "TEKS compliance", "Confidentiality", "Parent collaboration", "Student collaboration", "School community collaboration", "IEP development", "PLAAFP development", "Annual goals development", "Annual 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"Mid", "dataQualityScore" : 0.6666667, "_score" : 1088.7897, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6949b14570f0b99d5882716a", "title" : "Interrelated Special Education Teacher (2025-2026 School Year)", "industry" : "Education", "salary" : { "min" : 65000.0, "max" : 85000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline for a Mid-level Interrelated Special Education Teacher in Ortiz Elementary School, United States, adjusted for the education industry." }, "location" : "Ortiz Elementary School", "locations" : [ "Ortiz Elementary School", "3361 Arkansas", "67204" ], "certifications" : [ "Kansas Teaching License", "Adaptive Endorsement" ], "timestamp" : "2026-06-15T22:53:41.189", "fingerprint" : "837f6d23f643c0c4cf046cb954031a80feced8c3fd1112209be6e1253e2f30f8", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=85132", "externalId" : "85132", "industryFunction" : { }, "structuredLocations" : [ { "state" : "Kansas", "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "Kansas, United States", "employmentType" : "FULL_TIME", "professionalSkills" : [ "Student assessment", "Curriculum development", "Learning facilitation", "Data management", "Behavior management" ], "hardSkillsList" : [ "IEP development", "Instructional planning", "Student evaluation", "Classroom management" ], "hardSkills" : [ { "name" : "IEP development", "level" : "intermediate" }, { "name" : "Instructional planning", "level" : "intermediate" }, { "name" : "Student evaluation", "level" : "intermediate" }, { "name" : "Classroom management", "level" : "intermediate" } ], "majorSkills" : "Special education, IEP implementation, Student instruction", "majorSkillsList" : [ "Special education", "IEP implementation", "Student instruction" ], "coreResponsibilities" : "Plan instruction for special education students, Lead instruction for special education students, Facilitate instruction for special education students, Provide instruction for special education students, Meet outcomes based on IEP, Provide activities to create interest, 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 according to IEP, Structure daily expectations according to IEP, Communicate daily expectations according to IEP, Communicate with regular education staff, Report student grasp of material, Report student outcomes, Report student perspectives, Control classroom behavior, Control individual behavior, Adapt course content, Adjust course content, Discern means of building memory, Assist students with academic skills, Assist students with daily living skills, Assist students with social skills, Assist students in achieving 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, Evaluate student progress, Communicate student progress, Plan assessments for evaluation, Use 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 paraprofessionals, Manage job duties, Assist with additional duties", "teamCollaboration" : "Multi-disciplinary team; Regular education staff; Administration; Parents; Staff; Students", "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" : "Daily records; Student data input", "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" : "Meet established outcomes based on student's individual education plan", "qualificationsBasic" : "Valid Kansas Teaching License, Adaptive Endorsement, 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", "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 Special Education Teacher (2025-2026 School Year). Skills: Special education, IEP implementation, Student instruction. Plan instruction for special education students. 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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. 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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. 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false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6a305b29f292fd229cf5a0e2", "title" : "Special Education Teacher", "company" : "South County Academy", "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 Special Education Teacher in Exeter, United States, with adjustments for mid-seniority and the education industry." }, "location" : "Exeter, RI", "locations" : [ "Exeter, RI" ], "timestamp" : "2026-06-16T06:56:42.171", "fingerprint" : "a757109f1a1ed3f2d92ee69dc0ae8aaa073b332afaf33bde9a0e15fc30b5b93e", "source" : "jazzhr", "language" : "en", "externalId" : "41fyjfVGQI", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Exeter", "state" : "Rhode Island", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "41.5774793,-71.5376881" } ], "locationText" : "Exeter, Rhode Island, United States", "summaryDescription" : "Special Education Teacher at South County Academy", "createdAt" : "2026-06-15T22:23:44.646", "lastUpdated" : "2026-06-16T06:56:42.171", "ingestTimestamp" : "2026-06-15T22:23:44.646", "mongoId" : "6a305b29f292fd229cf5a0e2", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 58000, "salaryAnnualMax" : 85000, "salaryBand" : "50k-75k", "hasSalary" : true, "allSkills" : [ ], "skillCount" : 0, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Mid", "dataQualityScore" : 0.44444445, "_score" : 989.3308, "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" 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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. 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Regular education staff; Special education staff; Other stakeholders; Internal and external customers; Department supervisor", "domainKnowledge" : "Special education; Positive Behavior Support; Individual Education Program (IEP); Least restrictive learning environment; Adaptive Level (High Incident)", "domainList" : [ "special-education", "positive-behavior-support", "individual-education-program-iep", "least-restrictive-learning-environment", "adaptive-level-high-incident" ], "domainSpecificKnowledge" : [ "Special education", "Positive Behavior Support", "Individual Education Program (IEP)", "Least restrictive learning environment", "Adaptive Level (High Incident)" ], "toolProficiency" : [ "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "communicationSkills" : "Communicate with parents; Communicate with staff; Communicate with stakeholders; Communicate with Supervisor; Communicate effectively", "documentationSkills" : "Keep daily records; Enter student data", "problemSolvingSkills" : "Make decisions; Prioritize work", "specialRequirements" : "Limited travel between schools, Good physical health, Lift students, Dress students, Position students, Work outdoors, Respond rapidly", "qualificationsBasic" : "Kansas teaching license, Master's in special education, Special Ed Degree program with plan of study on file with District and Special Ed Waiver obtained, Licensed in the State of Kansas to teach at the Adaptive Level (High Incident). - K-12 level required", "qualificationsPreferred" : "Prior teaching experience preferred", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: Special Education Teacher – Positive Behavior Support (IR) Position Function: The person filling this position plans, leads, facilitates, and provides instruction for maximum student learning in his/her least restrictive learning environment. This position follows each student’s standards-based Individual Education Program (IEP) to ensure appropriate curriculum-based instruction. Essential Performance Responsibilities: Plans according to state standards and student IEPs Participates, as appropriate, 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 state standards and IEP including, but not limited to, course goals, objectives, learning methods, and activities Communicates with parents, regular education staff members, special education staff members, and other appropriate stakeholders on course instructional strategies and objectives, students’ grasp of material, outcomes and perspectives for applications of materials learned Receives and reports student progress; in-puts student data via computer; negotiates schedules and communicates with all pertinent participants (administration, parents, staff, students, etc.) Provides differentiated instruction based on the student’s individual level of functioning and preferred/necessary learning modalities Controls classroom and teaches individual behavior through classroom structure, routine, communication opportunities, and individualized behavior methods; adapts and adjusts course content and reading levels to specify skills to be taught; discerns learning styles and means of building memory and study skills; assists individual students in achieving academic, daily living, and social skills learning objectives by working with them individually and in small groups Presents various learning opportunities appropriate to each student’s IEP including, but not limited to, classroom structure, multi-media, assistive technology, alternative communication opportunities, support of regular classroom teachers, and other presentations and/or opportunities inside or outside Prepares and displays events and reinforcement activities which encourage participation Evaluates according to state standards and student IEPs 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; reports progress on a regular basis as required Provides a positive role model of appropriate and respectful interactions with students and staff Develops, teaches, and reviews clear and concise classroom structure, rules, routines, procedures, and expectations individualized to student need Designs classroom rules for student interaction (courtesy and respect for belongings, space, and ideas), self-control, working independently, and appropriately gaining the floor; designs systems for handling all the behavior (from simple infractions to severe behavior) Prepares physical condition of classroom to reflect subject matter to facilitate student learning and maintains a clean and organized classroom Keeps daily records on, but not limited to, student attendance, learning and social needs, assignments, assessments and discipline; supervises paraprofessionals Manages all job duties with the mobility, agility, dexterity, and focused observation necessary to adequately perform the essential duties as described above Additional Duties Additional Duties: Assists in 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: Good physical health and ability to implement behavioral strategies as well as to lift, dress, and position students as needed for self-care and safety. Works in standard office and school building environments Ability to work outdoors during outdoor student activities Additional demands upon request of Principal, Superintendent Must be able to respond rapidly in emergency situations 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: Kansas teaching license 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 Licensed in the State of Kansas to teach at the Adaptive Level (High Incident). - K-12 level required Prior teaching experience preferred FLSA Status: Exempt", "summaryDescription" : "Positive Behavior Support Special Education Teacher (2025-2026 School Year) at Enterprise Elementary School. 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Become an elementary substitute teacher in Austin, TX and create powerful moments that shift students’ perception of what’s possible. We are currently accepting applications for the 2026-27 school year, and you can start the interview process right away! In Hawaiian, Kokua (Koh-KOO-ah) means to come together to fulfill a need. For us, that means placing positive role models in classrooms who spark a love for learning. You’ll earn: Up to $200/day paid weekly $129 daily - some college (48+ credits), or Associate’s $150 daily - Bachelor’s or higher $200 daily - long-term assignments (all qualification levels) Paid via W-2, meaning no year-end tax headaches What makes Kokua different: You set the schedule - work up to 5 days/week in teaching assignments you’re most excited about Get hired fast - receive an offer within 1 week of applying Path to full-time - get your foot in the door for permanent roles at high-performing K-12 schools Teach close to home - choose from K-12 schools across the Austin area Real support, 6am-8pm daily - we care about your success Add representation - help kids learn from your unique experiences You’re a great fit if you: Have at least 1 year working with kids in any setting (classroom, tutoring, coaching, etc.) Completed 48+ college credit hours Feel confident managing a classroom of students Are willing to step in where needed - this could include lunch/recess supervision, hallway monitoring, tutoring, and proctoring during testing season Pass state & federal background checks (costs reimbursed after 10 assignments) Believe every child has a unique & powerful gift to share with the world Pro tip: To put your best foot forward, please include all relevant experience working with students on your resume to be considered for this role! About Kokua Education Founded in 2011 by a former teacher, Kokua (koh-KOO-ah) connects talented, professional educators with K-12 schools across the country. We’re building a growing and diverse network of dedicated substitute teachers who make a positive difference in students’ lives. Our substitute teachers do more than cover lesson plans. They’re role models who play a pivotal role in their communities, paving pathways for generations to come. By submitting this application, you certify that all information provided in this application is true and accurate to the best of your knowledge and belief", "summaryDescription" : "Elementary Substitute Teacher at Kokua Education. Set own schedule. Make difference in community", "postedDate" : "2026-06-15T23:27:48.594", "createdAt" : "2026-06-15T23:27:48.594", "lastUpdated" : "2026-06-16T09:26:50.533", "ingestTimestamp" : "2026-06-15T23:27:48.594", "mongoId" : "6a305fecf292fd229cf82ff1", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMax" : 200, "salaryBand" : "<30k", "hasSalary" : false, "allSkills" : [ "K-12 schools" ], "skillCount" : 1, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Entry", "dataQualityScore" : 0.8888889, "_score" : 936.6612, "daysOld" : 0, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6a305fecf292fd229cf82ff2", "title" : "Elementary Substitute Teacher", "company" : "Kokua Education", "industry" : "Education", "salary" : { "min" : 140.0, "max" : 172.0, "currency" : "USD", "frequency" : "daily", "is_estimated" : false }, "location" : "San Antonio, Texas, United States", "locations" : [ "San Antonio", "Texas", "United States" ], "timestamp" : "2026-06-16T07:06:24.717", "fingerprint" : "e54de1b4af2bd0601f6f6ef8cb7f6a9ddb74f3d04ba33bd1b3f1345aed292eec", "source" : "greenhouse", "language" : "en", "applyUrl" : "https://kokuaed.com/teachers/opportunities/?gh_jid=8591190002", "externalId" : "8591190002", "industryFunction" : { }, "structuredLocations" : [ { "city" : "San Antonio", "state" : "Texas", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "29.4246002,-98.4951405" } ], "locationText" : "San Antonio, Texas, United States", "employmentType" : "TEMPORARY", "coreResponsibilities" : "Set own schedule, Make difference in community, Create powerful moments, Spark love for learning, Place positive role models, Work up to 5 days/week, Teach in K-12 schools, Provide representation, Step in where needed, Supervise lunch/recess, Monitor hallways, Tutor students, Proctor during testing", "domainKnowledge" : "K-12 schools", "domainList" : [ "k-12-schools" ], "domainSpecificKnowledge" : [ "K-12 schools" ], "qualificationsBasic" : "1 year working with kids, 48+ college credit hours, Confident managing classroom, Pass state & federal background checks", "qualificationsPreferred" : "Include all relevant experience on resume", "remoteFriendly" : false, "workSiteFlexibility" : "Flexible", "rawDescription" : "Set your own schedule, earn up to $172/day, and make a real difference in your community. Become an elementary substitute teacher in San Antonio, TX and create powerful moments that shift students’ perception of what’s possible. We are currently accepting applications for the 2026-27 school year, and you can start the interview process right away! In Hawaiian, Kokua (Koh-KOO-ah) means to come together to fulfill a need. For us, that means placing positive role models in classrooms who spark a love for learning. You’ll earn: Up to $172/day paid weekly $140/day for daily positions and $172/day for long-term positions Paid via W-2, meaning no year-end tax headaches What makes Kokua different: You set the schedule - work up to 5 days/week in teaching assignments you’re most excited about Get hired fast - receive an offer within 1 week of applying Path to full-time - get your foot in the door for permanent roles at high-performing K-12 schools Teach close to home - choose from K-12 schools across the San Antonio area Real support, 6am-8pm daily - we care about your success Add representation - help kids learn from your unique experiences You’re a great fit if you: Have at least 1 year working with kids in any setting (classroom, tutoring, coaching, etc.) Completed 48+ college credit hours Feel confident managing a classroom of students Are willing to step in where needed - this could include lunch/recess supervision, hallway monitoring, tutoring, and proctoring during testing season Pass state & federal background checks (costs reimbursed after 10 assignments) Believe every child has a unique & powerful gift to share with the world Pro tip: To put your best foot forward, please include all relevant experience working with students on your resume to be considered for this role! About Kokua Education Founded in 2011 by a former teacher, Kokua (koh-KOO-ah) connects talented, professional educators with K-12 schools across the country. We’re building a growing and diverse network of dedicated substitute teachers who make a positive difference in students’ lives. Our substitute teachers do more than cover lesson plans. They’re role models who play a pivotal role in their communities, paving pathways for generations to come. By submitting this application, you certify that all information provided in this application is true and accurate to the best of your knowledge and belief", "summaryDescription" : "Elementary Substitute Teacher at Kokua Education. Set own schedule. Make difference in community", "postedDate" : "2026-06-15T23:24:52.394", "createdAt" : "2026-06-15T23:24:52.394", "lastUpdated" : "2026-06-16T07:06:24.717", "ingestTimestamp" : "2026-06-15T23:24:52.394", "mongoId" : "6a305fecf292fd229cf82ff2", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMax" : 172, "salaryBand" : "<30k", "hasSalary" : false, "allSkills" : [ "K-12 schools" ], "skillCount" : 1, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Entry", "dataQualityScore" : 0.8888889, "_score" : 936.39667, "daysOld" : 0, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "69ce5e5f9bc74574cb67a59f", "title" : "Teacher Elementary Early Childhood Special Education", "industry" : "Education", "salary" : { "min" : 55000.0, "max" : 75000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline for a Mid-level Elementary Early Childhood Special Education Teacher in Texas, USA, with adjustments for the education industry." }, "location" : "TEXAS", "locations" : [ "TEXAS" ], "certifications" : [ "Texas Education Agency certification", "Special Education Certification EC-12", "Special Education Specialist Certification EC-12", "De-Escalation/Restraint Certification (CPI)" ], "timestamp" : "2026-06-15T08:39:30.109", "fingerprint" : "b9357ee34ddad6369b5ce87828bab2a03723affa81bbbcb5cfb03939ff7693ac", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa210.taleo.net/careersection/ex/jobdetail.ftl?job=186474", "externalId" : "186474", "industryFunction" : { }, "structuredLocations" : [ { "state" : "Texas", "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "Texas, United States", "employmentType" : "FULL_TIME", "professionalSkills" : [ "Human development", "Disability knowledge" ], "hardSkillsList" : [ "Lesson planning", "Curriculum implementation", "Student assessment", "Data collection", "Behavior intervention" ], "hardSkills" : [ { "name" : "Lesson planning", "level" : "intermediate" }, { "name" : "Curriculum implementation", "level" : "intermediate" }, { "name" : "Student assessment", "level" : "intermediate" }, { "name" : "Data collection", "level" : "intermediate" }, { "name" : "Behavior intervention", "level" : "intermediate" } ], "majorSkills" : "Special Education, Early Childhood, IEP development", "majorSkillsList" : [ "Special Education", "Early Childhood", "IEP development" ], "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 social skills, Provide instruction in personal care skills, Collaborate with parents, Collaborate with students, Collaborate with school personnel, Collaborate with community personnel, Develop Individual Educational Plan goals, Develop Individual Educational Plan objectives, Plan appropriate curriculum, Implement appropriate curriculum, Document ongoing student progress, Maintain accurate records, Administer student assessment, Analyze student assessment, Develop Present Levels of Academic And Functional Performance, Develop annual goals, Develop objectives, Prepare lesson plans, Organize lesson plans, Implement lesson plans, Use adaptive technology, Use assistive technology, Execute behavioral strategies, Intervene using behavior strategies, Provide school health services, Assist students with personal care, Conduct instructional activities, Conduct professional activities, Safeguard confidentiality, Prepare paperwork for ARD meetings, Participate in ARD meetings, Participate in professional development", "teamCollaboration" : "Work collaboratively with parents; Work collaboratively with students; Work collaboratively with school personnel; Work collaboratively with community personnel", "domainKnowledge" : "Texas Pre-Kindergarten Guidelines; Student disabilities; Behavior intervention plans; Adaptive technology; Assistive technology; School health services; Physical restraint strategies; Bodily fluids exposure; Childhood illnesses", "domainList" : [ "texas-pre-kindergarten-guidelines", "student-disabilities", "behavior-intervention-plans", "adaptive-technology", "assistive-technology", "school-health-services", "physical-restraint-strategies", "bodily-fluids-exposure", "childhood-illnesses" ], "domainSpecificKnowledge" : [ "Texas Pre-Kindergarten Guidelines", "Student disabilities", "Behavior intervention plans", "Adaptive technology", "Assistive technology", "School health services", "Physical restraint strategies", "Bodily fluids exposure", "Childhood illnesses" ], "communicationSkills" : "Oral communication; Written communication", "documentationSkills" : "Document student progress; Maintain records; Support logs; Service logs; Data collection; Progress updates; Lesson plans", "continuousLearning" : "Professional development activities", "problemSolvingSkills" : "Behavior intervention", "specialRequirements" : "Lifting less than 40 pounds, Work outside up to 25%, Exposure to elements, Exposure to inclement weather, Lifting and positioning students, Hands-on intervention, Physical restraint, Aggression intervention, Self-injurious behavior intervention, Disruptive behavior intervention, Self-stimulatory behavior intervention, Exposure to bodily fluids, Exposure to illnesses, May work prolonged hours, May work irregular hours, Maintain emotional control", "outcomesObjectives" : "Develop clear IEP goals; Develop measurable IEP objectives; Achieve skill development; Achieve skill mastery", "qualificationsBasic" : "Bachelor's degree in Education, Valid Teaching Certification, Valid Special Education Certification, De-Escalation/Restraint Certification", "qualificationsPreferred" : "Applied Behavior Analysis training", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Overview The Teacher Special Education Early Childhood Special Education (ECSE) 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. The incumbent will provide a range of services available for children who are ages 3-5. The ECSE program generally serves students with significant cognitive, behavioral, communication, and/or physical disabilities. The students may require full assistance to care for their daily needs. 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 Pre-Kindergarten Guidelines Apply knowledge of human development and disabilities to plan and implement appropriate curriculum with appropriate accommodations, 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 district testing and informal criterion-referenced assessments Develop Present Levels of Academic 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 student IEPs, including behavior intervention plans and accommodations/modifications of materials and curriculum Use appropriate adaptive 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 student is in danger of harming self or others Under the supervision of the nurse, provide school health services, such as G-Tube feedings, administering medications, etc. 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 Conduct instructional or 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 Program Support Participate in appropriate on-campus and off-campus professional development activities as required or assigned 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 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", "summaryDescription" : "Teacher Elementary Early Childhood Special Education. Skills: Special Education, Early Childhood, IEP development. Provide instruction in academic skills. Provide instruction in behavior skills", "createdAt" : "2026-06-14T09:36:27.475", "lastUpdated" : "2026-06-15T08:39:30.109", "ingestTimestamp" : "2026-06-14T09:36:27.475", "mongoId" : "69ce5e5f9bc74574cb67a59f", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 55000, "salaryAnnualMax" : 75000, "salaryBand" : "50k-75k", "hasSalary" : true, "allSkills" : [ "Lesson planning", "Curriculum implementation", "Student assessment", "Data collection", "Behavior intervention", "Special Education", "Early Childhood", "IEP development", "Human development", "Disability knowledge", "Texas Pre-Kindergarten Guidelines", "Student disabilities", "Behavior intervention plans", "Adaptive technology", "Assistive technology", "School health services", "Physical restraint strategies", "Bodily fluids exposure", "Childhood illnesses", "Texas Education Agency certification", "Special Education Certification EC-12", "Special Education Specialist Certification EC-12", "De-Escalation/Restraint Certification (CPI)" ], "skillCount" : 23, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Mid", "dataQualityScore" : 0.6666667, "_score" : 923.9325, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6960822e0937eae70e9c7f0f", "title" : "Aide Special Education (Communication Language and Social Skills) - Austin Parkway Elementary 2025-2026", "industry" : "Education", "salary" : { "min" : 33000.0, "max" : 45000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline for an Entry level Aide Special Education in Sugar Land, TX, adjusted for the Education industry." }, "location" : "TEXAS-SUGAR LAND-AUSTIN PARKWAY ELEM SCHOOL", "locations" : [ "TEXAS-SUGAR LAND-AUSTIN PARKWAY ELEM SCHOOL", "
AUSTIN PARKWAY ELEM SCHOOL (126)
4400 AUSTIN PARKWAY
SUGAR LAND, 77479

" ], "certifications" : [ "Texas Educational Aide Certification", "De-Escalation/Restraint Certification", "Applied Behavior Analysis (ABA) training" ], "timestamp" : "2026-06-16T00:46:59.421", "fingerprint" : "6e8f03ff6dcd67be5db33fdbe4c4e0613a13ac7b8ed7592605373bad8ff2e73c", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa210.taleo.net/careersection/ex/jobdetail.ftl?job=184068", "externalId" : "184068", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Sugar Land", "state" : "Texas", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "29.6196787,-95.6349463" } ], "locationText" : "Sugar Land, Texas, United States", "technicalSkills" : "Windows Operating System, Microsoft Word, Microsoft Excel, Microsoft PowerPoint", "majorSkills" : "Special Education, Communication skills, Language skills, Social skills", "majorSkillsList" : [ "Special Education", "Communication skills", "Language skills", "Social skills" ], "coreResponsibilities" : "Provide direct support to students, Assist teacher and staff, Implement Individualized Education Plan, Document student's Individualized Education Plan, Maintain a safe environment, Maintain an 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, Prepare instructional materials", "teamCollaboration" : "Collaboration with the teacher", "domainKnowledge" : "Special education; Individualized Education Plan; Behavior intervention strategies; Personal care services; ARD documents", "domainList" : [ "special-education", "individualized-education-plan", "behavior-intervention-strategies", "personal-care-services", "ard-documents" ], "domainSpecificKnowledge" : [ "Special education", "Individualized Education Plan", "Behavior intervention strategies", "Personal care services", "ARD documents" ], "toolProficiency" : [ "Microsoft Office" ], "documentationSkills" : "Record implementation of services; Record implementation of supports; Collect data on IEP targets; Collect data on behavior", "continuousLearning" : "Attendance at conferences; Professional development", "specialRequirements" : "Lifting/carrying less than 40 pounds, Use hands to finger, handle, or feel objects, Reach with hands, Talk or hear, Close vision, Color vision, Adjust focus, Work outside up to 25%, Exposed to elements, Exposed to inclement weather, Lifting and positioning students, Hands-on behavior intervention, Approved physical restraint, Intervene with student aggression, Intervene with self-injurious behaviors, Intervene with disruptive behaviors, Intervene with self-stimulatory behaviors, Potential exposure to bodily fluids, Frequent childhood illnesses, Frequent pre-teen illnesses, Frequent teen illnesses, Maintain emotional control under stress", "qualificationsBasic" : "Minimum of 48 college hours, Passing score on Para Professional Assessment, Proficient in Windows Operating System, Proficient in Microsoft Office applications", "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 CLASS, 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. The incumbent will 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 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 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. TEXAS-SUGAR LAND", "summaryDescription" : "Aide Special Education (Communication Language and Social Skills) - Austin Parkway Elementary 2025-2026. Skills: Special Education, Communication skills, Language skills, Social skills. Provide direct support to students. Assist teacher and staff", "createdAt" : "2026-06-14T20:48:25.921", "lastUpdated" : "2026-06-16T00:46:59.421", "ingestTimestamp" : "2026-06-14T20:48:25.921", "mongoId" : "6960822e0937eae70e9c7f0f", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 33000, "salaryAnnualMax" : 45000, "salaryBand" : "30k-50k", "hasSalary" : true, "allSkills" : [ "Special Education", "Communication skills", "Language skills", "Social skills", "Special education", "Individualized Education Plan", "Behavior intervention strategies", "Personal care services", "ARD documents", "Texas Educational Aide Certification", "De-Escalation/Restraint Certification", "Applied Behavior Analysis (ABA) training", "Microsoft Office" ], "skillCount" : 13, "jobCategory" : "general", "jobSubcategory" : "general", "seniorityLevel" : "Entry", "dataQualityScore" : 0.5555556, "_score" : 918.1783, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.95 }, { "id" : "6960822e0937eae70e9c7f0d", "title" : "Aide Special Education (Resource/Inclusion Services) - Austin Parkway Elementary 2025-2026", "industry" : "Education", "salary" : { "min" : 35000.0, "max" : 45000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline for an Entry-level Special Education Aide in Sugar Land, TX, adjusted for the education industry." }, "location" : "TEXAS-SUGAR LAND-AUSTIN PARKWAY ELEM SCHOOL", "locations" : [ "TEXAS-SUGAR LAND-AUSTIN PARKWAY ELEM SCHOOL", "
AUSTIN PARKWAY ELEM SCHOOL (126)
4400 AUSTIN PARKWAY
SUGAR LAND, 77479

" ], "certifications" : [ "Texas Educational Aide Certification", "De-Escalation/Restraint Certification" ], "timestamp" : "2026-06-16T05:20:44.618", "fingerprint" : "3fb4d3198c12fa50c4ae56e2f24e89673c0687dc67501988cdd22a9711e6f6d1", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa210.taleo.net/careersection/ex/jobdetail.ftl?job=184088", "externalId" : "184088", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Sugar Land", "state" : "Texas", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "29.6196787,-95.6349463" } ], "locationText" : "Sugar Land, Texas, United States", "technicalSkills" : "Windows Operating System, Microsoft Word, Microsoft Excel, Microsoft PowerPoint", "hardSkillsList" : [ "Academic implementation", "Behavioral strategy execution", "Personal care services", "Data collection", "Behavior data collection" ], "hardSkills" : [ { "name" : "Academic implementation", "level" : "intermediate" }, { "name" : "Behavioral strategy execution", "level" : "intermediate" }, { "name" : "Personal care services", "level" : "intermediate" }, { "name" : "Data collection", "level" : "intermediate" }, { "name" : "Behavior data collection", "level" : "intermediate" } ], "majorSkills" : "Special education support, Student safety, Behavioral intervention, Personal care", "majorSkillsList" : [ "Special education support", "Student safety", "Behavioral intervention", "Personal care" ], "coreResponsibilities" : "Provide direct support to students, Access curriculum in least restrictive environment, Assist teacher and staff, Implement Individualized Education Plan, Document student's Individualized Education Plan, Maintain safe and engaging environment, Interact with students, Ensure student safety and engagement, Assist with classroom management, Maintain alert attention regarding supervision, Execute behavioral strategies, Implement academic lessons, Implement functional lessons, Assist students with personal care, Collect student progress data, Document student progress, Chart student progress, Work collaboratively with campus staff, Attend professional development, Record implementation of services, Record implementation of supports, Collect data on IEP targets, Collect data on behavior, Maintain confidentiality of student information, Prepare instructional materials", "teamCollaboration" : "Collaborate with teacher; Collaborate with campus staff", "domainKnowledge" : "Special education; Individualized Education Plan; Least restrictive environment; Behavioral strategies; Personal care skills; ARD documents; IEP targets", "domainList" : [ "special-education", "individualized-education-plan", "least-restrictive-environment", "behavioral-strategies", "personal-care-skills", "ard-documents", "iep-targets" ], "domainSpecificKnowledge" : [ "Special education", "Individualized Education Plan", "Least restrictive environment", "Behavioral strategies", "Personal care skills", "ARD documents", "IEP targets" ], "toolProficiency" : [ "Windows Operating System", "Microsoft Office" ], "communicationSkills" : "Verbal communication; Written communication", "documentationSkills" : "Document student progress; Chart student progress; Record implementation of services; Record implementation of supports; Collect data on IEP targets; Collect data on behavior", "continuousLearning" : "Attend professional development", "specialRequirements" : "Work outside up to 25%, Exposed to elements and inclement weather, Lifting and positioning students, Hands-on behavior intervention, Approved physical restraint strategies, Intervene with student behavior, Potential exposure to bodily fluids, Frequent childhood illnesses", "qualificationsBasic" : "Minimum of 48 college hours, Passing score on Para Professional assessment, Proficient in Windows Operating System, Proficient in Microsoft Office applications", "qualificationsPreferred" : "Texas Educational Aide Certification preferred, De-Escalation/Restraint Certification preferred", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Overview The Aide Special Education Resource/Inclusion Services, 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. The incumbent will 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) 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 up to, but not more than 50% of the work day Collect data, document and chart student progress in collaboration with the teacher Work collaboratively with campus staff who interact with students who have special needs Attend professional development as assigned or required by campus and/or district 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) 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 The employee may be required to work outside up to 25% of the time and will be exposed to the elements and inclement weather. The position may require lifting and positioning students, controlling certain behaviors through hands-on behavior intervention strategies and approved physical restraint strategies. Paraprofessionals may be 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. This position is funded by grant funds. This position may be discontinued if grant funds are no longer available. TEXAS-SUGAR LAND", "summaryDescription" : "Aide Special Education (Resource/Inclusion Services) - Austin Parkway Elementary 2025-2026. Skills: Special education support, Student safety, Behavioral intervention, Personal care. Provide direct support to students. Access curriculum in least restrictive environment", "createdAt" : "2026-06-14T18:45:32.555", "lastUpdated" : "2026-06-16T05:20:44.618", "ingestTimestamp" : "2026-06-14T18:45:32.555", "mongoId" : "6960822e0937eae70e9c7f0d", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 35000, "salaryAnnualMax" : 45000, "salaryBand" : "30k-50k", "hasSalary" : true, "allSkills" : [ "Academic implementation", "Behavioral strategy execution", "Personal care services", "Data collection", "Behavior data collection", "Special education support", "Student safety", "Behavioral intervention", "Personal care", "Special education", "Individualized Education Plan", "Least restrictive environment", "Behavioral strategies", "Personal care skills", "ARD documents", "IEP targets", "Texas Educational Aide Certification", "De-Escalation/Restraint Certification", "Windows Operating System", "Microsoft Office" ], "skillCount" : 20, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Entry", "dataQualityScore" : 0.5555556, "_score" : 911.43475, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6949b14570f0b99d58827197", "title" : "Technology Education Teacher (2025-2026 School Year)", "company" : "Coleman Middle School", "industry" : "Education", "salary" : { "min" : 55000.0, "max" : 75000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline for a Mid-level Technology Education Teacher in Coleman Middle School, United States, adjusted for industry and seniority." }, "location" : "Coleman Middle School", "locations" : [ "Coleman Middle School", "1544 N. Governeour", "67206" ], "certifications" : [ "Kansas State teaching license", "Technology Education Endorsement" ], "timestamp" : "2026-06-16T02:16:50.643", "fingerprint" : "8eeacb7eedfebf18c33935fdb0ae055dbb99f2937a9b27102038370dbfc7a335", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=77793", "externalId" : "77793", "industryFunction" : { }, "structuredLocations" : [ { "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "United States", "employmentType" : "FULL_TIME", "technicalSkills" : "Microsoft Outlook", "professionalSkills" : [ "Time management", "Interpersonal skills" ], "hardSkillsList" : [ "Teaching methods", "Educational pedagogy" ], "hardSkills" : [ { "name" : "Teaching methods", "level" : "intermediate" }, { "name" : "Educational pedagogy", "level" : "intermediate" } ], "majorSkills" : "Technology Education, Gaming Concepts", "majorSkillsList" : [ "Technology Education", "Gaming Concepts" ], "coreResponsibilities" : "Teach Explorations in Technology 1, Teach Gaming Concepts, Facilitate learning, Maintain academic progress, Maintain discipline, Maintain student records, Provide classroom education, Implement classroom education, Instruct through lectures, Instruct through discussions, Instruct through demonstrations, Emphasize safe shop practices, Provide safety instruction, Ensure equipment is safe, Contact CTE office for repairs, Participate in advisory committee meetings, Establish clear objectives, Communicate objectives to students, Collaborate with staff, Communicate with staff, Create tests, Administer tests, Grade tests, Evaluate student progress, Establish classroom rules, Enforce classroom rules, Maintain classroom order, Observe student progress, Evaluate student progress, Prepare student progress reports, Discuss student problems with parents, Discuss student problems with staff, Discuss student progress with parents, Discuss student progress with staff, Participate in faculty meetings, Participate in professional meetings, Participate in educational conferences, Participate in teacher training workshops, Observe school district policies, Enforce school district policies, Assist with additional duties", "teamCollaboration" : "Work with parents; Work with students; Collaborate with staff; Work with diverse population; Interact with colleagues", "domainKnowledge" : "Federal laws regarding education; State laws regarding education; Student information systems", "domainList" : [ "federal-laws-regarding-education", "state-laws-regarding-education", "student-information-systems" ], "domainSpecificKnowledge" : [ "Federal laws regarding education", "State laws regarding education", "Student information systems" ], "toolProficiency" : [ "Student information system" ], "communicationSkills" : "Verbal communication; Written communication", "documentationSkills" : "Student records; Student progress reports", "continuousLearning" : "Teacher training workshops; Educational conferences", "specialRequirements" : "Respond rapidly in emergencies, Stand for long periods, Bend, Twist, Balance, Stoop, Climb steps, Reach overhead, Lift up to 20 pounds, Limited travel between schools, Travel to central offices", "outcomesObjectives" : "Meet needs of all students", "qualificationsBasic" : "Kansas State teaching license, Middle School level license, Technology Education Endorsement", "qualificationsPreferred" : "Classroom teaching experience", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: Technology Educ-Middle Position Function: Teaches and facilitates learning for Explorations in Technology 1 & Gaming Concepts maintaining academic progress, discipline, and records for students at the middle school grade level. Works with parents and students to provide and implement classroom education to meet the needs of all students. Essential Performance Responsibilities: Instructs through lectures, discussions and demonstrations in one or more courses of the Exploration in Technology 1, and Gaming Concepts covering all competencies associated with these courses Emphasizes safe shop practices through safety instruction on equipment, safety tests and documentation of those actions Ensures that all equipment is in safe operating condition, contacting the Career and Technical Education office for work order repairs as needed Participates in pathway advisory committee meetings coordinated by the Career and Technical Education Office Establishes clear objectives for all lessons, units and projects, and communicate those objectives to students Collaborates and communicates with staff to meet the educational needs of students Creates, administers, and grades tests to evaluate student progress Establishes and enforces rules and procedures which help to maintain order in the classroom Observes, evaluates, and prepares reports on the progress of students Discusses students' problems and progress with parents and staff Participates in faculty and professional meetings, educational conferences, and teacher training workshops Observes, enforces and is directed by the policies, rules, and regulations adopted by the school district 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. Complies with USD 259's guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Must be able to respond rapidly in emergency situations Must be able to stand for long periods of time, bend, twist balance, stoop, climb steps, reach overhead, lift up to 20 pounds Knowledge, Skills, and Abilities: Knowledge of current teaching methods and educational pedagogy Knowledge of applicable federal and state laws regarding education and students Ability to maintain a classroom of approximately 25 to 28 students Ability and patience to work interactively with students Skill in organization, time management, communication, and interpersonal skills Ability to deliver teaching instruction in accordance with improved curriculum and standards Excellent skills in verbal and written communication Ability to understand the individual needs of each student Ability to effectively use Microsoft Outlook and the student information system 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: Current Kansas State teaching license at Middle School level Technology Education Endorsement preferred Classroom teaching experience preferred FLSA Status: Exempt", "summaryDescription" : "Technology Education Teacher (2025-2026 School Year) at Coleman Middle School. Skills: Technology Education, Gaming Concepts. Teach Explorations in Technology 1. Teach Gaming Concepts", "createdAt" : "2026-06-14T19:45:53.546", "lastUpdated" : "2026-06-16T02:16:50.643", "ingestTimestamp" : "2026-06-14T19:45:53.546", "mongoId" : "6949b14570f0b99d58827197", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 55000, "salaryAnnualMax" : 75000, "salaryBand" : "50k-75k", "hasSalary" : true, "allSkills" : [ "Teaching methods", "Educational pedagogy", "Technology Education", "Gaming Concepts", "Time management", "Interpersonal skills", "Federal laws regarding education", "State laws regarding education", "Student information systems", "Kansas State teaching license", "Technology Education Endorsement", "Student information system" ], "skillCount" : 12, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Mid", "dataQualityScore" : 0.7777778, "_score" : 910.8962, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6960f2910937eae70eaea3d3", "title" : "Bus Monitor: Special Education (Spring 2025-2026)", "industry" : "Education", "salary" : { "min" : 28000.0, "max" : 35000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "The estimated salary is based on the market baseline for an Entry-level Bus Monitor in Sugar Land, United States, with adjustments for the education industry." }, "location" : "TEXAS-SUGAR LAND", "locations" : [ "TEXAS-SUGAR LAND" ], "timestamp" : "2026-06-16T00:45:02.206", "fingerprint" : "c3c8e615523ef50e69e032f43a330e6d6c0fad47d3f5059165dacd1b9a719d08", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa210.taleo.net/careersection/ex/jobdetail.ftl?job=183967", "externalId" : "183967", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Sugar Land", "state" : "Texas", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "29.6196787,-95.6349463" } ], "locationText" : "Sugar Land, Texas, United States", "majorSkills" : "Special education transportation, Student safety, Student supervision", "majorSkillsList" : [ "Special education transportation", "Student safety", "Student supervision" ], "coreResponsibilities" : "Provide safe transportation service, Ensure comfortable ride for students, Maintain harmonious relation with staff, Secure students with safety equipment, Provide physical assistance to students, Assist students getting on or off bus, Assist students finding their seat, Assist with seat belts, Assist with backpacks, Assist in operation of wheelchair lift, Assist driver with special equipment, Perform pre- & post- trip inspections, Assist and guide driver to follow route, Keep vehicle interior clean, Establish and maintain good rapport with students, Assist driver in maintaining bus binder, Attend training sessions for critical care, Attend in-service, safety meetings and training, Assist in reporting accidents, Assist in reporting vehicle damage, Assist in reporting mechanical failures, Assist in reporting student injuries, Administer and enforce student discipline, Prepare discipline reports, Adhere to student Individual Education Plan documents, Maintain confidentiality", "teamCollaboration" : "Transportation staff; District administrators; Teachers; Coaches; Community members; School personnel; Co-workers", "domainKnowledge" : "Special education students; Special education transportation; Critical care services; Student Individual Education Plan", "domainList" : [ "special-education-students", "special-education-transportation", "critical-care-services", "student-individual-education-plan" ], "domainSpecificKnowledge" : [ "Special education students", "Special education transportation", "Critical care services", "Student Individual Education Plan" ], "communicationSkills" : "Oral communication; Written communication", "documentationSkills" : "Discipline reports; Student attendance records; Bus binder maintenance", "continuousLearning" : "Attend training sessions; Attend in-service meetings; Attend safety meetings", "specialRequirements" : "Physically assist passengers in evacuation, Climb in and out of bus, Maintain emotional control under stress, Pulling and pushing up to 300 pounds, Jump from height of 3 to 5 feet, Work in inclement weather, Endure heat and humidity, Endure bumpy ride, Exposure to dust, Exposure to traffic fumes, Exposure to high noise level, Deal with mentally challenged children, Deal with life threatening emergencies, Work prolonged or irregular hours, Work evenings and weekends, Work outside and inside, Travel to various campuses, Travel to district meeting sites, Travel to conferences/meetings", "qualificationsBasic" : "Ability to follow written and verbal instructions, Ability to operate safety equipment, Ability to manage student behavior, Effective interpersonal and communication skills, Ability to read a map", "qualificationsPreferred" : "High School Diploma or GED, Experience working with special education students, Knowledge of policies and procedures for transporting special education students", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Overview The Monitor Bus Special Education will provide safe, efficient, and reliable transportation service by riding various school buses and ensuring a comfortable ride for students being transported to and from school as well as related activities while maintaining a harmonious relation with transportation staff, district administrators, teachers, coaches and community members. Position Description Essential Duties and Responsibilities Operation Contribute to the care and safety of students by freeing the Bus Driver to operate the bus in a safe manner and properly securing students and self with provided safety equipment Assist the special ed students by providing physical assistance, and/or supervision by helping them get on or off the bus, find their seat, putting on or taking off seat belt, putting on or taking off their backpacks ensuring them a safe and comfortable bus ride to and from school as well as related activities Assist in the operation of wheelchair lift equipment; assist the driver in the use of special equipment such as safety vests, seat belts, and wheelchair tie-downs and assist students in braces and on crutches Perform Pre- & Post- Trip inspections of Special Ed Equipment in accordance with Fort Bend ISD Policies & Procedures Assist and guide a driver to follow assigned route and adhere to established schedules Required to keep the interior of the assigned vehicle clean, presentable in accordance with Fort Bend ISD Policies & Procedures Must be able to physically assist passengers in evacuation of the vehicle in case of emergency Establish and maintain good rapport with students, parents, school personnel and co-workers Administrative Assist the driver in maintaining the Special Needs bus binder of student and bus information including up-to-date route information, turn-by-turn directions and ridership information, such as student attendance records Attend training sessions needed to care for special education students requiring critical care services such as suctioning, suppositories, tracheotomy cleaning, and other special procedures to maintain a high proficiency level Attend required in-service, safety meetings and training sessions Assist in reporting with all accidents, vehicle damage, mechanical failures, student injuries, and assist in completing required reports Demonstrate punctuality and reliability by regular attendance to meet students' needs Administer and enforce student discipline in accordance with Fort Bend ISD Policies & Procedures and prepare discipline reports as necessary Adhere to student Individual Education Plan documents and maintain confidentiality 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. High School Diploma or GED preferred Ability to follow written and verbal instructions Ability to operate safety equipment Ability to manage student behavior Effective interpersonal and communication skills, both orally and in writing Ability to read a map and use maps preferred Experience working with special education students preferred Some knowledge of the policies, procedures, methods, techniques, equipment, precautions and safety measures involved in transporting and caring for special education students preferred 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 Conditions include operating in inclement weather, heat and humidity, enduring a bumpy ride, and exposure to possible injury due to traffic accidents. Must be able to physically climb in and out of the school bus emergency doors to evacuate the bus in an emergency. There is considerable exposure to dust, traffic fumes, and high noise level from both outside traffic as well as from passengers. Psychological factors include dealing with mentally challenged children and adults, dealing with life threatening emergencies. Requires sufficient physical strength, agility, and dexterity to perform all essential tasks, pulling and pushing up to 300 pounds, such as an electric wheelchair, reaching in front of body and stretching overhead. Ability to jump from a height of 3 to 5 feet for bus evacuation. Duties also require frequent walking, sitting, bending, squatting, twisting, kneeling, stooping, and climbing. Requires climbing in and out of bus service door multiple times per shift. Work also requires visual acuity and physical dexterity in the frequent use of hand-eye coordination and manipulative skills using fingers, limbs and body in operating special equipment and assisting special education students. Employee is exposed to potential road hazards, including accidents, fumes from exhausts, loud noises, vehicles with and without AC, and adverse weather and climatic conditions. Employee is also exposed to potential physical hazards when operating wheelchair lift and other special equipment, and when assisting students. Work may expose employee to potential biological hazards from student body fluids. Work requires compliance with safety procedures and may require the use of safety clothing and equipment. Work outside and inside. May work prolonged or irregular hours and must be able to maintain emotional control under stress. This position may travel to various campuses, district meeting sites and conferences/meetings. This position may require the employee to work some evenings and weekends. TEXAS-SUGAR LAND", "summaryDescription" : "Bus Monitor: Special Education (Spring 2025-2026). Skills: Special education transportation, Student safety, Student supervision. Provide safe transportation service. Ensure comfortable ride for students", "createdAt" : "2026-06-14T20:48:34.899", "lastUpdated" : "2026-06-16T00:45:02.206", "ingestTimestamp" : "2026-06-14T20:48:34.899", "mongoId" : "6960f2910937eae70eaea3d3", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 28000, "salaryAnnualMax" : 35000, "salaryBand" : "<30k", "hasSalary" : true, "allSkills" : [ "Special education transportation", "Student safety", "Student supervision", "Special education students", "Critical care services", "Student Individual Education Plan" ], "skillCount" : 6, "jobCategory" : "operations", "jobSubcategory" : "general", "seniorityLevel" : "Entry", "dataQualityScore" : 0.5555556, "_score" : 900.5735, "hasLocation" : true, "hasGeo" : true, "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. Develop skills and knowledge for grade-level curriculum access", "createdAt" : "2026-06-14T18:48:35.902", "lastUpdated" : "2026-06-16T02:47:57.732", "ingestTimestamp" : "2026-06-14T18:48:35.902", "mongoId" : "6960822e0937eae70e9c7f4c", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 65000, "salaryAnnualMax" : 95000, "salaryBand" : "50k-75k", "hasSalary" : true, "allSkills" : [ "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", "Special education instruction", "Behavioral strategies", "Student assessment", "Behavioral intervention", "Data collection", "Instructional planning", "Curriculum alignment", "IEP implementation", "Students with disabilities", "Special education", "IEP goals", "Behavioral intervention plans", "ARD documents", "Full Individual Evaluation", "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)", "Adaptive equipment", "Assistive technology" ], "skillCount" : 34, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Mid", "dataQualityScore" : 0.7777778, "_score" : 898.4973, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6960822e0937eae70e9c7f12", "title" : "Aide Special Education (Resource/Inclusion Services) - Brazos Bend Elementary 2025-2026", "industry" : "Education", "salary" : { "min" : 32000.0, "max" : 45000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "The estimated salary is based on the market baseline for an Entry-level Special Education Aide in Sugar Land, United States, with adjustments for the education industry." }, "location" : "TEXAS-SUGAR LAND-BRAZOS BEND ELEMENTARY SCHOOL", "locations" : [ "TEXAS-SUGAR LAND-BRAZOS BEND ELEMENTARY SCHOOL", "
BRAZOS BEND ELEMENTARY SCHOOL (136)
621 CUNNINGHAM CREEK BLVD.
SUGAR LAND, 77479

" ], "certifications" : [ "Texas Educational Aide Certification", "De-Escalation/Restraint Certification" ], "timestamp" : "2026-06-15T09:27:14.457", "fingerprint" : "0a66ad7fa4feb2a142e52b690a6e7c06bcc4d7bfef0614fd7107abe837685acd", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa210.taleo.net/careersection/ex/jobdetail.ftl?job=182427", "externalId" : "182427", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Sugar Land", "state" : "Texas", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "29.6196787,-95.6349463" } ], "locationText" : "Sugar Land, Texas, United States", "technicalSkills" : "Windows Operating System, Microsoft Word, Microsoft Excel, Microsoft PowerPoint", "professionalSkills" : [ "Behavioral strategies implementation", "Academic lesson implementation", "Functional lesson implementation", "Data collection", "Progress documentation", "Instructional material preparation" ], "hardSkillsList" : [ "IEP implementation", "Behavior management", "Personal care services", "Data charting" ], "hardSkills" : [ { "name" : "IEP implementation", "level" : "intermediate" }, { "name" : "Behavior management", "level" : "intermediate" }, { "name" : "Personal care services", "level" : "intermediate" }, { "name" : "Data charting", "level" : "intermediate" } ], "majorSkills" : "Special education support, Student safety, Behavioral intervention", "majorSkillsList" : [ "Special education support", "Student safety", "Behavioral intervention" ], "coreResponsibilities" : "Provide direct support to students, Assist teacher and staff, Implement student's Individualized Education Plan, Document student's Individualized Education Plan, Maintain a safe environment, Maintain an engaging environment, Interact with students, Ensure student safety, Ensure student engagement, Assist with classroom management, Maintain alert attention, Supervise students, Execute behavioral strategies, Implement academic lessons, Implement functional lessons, Assist students with personal care, Collect student progress data, Document student progress, Chart student progress, Collaborate with campus staff, Attend professional development, Record implementation of services, Record implementation of supports, Collect data on IEP targets, Collect data on behavior, Maintain student information confidentiality, Prepare instructional materials", "teamCollaboration" : "Collaborate with teacher; Collaborate with campus staff", "domainKnowledge" : "Special education; Individualized Education Plan; Least restrictive environment; Behavioral intervention strategies; Physical restraint strategies; Bodily fluids exposure; Childhood illnesses", "domainList" : [ "special-education", "individualized-education-plan", "least-restrictive-environment", "behavioral-intervention-strategies", "physical-restraint-strategies", "bodily-fluids-exposure", "childhood-illnesses" ], "domainSpecificKnowledge" : [ "Special education", "Individualized Education Plan", "Least restrictive environment", "Behavioral intervention strategies", "Physical restraint strategies", "Bodily fluids exposure", "Childhood illnesses" ], "toolProficiency" : [ "Microsoft Word", "Microsoft Excel", "Microsoft PowerPoint" ], "communicationSkills" : "Verbal communication; Written communication", "documentationSkills" : "Data collection; Progress documentation; Service logs; Accommodation logs; IEP target data; Behavior data", "continuousLearning" : "Attend professional development", "specialRequirements" : "Work outside up to 25%, Exposed to elements, Inclement weather exposure, Lifting and positioning students, Hands-on behavior intervention, Approved physical restraint, Intervene with student behavior, Aggression intervention, Self-injurious behavior intervention, Disruptive behavior intervention, Self-stimulatory behavior intervention, Normal safety precautions, Prolonged hours, Irregular hours, Maintain emotional control, Work in classrooms, Work in offices, Work stations, Meeting rooms, Occasional walking, Standing, Sitting, Bending, Stooping, Kneeling, Crouching, Crawling, Lifting/carrying items, Use hands to finger, Handle objects, Feel objects, Reach with hands, Talk or hear, Close vision, Color vision, Adjust focus, Attendance at conferences, Potential exposure to bodily fluids, Frequent childhood illnesses", "qualificationsBasic" : "48 college hours, Passing score on Para Professional assessment, Proficient in Windows Operating System, Proficient in Microsoft Office applications", "qualificationsPreferred" : "Texas Educational Aide Certification, De-Escalation/Restraint Certification", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Overview The Aide Special Education Resource/Inclusion Services, 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. The incumbent will 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) 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 up to, but not more than 50% of the work day Collect data, document and chart student progress in collaboration with the teacher Work collaboratively with campus staff who interact with students who have special needs Attend professional development as assigned or required by campus and/or district 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) 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 The employee may be required to work outside up to 25% of the time and will be exposed to the elements and inclement weather. The position may require lifting and positioning students, controlling certain behaviors through hands-on behavior intervention strategies and approved physical restraint strategies. Paraprofessionals may be 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. This position is funded by grant funds. This position may be discontinued if grant funds are no longer available. TEXAS-SUGAR LAND", "summaryDescription" : "Aide Special Education (Resource/Inclusion Services) - Brazos Bend Elementary 2025-2026. Skills: Special education support, Student safety, Behavioral intervention. Provide direct support to students. Assist teacher and staff", "createdAt" : "2026-06-14T07:12:00.563", "lastUpdated" : "2026-06-15T09:27:14.457", "ingestTimestamp" : "2026-06-14T07:12:00.563", "mongoId" : "6960822e0937eae70e9c7f12", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 32000, "salaryAnnualMax" : 45000, "salaryBand" : "30k-50k", "hasSalary" : true, "allSkills" : [ "IEP implementation", "Behavior management", "Personal care services", "Data charting", "Special education support", "Student safety", "Behavioral intervention", "Behavioral strategies implementation", "Academic lesson implementation", "Functional lesson implementation", "Data collection", "Progress documentation", "Instructional material preparation", "Special education", "Individualized Education Plan", "Least restrictive environment", "Behavioral intervention strategies", "Physical restraint strategies", "Bodily fluids exposure", "Childhood illnesses", "Texas Educational Aide Certification", "De-Escalation/Restraint Certification", "Microsoft Word", "Microsoft Excel", "Microsoft PowerPoint" ], "skillCount" : 25, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Entry", "dataQualityScore" : 0.5555556, "_score" : 896.722, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6960822e0937eae70e9c7f51", "title" : "Bus Monitor: Special Education (Fall 2025-2026)", "industry" : "Education", "salary" : { "min" : 28000.0, "max" : 35000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "The estimation is based on the market baseline for a Bus Monitor: Special Education role in Sugar Land, United States, adjusted for entry-level seniority and the education industry." }, "location" : "TEXAS-SUGAR LAND", "locations" : [ "TEXAS-SUGAR LAND" ], "timestamp" : "2026-06-16T01:49:58.489", "fingerprint" : "a764ba614f8b4454e41e45d8ed35a72ac04d7b7050344592e0cfd54297f04acc", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa210.taleo.net/careersection/ex/jobdetail.ftl?job=177307", "externalId" : "177307", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Sugar Land", "state" : "Texas", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "29.6196787,-95.6349463" } ], "locationText" : "Sugar Land, Texas, United States", "professionalSkills" : [ "Student transportation", "Special education", "Safety procedures", "Route adherence", "Ridership information" ], "hardSkillsList" : [ "Physical assistance", "Wheelchair lift operation", "Pre-trip inspections", "Post-trip inspections", "Student discipline", "Confidentiality" ], "hardSkills" : [ { "name" : "Physical assistance", "level" : "intermediate" }, { "name" : "Wheelchair lift operation", "level" : "intermediate" }, { "name" : "Pre-trip inspections", "level" : "intermediate" }, { "name" : "Post-trip inspections", "level" : "intermediate" }, { "name" : "Student discipline", "level" : "intermediate" }, { "name" : "Confidentiality", "level" : "intermediate" } ], "majorSkills" : "Special education transportation, Student safety, Student supervision", "majorSkillsList" : [ "Special education transportation", "Student safety", "Student supervision" ], "coreResponsibilities" : "Provide safe transportation service, Ensure comfortable ride for students, Maintain harmonious relation with staff, Assist driver to operate bus safely, Secure students with safety equipment, Provide physical assistance to students, Help students get on or off bus, Help students find their seat, Assist with seat belts, Assist with backpacks, Assist in operation of wheelchair lift, Assist driver with special equipment, Assist students in braces, Assist students on crutches, Perform pre-trip inspections of special ed equipment, Perform post-trip inspections of special ed equipment, Assist and guide driver to follow assigned route, Adhere to established schedules, Keep interior of vehicle clean, Keep interior of vehicle presentable, Establish and maintain good rapport with students, Establish and maintain good rapport with parents, Establish and maintain good rapport with school personnel, Establish and maintain good rapport with co-workers, Assist driver in maintaining special needs bus binder, Maintain up-to-date route information, Maintain turn-by-turn directions, Maintain ridership information, Maintain student attendance records, Attend training sessions for critical care services, Attend required in-service sessions, Attend safety meetings, Attend training sessions, Assist in reporting accidents, Assist in reporting vehicle damage, Assist in reporting mechanical failures, Assist in reporting student injuries, Complete required reports, Demonstrate punctuality, Demonstrate reliability, Administer student discipline, Enforce student discipline, Prepare discipline reports, Adhere to student Individual Education Plan documents, Maintain confidentiality", "teamCollaboration" : "Transportation staff; District administrators; Teachers; Coaches; Community members; School personnel; Co-workers", "domainKnowledge" : "Special education students; Special education transportation; Critical care services", "domainList" : [ "special-education-students", "special-education-transportation", "critical-care-services" ], "domainSpecificKnowledge" : [ "Special education students", "Special education transportation", "Critical care services" ], "communicationSkills" : "Oral communication; Written communication", "documentationSkills" : "Discipline reports; Student information binder", "continuousLearning" : "Training sessions; In-service sessions; Safety meetings; Professional development", "specialRequirements" : "Physical assistance required, Wheelchair lift operation, Evacuate vehicle in emergency, Climb in and out of bus, Pulling and pushing up to 300 pounds, Jump from height of 3 to 5 feet, Work in inclement weather, Work in heat and humidity, Endure bumpy ride, Exposure to dust, Exposure to traffic fumes, Exposure to high noise level, Deal with mentally challenged children, Deal with mentally challenged adults, Deal with life threatening emergencies, Work prolonged hours, Work irregular hours, Maintain emotional control under stress, Travel to various campuses, Work evenings, Work weekends", "outcomesObjectives" : "Ensure safe and comfortable bus ride", "qualificationsBasic" : "Ability to follow written and verbal instructions, Ability to operate safety equipment, Ability to manage student behavior, Effective interpersonal and communication skills, Ability to read a map", "qualificationsPreferred" : "High School Diploma or GED, Experience working with special education students, Knowledge of policies and procedures for transporting special education students", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Overview The Monitor Bus Special Education will provide safe, efficient, and reliable transportation service by riding various school buses and ensuring a comfortable ride for students being transported to and from school as well as related activities while maintaining a harmonious relation with transportation staff, district administrators, teachers, coaches and community members. Position Description Essential Duties and Responsibilities Operation Contribute to the care and safety of students by freeing the Bus Driver to operate the bus in a safe manner and properly securing students and self with provided safety equipment Assist the special ed students by providing physical assistance, and/or supervision by helping them get on or off the bus, find their seat, putting on or taking off seat belt, putting on or taking off their backpacks ensuring them a safe and comfortable bus ride to and from school as well as related activities Assist in the operation of wheelchair lift equipment; assist the driver in the use of special equipment such as safety vests, seat belts, and wheelchair tie-downs and assist students in braces and on crutches Perform Pre- & Post- Trip inspections of Special Ed Equipment in accordance with Fort Bend ISD Policies & Procedures Assist and guide a driver to follow assigned route and adhere to established schedules Required to keep the interior of the assigned vehicle clean, presentable in accordance with Fort Bend ISD Policies & Procedures Must be able to physically assist passengers in evacuation of the vehicle in case of emergency Establish and maintain good rapport with students, parents, school personnel and co-workers Administrative Assist the driver in maintaining the Special Needs bus binder of student and bus information including up-to-date route information, turn-by-turn directions and ridership information, such as student attendance records Attend training sessions needed to care for special education students requiring critical care services such as suctioning, suppositories, tracheotomy cleaning, and other special procedures to maintain a high proficiency level Attend required in-service, safety meetings and training sessions Assist in reporting with all accidents, vehicle damage, mechanical failures, student injuries, and assist in completing required reports Demonstrate punctuality and reliability by regular attendance to meet students' needs Administer and enforce student discipline in accordance with Fort Bend ISD Policies & Procedures and prepare discipline reports as necessary Adhere to student Individual Education Plan documents and maintain confidentiality 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. High School Diploma or GED preferred Ability to follow written and verbal instructions Ability to operate safety equipment Ability to manage student behavior Effective interpersonal and communication skills, both orally and in writing Ability to read a map and use maps preferred Experience working with special education students preferred Some knowledge of the policies, procedures, methods, techniques, equipment, precautions and safety measures involved in transporting and caring for special education students preferred 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 Conditions include operating in inclement weather, heat and humidity, enduring a bumpy ride, and exposure to possible injury due to traffic accidents. Must be able to physically climb in and out of the school bus emergency doors to evacuate the bus in an emergency. There is considerable exposure to dust, traffic fumes, and high noise level from both outside traffic as well as from passengers. Psychological factors include dealing with mentally challenged children and adults, dealing with life threatening emergencies. Requires sufficient physical strength, agility, and dexterity to perform all essential tasks, pulling and pushing up to 300 pounds, such as an electric wheelchair, reaching in front of body and stretching overhead. Ability to jump from a height of 3 to 5 feet for bus evacuation. Duties also require frequent walking, sitting, bending, squatting, twisting, kneeling, stooping, and climbing. Requires climbing in and out of bus service door multiple times per shift. Work also requires visual acuity and physical dexterity in the frequent use of hand-eye coordination and manipulative skills using fingers, limbs and body in operating special equipment and assisting special education students. Employee is exposed to potential road hazards, including accidents, fumes from exhausts, loud noises, vehicles with and without AC, and adverse weather and climatic conditions. Employee is also exposed to potential physical hazards when operating wheelchair lift and other special equipment, and when assisting students. Work may expose employee to potential biological hazards from student body fluids. Work requires compliance with safety procedures and may require the use of safety clothing and equipment. Work outside and inside. May work prolonged or irregular hours and must be able to maintain emotional control under stress. This position may travel to various campuses, district meeting sites and conferences/meetings. This position may require the employee to work some evenings and weekends. TEXAS-SUGAR LAND", "summaryDescription" : "Bus Monitor: Special Education (Fall 2025-2026). Skills: Special education transportation, Student safety, Student supervision. Provide safe transportation service. Ensure comfortable ride for students", "createdAt" : "2026-06-14T19:46:14.800", "lastUpdated" : "2026-06-16T01:49:58.489", "ingestTimestamp" : "2026-06-14T19:46:14.800", "mongoId" : "6960822e0937eae70e9c7f51", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 28000, "salaryAnnualMax" : 35000, "salaryBand" : "<30k", "hasSalary" : true, "allSkills" : [ "Physical assistance", "Wheelchair lift operation", "Pre-trip inspections", "Post-trip inspections", "Student discipline", "Confidentiality", "Special education transportation", "Student safety", "Student supervision", "Student transportation", "Special education", "Safety procedures", "Route adherence", "Ridership information", "Special education students", "Critical care services" ], "skillCount" : 16, "jobCategory" : "operations", "jobSubcategory" : "general", "seniorityLevel" : "Entry", "dataQualityScore" : 0.5555556, "_score" : 894.0986, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.95 }, { "id" : "6a2ca09a74d8ee00a09a2b54", "title" : "Special Education Teacher", "company" : "New Story Schools", "industry" : "New Story Schools (Pennsylvania)", "salary" : { "min" : 48000.0, "max" : 65000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline for an Entry-level Special Education Teacher in DuBois, United States, adjusted for industry and company size." }, "location" : "DuBois, PA", "locations" : [ "DuBois, PA" ], "timestamp" : "2026-06-15T23:30:36.199", "fingerprint" : "b8929919387be054f4a8ef8037ef9d4aaaae41325472ca786a00a5b56a18df58", "source" : "ashby", "language" : "en", "applyUrl" : "https://jobs.ashbyhq.com/new-story-schools-pa/dfbf3f5b-ff85-4e65-90b4-1512ac2f93c2/application", "externalId" : "dfbf3f5b-ff85-4e65-90b4-1512ac2f93c2", "industryFunction" : { }, "structuredLocations" : [ { "city" : "DuBois", "state" : "Pennsylvania", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "41.1186510,-78.7622342" } ], "locationText" : "DuBois, Pennsylvania, United States", "employmentType" : "FULL_TIME", "minimumEducation" : "Bachelor's", "remoteFriendly" : true, "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. 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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. If you require reasonable accommodations during the application or interview process, please contact us at talent@newstory.com.", "summaryDescription" : "Special Education Teacher at The Learning Spectrum", "createdAt" : "2026-06-14T19:27:54.504", "lastUpdated" : "2026-06-16T00:46:53.191", "ingestTimestamp" : "2026-06-14T19:27:54.504", "mongoId" : "6a2c694e74d8ee00a0906df3", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 58000, "salaryAnnualMax" : 85000, "salaryBand" : "50k-75k", "hasSalary" : true, "allSkills" : [ ], "skillCount" : 0, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Mid", "dataQualityScore" : 0.6666667, "_score" : 882.6762, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6a2ca09a74d8ee00a09a2b53", "title" : "Special Education Teacher", "company" : "New Story Schools", "industry" : "New Story Schools (Pennsylvania)", "location" : "Wyoming, PA", "locations" : [ "Wyoming, PA" ], "certifications" : [ "Pennsylvania Special Education teaching certification" ], "timestamp" : "2026-06-15T09:53:54.036", "fingerprint" : "91a16fa035e8ac0901f40fe6f302a6747c8c325092b5f726d95fe11d3c12ac15", "source" : "ashby", "applyUrl" : "https://jobs.ashbyhq.com/new-story-schools-pa/fb5aca66-67c0-41ec-91f4-142b9bb92671/application", "externalId" : "fb5aca66-67c0-41ec-91f4-142b9bb92671", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Wyoming", "state" : "Pennsylvania", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite" } ], "locationText" : "Wyoming, Pennsylvania, United States", "employmentType" : "FULL_TIME", "minimumEducation" : "Bachelor", "experienceMinYears" : 0, "experienceMaxYears" : 3, "experienceLevel" : "Entry", "professionalSkills" : [ "Autism, emotional, behavioral, and developmental challenges, child development, differentiated instruction, behavior management." ], "hardSkillsList" : [ "Pennsylvania Special Education teaching certification", "Knowledge of child development", "Knowledge of differentiated instruction", "Knowledge of behavior management" ], "softSkillsList" : [ "organizational skills, communication skills, Ability to lead, Ability to collaborate" ], "hardSkills" : [ { "name" : "Pennsylvania Special Education teaching certification", "level" : "intermediate" }, { "name" : "Knowledge of child development", "level" : "intermediate" }, { "name" : "Knowledge of differentiated instruction", "level" : "intermediate" }, { "name" : "Knowledge of behavior management", "level" : "intermediate" } ], "softSkills" : [ { "name" : "organizational skills, communication skills, Ability to lead, Ability to collaborate" } ], "majorSkills" : "Special Education teaching certification, IEP development, Lesson planning, Classroom management, Differentiated instruction", "majorSkillsList" : [ "Special Education teaching certification, IEP development, Lesson planning, Classroom management, Differentiated instruction" ], "coreResponsibilities" : "Design and deliver individualized instruction, create a structured and engaging classroom, develop and implement IEPs and lesson plans, deliver engaging instruction using varied teaching methods, manage classroom behavior, track progress, prepare documentation and reports, lead and support classroom staff.", "teamCollaboration" : "Ability to collaborate within a multidisciplinary team.", "communicationSkills" : "communication skills", "documentationSkills" : "prepare required documentation and reports", "continuousLearning" : "Tuition reimbursement, career development programs, and leadership training.", "specialRequirements" : "If you require reasonable accommodations during the application or interview process, please contact us at talent@newstory. com.", "outcomesObjectives" : "Help students write their new story, help every student make meaningful progress, prepare for meaningful adult lives.", "qualificationsBasic" : "Bachelor’s degree and valid Pennsylvania Special Education teaching certification, Minimum three months of experience working with students with disabilities.", "remoteFriendly" : false, "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 teaching certification, IEP development, Lesson planning, Classroom management, Differentiated instruction. Design and deliver individualized instruction, create a structured and engaging classroom, develop and implement IEPs and lesson plans, deliver engaging instruction using varied teaching methods, manage classroom behavior, track progress, prepare documentation and reports, lead and support classroom staff.", "createdAt" : "2026-06-14T19:23:38.630", "lastUpdated" : "2026-06-15T09:53:54.036", "ingestTimestamp" : "2026-06-14T19:23:38.630", "mongoId" : "6a2ca09a74d8ee00a09a2b53", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "hasSalary" : false, "allSkills" : [ "Pennsylvania Special Education teaching certification", "Knowledge of child development", "Knowledge of differentiated instruction", "Knowledge of behavior management", "organizational skills, communication skills, Ability to lead, Ability to collaborate", "Special Education teaching certification, IEP development, Lesson planning, Classroom management, Differentiated instruction", "Autism, emotional, behavioral, and developmental challenges, child development, differentiated instruction, behavior management." ], "skillCount" : 7, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Entry", "dataQualityScore" : 0.7777778, "_score" : 881.7965, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6a2cc1b674d8ee00a0a048d2", "title" : "Special Education Teacher", "company" : "Rebecca School", "industry" : "Rebecca School", "salary" : { "min" : 57000.0, "max" : 88000.0, "currency" : "USD", "frequency" : "Yearly" }, "location" : "Mount Vernon, NY", "locations" : [ "Mount Vernon, NY" ], "timestamp" : "2026-06-15T21:20:41.742", "fingerprint" : "8a1310012f001dd3e215c37ddf38595a9b9b69d428116e4aacb23f912ca2e9fe", "source" : "ashby", "language" : "en", "applyUrl" : "https://jobs.ashbyhq.com/rebecca-school/7d792264-b294-4e12-8bfb-ec86f5e6388c/application", "externalId" : "7d792264-b294-4e12-8bfb-ec86f5e6388c", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Mount Vernon", "state" : "New York", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "40.9125085,-73.8386504" } ], "locationText" : "Mount Vernon, New York, United States", "employmentType" : "FULL_TIME", "minimumEducation" : "Bachelor's", "rawDescription" : "At Rebecca School, we support students ages 3–21 with neurodevelopmental delays through the DIRFloortime® model. 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. If you require reasonable accommodations during the application or interview process, please contact us at talent@newstory.com.", "summaryDescription" : "Special Education Teacher at Rebecca School", "createdAt" : "2026-06-14T18:02:59.070", "lastUpdated" : "2026-06-15T21:20:41.742", "ingestTimestamp" : "2026-06-14T18:02:59.070", "mongoId" : "6a2cc1b674d8ee00a0a048d2", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 57000, "salaryAnnualMax" : 88000, "salaryBand" : "50k-75k", "hasSalary" : true, "allSkills" : [ ], "skillCount" : 0, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Mid", "dataQualityScore" : 0.6666667, "_score" : 875.90607, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "69fd35614c40e2acd1b31f0e", "title" : "Interrelated Elementary Teacher", "company" : "White Elementary School", "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 an Interrelated Elementary Teacher in White Elementary School, United States, with adjustments for mid-seniority and the education industry." }, "location" : "White Elementary School", "locations" : [ "White Elementary School", "5148 S. Kansas", "67216" ], "certifications" : [ "Kansas Teaching License", "Adaptive Endorsement", "Special Education Waiver" ], "timestamp" : "2026-06-16T02:31:41.983", "fingerprint" : "b35b634e5662278efbebe7e25a5330d16290fad85de7e4c3a73ff747d4afbd4b", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=97553", "externalId" : "97553", "industryFunction" : { }, "structuredLocations" : [ { "state" : "Kansas", "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "Kansas, United States", "employmentType" : "FULL_TIME", "professionalSkills" : [ "Student assessment", "Curriculum development", "Instructional design", "Classroom management", "Behavior management", "Data management", "IEP development" ], "hardSkillsList" : [ "Special education instruction", "Learning objective mastery", "Memory building", "Study skills", "Social skills development", "Behavioral intervention", "Grading system design", "Record keeping" ], "hardSkills" : [ { "name" : "Special education instruction", "level" : "intermediate" }, { "name" : "Learning objective mastery", "level" : "intermediate" }, { "name" : "Memory building", "level" : "intermediate" }, { "name" : "Study skills", "level" : "intermediate" }, { "name" : "Social skills development", "level" : "intermediate" }, { "name" : "Behavioral intervention", "level" : "intermediate" }, { "name" : "Grading system design", "level" : "intermediate" }, { "name" : "Record keeping", "level" : "intermediate" } ], "majorSkills" : "Special education, IEP implementation, Student instruction", "majorSkillsList" : [ "Special education", "IEP implementation", "Student instruction" ], "coreResponsibilities" : "Plan instruction for special education students, Facilitate student learning, Provide instruction in Interrelated Classroom, Meet IEP outcomes, Create engaging learning activities, 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 with regular education staff, 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 reading levels, Assist students individually, Assist students in small groups, Present learning opportunities, Support regular classroom teachers, Prepare reinforcement activities, Display events, Evaluate student progress, Plan assessments, 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, Manage job duties, Supervise paraprofessionals, Assist with additional duties", "teamCollaboration" : "Multi-disciplinary team; Regular education staff; District personnel; Vendors; Department supervisor; Internal customers; External customers", "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; Parent communication; Staff communication; Student communication; Administration communication", "documentationSkills" : "Daily records; Student data input; Progress reporting", "problemSolvingSkills" : "Decision making; Behavioral intervention", "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, Mobility, Agility, Dexterity, Focused observation", "outcomesObjectives" : "Maximum student learning; Master learning 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 Elementary Teacher at White Elementary School. Skills: Special education, IEP implementation, Student instruction. Plan instruction for special education students. Facilitate student learning", "createdAt" : "2026-06-14T18:50:50.616", "lastUpdated" : "2026-06-16T02:31:41.983", "ingestTimestamp" : "2026-06-14T18:50:50.616", "mongoId" : "69fd35614c40e2acd1b31f0e", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 55000, "salaryAnnualMax" : 75000, "salaryBand" : "50k-75k", "hasSalary" : true, "allSkills" : [ "Special education instruction", "Learning objective mastery", "Memory building", "Study skills", "Social skills development", "Behavioral intervention", "Grading system design", "Record keeping", "Special education", "IEP implementation", "Student instruction", "Student assessment", "Curriculum development", "Instructional design", "Classroom management", "Behavior management", "Data management", "IEP development", "Individual Education Plan (IEP)", "Kansas Teaching License", "Adaptive Endorsement", "Special Education Waiver", "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "skillCount" : 28, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Mid", "dataQualityScore" : 0.7777778, "_score" : 873.7974, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6960822e0937eae70e9c7f3d", "title" : "Teacher Special Education ECSE - Madden Elementary", "industry" : "Education", "salary" : { "min" : 58000.0, "max" : 82000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "The estimation is based on the market baseline for a Mid-level Special Education Teacher in Richmond, United States, adjusted for the Education industry." }, "location" : "TEXAS-RICHMOND-MADDEN ELEMENTARY", "locations" : [ "TEXAS-RICHMOND-MADDEN ELEMENTARY", "
MADDEN ELEMENTARY (151)
17727 ABERMORE LANE
RICHMOND, 77407

" ], "certifications" : [ "Texas Education Agency certification", "Special Education EC-12 certification", "Special Education Specialist Certification EC-12", "CPI certification" ], "timestamp" : "2026-06-15T09:28:44.969", "fingerprint" : "ed1c3853277045cc63303e265a873de9b009a3834dc083c0601c96da2b28e9f2", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa210.taleo.net/careersection/ex/jobdetail.ftl?job=180989", "externalId" : "180989", "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", "professionalSkills" : [ "Curriculum development", "Instructional planning", "Data collection", "Student assessment", "Behavior intervention" ], "hardSkillsList" : [ "Lesson planning", "IEP goal development", "Behavior management", "Personal care services", "Record maintenance" ], "hardSkills" : [ { "name" : "Lesson planning", "level" : "intermediate" }, { "name" : "IEP goal development", "level" : "intermediate" }, { "name" : "Behavior management", "level" : "intermediate" }, { "name" : "Personal care services", "level" : "intermediate" }, { "name" : "Record maintenance", "level" : "intermediate" } ], "majorSkills" : "Special Education, Early Childhood, Instructional techniques, Student support", "majorSkillsList" : [ "Special Education", "Early Childhood", "Instructional techniques", "Student support" ], "coreResponsibilities" : "Provide instruction in skills, Provide services for children, Collaborate with parents, Plan and implement curriculum, Document student progress, Maintain accurate records, Administer student assessment, Analyze student assessment, Develop PLAAFP, Develop annual goals, Prepare lesson plans, Organize lesson plans, Implement lesson plans, Use adaptive technology, Use assistive technology, Execute behavioral strategies, Intervene using strategies, Provide school health services, Assist students with personal care, Conduct instructional activities, Safeguard confidentiality, Prepare ARD meetings, Participate in ARD meetings, Participate in professional development", "teamCollaboration" : "Work with parents; Work with students; Work with school personnel; Work with community personnel", "domainKnowledge" : "Texas Pre-Kindergarten Guidelines; Human development; Disabilities; Individual Educational Plan; Behavior intervention plans; ARD documents; School health services; State laws; Federal laws", "domainList" : [ "texas-pre-kindergarten-guidelines", "human-development", "disabilities", "individual-educational-plan", "behavior-intervention-plans", "ard-documents", "school-health-services", "state-laws", "federal-laws" ], "domainSpecificKnowledge" : [ "Texas Pre-Kindergarten Guidelines", "Human development", "Disabilities", "Individual Educational Plan", "Behavior intervention plans", "ARD documents", "School health services", "State laws", "Federal laws" ], "toolProficiency" : [ "Adaptive technology", "Assistive technology" ], "communicationSkills" : "Oral communication; Written communication", "documentationSkills" : "Record maintenance; Data collection", "continuousLearning" : "Professional development", "problemSolvingSkills" : "Behavior management", "specialRequirements" : "Lifting less than 40 pounds, Work outside up to 25%, Work prolonged hours, Work irregular hours, Maintain emotional control, Lifting and positioning students, Hands-on intervention, Physical restraint strategies, Intervene with aggression, Intervene with self-injurious behaviors, Intervene with disruptive behaviors, Intervene with self-stimulatory behaviors, Exposure to bodily fluids, Exposure to illnesses", "qualificationsBasic" : "Bachelor's degree in Education, Valid Teaching Certification, Valid Special Education Certification, De-Escalation/Restraint Certification", "qualificationsPreferred" : "Applied Behavior Analysis training", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Overview The Teacher Special Education Early Childhood Special Education (ECSE) 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. The incumbent will provide a range of services available for children who are ages 3-5. The ECSE program generally serves students with significant cognitive, behavioral, communication, and/or physical disabilities. The students may require full assistance to care for their daily needs. 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 Pre-Kindergarten Guidelines Apply knowledge of human development and disabilities to plan and implement appropriate curriculum with appropriate accommodations, 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 district testing and informal criterion-referenced assessments Develop Present Levels of Academic 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 student IEPs, including behavior intervention plans and accommodations/modifications of materials and curriculum Use appropriate adaptive 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 student is in danger of harming self or others Under the supervision of the nurse, provide school health services, such as G-Tube feedings, administering medications, etc. 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 Conduct instructional or 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 Program Support Participate in appropriate on-campus and off-campus professional development activities as required or assigned 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 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 ECSE - Madden Elementary. Skills: Special Education, Early Childhood, Instructional techniques, Student support. Provide instruction in skills. Provide services for children", "createdAt" : "2026-06-14T06:39:50.600", "lastUpdated" : "2026-06-15T09:28:44.969", "ingestTimestamp" : "2026-06-14T06:39:50.600", "mongoId" : "6960822e0937eae70e9c7f3d", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 58000, "salaryAnnualMax" : 82000, "salaryBand" : "50k-75k", "hasSalary" : true, "allSkills" : [ "Lesson planning", "IEP goal development", "Behavior management", "Personal care services", "Record maintenance", "Special Education", "Early Childhood", "Instructional techniques", "Student support", "Curriculum development", "Instructional planning", "Data collection", "Student assessment", "Behavior intervention", "Texas Pre-Kindergarten Guidelines", "Human development", "Disabilities", "Individual Educational Plan", "Behavior intervention plans", "ARD documents", "School health services", "State laws", "Federal laws", "Texas Education Agency certification", "Special Education EC-12 certification", "Special Education Specialist Certification EC-12", "CPI certification", "Adaptive technology", "Assistive technology" ], "skillCount" : 29, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Mid", "dataQualityScore" : 0.5555556, "_score" : 873.1249, "hasLocation" : true, "hasGeo" : true, "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. Develop skills and knowledge", "createdAt" : "2026-06-14T09:32:49.075", "lastUpdated" : "2026-06-15T06:43:26.810", "ingestTimestamp" : "2026-06-14T09:32:49.075", "mongoId" : "6960822e0937eae70e9c7f34", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 62000, "salaryAnnualMax" : 85000, "salaryBand" : "50k-75k", "hasSalary" : true, "allSkills" : [ "Academic instruction", "Behavioral instruction", "Social skills instruction", "Self-care skills instruction", "Lesson planning", "Material organization", "Behavioral strategies execution", "Behavior intervention", "Adaptive equipment use", "Assistive technology use", "Personal care", "Toileting", "Feeding", "General education collaboration", "Content knowledge", "TEKS compliance", "Confidentiality", "Parent collaboration", "Student collaboration", "School community collaboration", "IEP development", "PLAAFP development", "Annual goals development", "Objectives development", "ARD document preparation", "District guidelines adherence", "State guidelines adherence", "Federal guidelines adherence", "SHARS program tasks", "Service provision documentation", "Professional development participation", "Paraprofessional support", "Paraprofessional direction", "Oral communication", "Written communication", "Technology equipment knowledge", "Software programs knowledge", "Special education", "Behavioral intervention", "Instructional planning", "Data collection", "Assessment results", "Record maintenance", "Progress reporting", "IEP implementation", "IEP goals", "ARD documents", "TEKS", "SHARS", "Valid Teaching Certification", "Valid Special Education Certification EC-12", "Special Education Specialist Certification EC-12", "De-Escalation/Restraint Certification (CPI)" ], "skillCount" : 53, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Mid", "dataQualityScore" : 0.7777778, "_score" : 864.4453, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "69fd35614c40e2acd1b31f1a", "title" : "Interrelated Elementary Teacher", "industry" : "Education", "salary" : { "min" : 48000.0, "max" : 68000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "The estimated salary is based on the market baseline for an Interrelated Elementary Teacher in Wichita, United States, with adjustments for mid-seniority and the education industry." }, "location" : "Washington Elementary School", "locations" : [ "Washington Elementary School", "424 N. Pennsylvania", "67214" ], "certifications" : [ "Kansas Teaching License", "Adaptive Endorsement", "Special Education Waiver" ], "timestamp" : "2026-06-16T03:34:48.590", "fingerprint" : "9fe74ba2adbd6226e35743671d661531642a55c0b68d0c8226af9a8d02583784", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=97673", "externalId" : "97673", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Wichita", "state" : "Kansas", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "37.6922361,-97.3375448" } ], "locationText" : "Wichita, Kansas, United States", "employmentType" : "FULL_TIME", "minimumEducation" : "Master's", "professionalSkills" : [ "Student assessment", "Curriculum development", "Instructional design", "Classroom management", "Behavior management", "Data management", "Progress reporting" ], "hardSkillsList" : [ "IEP development", "Special education instruction", "Learning objective mastery", "Student data input", "Grading system design", "Behavior handling systems" ], "hardSkills" : [ { "name" : "IEP development", "level" : "intermediate" }, { "name" : "Special education instruction", "level" : "intermediate" }, { "name" : "Learning objective mastery", "level" : "intermediate" }, { "name" : "Student data input", "level" : "intermediate" }, { "name" : "Grading system design", "level" : "intermediate" }, { "name" : "Behavior handling systems", "level" : "intermediate" } ], "majorSkills" : "Special education, IEP implementation, Student instruction", "majorSkillsList" : [ "Special education", "IEP implementation", "Student instruction" ], "coreResponsibilities" : "Plan instruction for special education students, Facilitate student learning, Provide appropriate curriculum, Meet outcomes based on IEP, Provide activities for student interest, 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 with regular education staff, Report grades, Input student data via computer, Negotiate schedules, Communicate with administration, Communicate with parents, Communicate with staff, Communicate with students, Control classroom behavior, Adapt course content, Adjust reading levels, Discern memory building methods, 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 classroom displays, Display events, Prepare reinforcement activities, Encourage participation, Evaluate student progress, Communicate student progress, Plan assessments for evaluation, Use 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; 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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Facilitate student learning", "createdAt" : "2026-06-14T21:30:40.915", "lastUpdated" : "2026-06-16T03:34:48.590", "ingestTimestamp" : "2026-06-14T21:30:40.915", "mongoId" : "69fd35614c40e2acd1b31f1a", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 48000, "salaryAnnualMax" : 68000, "salaryBand" : "30k-50k", "hasSalary" : true, "allSkills" : [ "IEP development", "Special education instruction", "Learning objective mastery", "Student data input", "Grading system design", "Behavior handling systems", "Special education", "IEP implementation", "Student instruction", "Student assessment", "Curriculum development", "Instructional design", "Classroom management", "Behavior management", "Data management", "Progress reporting", "Individualized Education Program (IEP)", "Kansas Teaching License", "Adaptive Endorsement", "Special Education Waiver", "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "skillCount" : 26, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Mid", "dataQualityScore" : 0.6666667, "_score" : 863.91315, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "69ce99f02beec4dd3d786095", "title" : "Interrelated Elementary Teacher", "company" : "Bostic Traditional Magnet Elementary School", "industry" : "Education", "salary" : { "min" : 52000.0, "max" : 78000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "The estimated salary is based on the market baseline for an Interrelated Elementary Teacher in Bostic, United States, with adjustments for mid-seniority and the education industry." }, "location" : "Bostic Traditional Magnet Elementary School", "locations" : [ "Bostic Traditional Magnet Elementary School", "8103 E. 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. Skills: Special education, IEP implementation, Student assessment. Plan student instruction. Lead student instruction", "createdAt" : "2026-06-14T21:28:32.003", "lastUpdated" : "2026-06-16T02:20:45.273", "ingestTimestamp" : "2026-06-14T21:28:32.003", "mongoId" : "69ce99f02beec4dd3d786095", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 52000, "salaryAnnualMax" : 78000, "salaryBand" : "50k-75k", "hasSalary" : true, "allSkills" : [ "Student instruction", "Curriculum development", "IEP development", "Behavior management", "Grading systems", "Special education", "IEP implementation", "Student assessment", "Team player", "Decision making", "Prioritization", "Individual education plan (IEP)", "Kansas Teaching License", "Adaptive Endorsement", "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "skillCount" : 20, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Mid", "dataQualityScore" : 0.7777778, "_score" : 844.1819, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6949b14570f0b99d58827106", "title" : "Para Special Education Low Incidence (2025-2026 School Year)", "industry" : "Education", "salary" : { "min" : 25000.0, "max" : 35000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline for entry-level, part-time Special Education Paraeducator roles in Wichita, KS, adjusted for the education industry." }, "location" : "Allison Traditional Magnet Middle School", "locations" : [ "Allison Traditional Magnet Middle School", "221 S. Seneca", "67213" ], "timestamp" : "2026-06-15T23:56:20.589", "fingerprint" : "3b0b0bb29bf2987d5da2d2c032e8a3bc814cfa8a4abe66a9d48d391b0aa90977", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=88953", "externalId" : "88953", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Wichita", "state" : "Kansas", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "37.6922361,-97.3375448" } ], "locationText" : "Wichita, Kansas, United States", "employmentType" : "PART_TIME", "minimumEducation" : "High School Diploma or GED equivalent", "technicalSkills" : "SMART boards, IPads, Computers, Copiers, Scanners, Fax machine", "professionalSkills" : [ "Instructional assistance", "Record keeping", "Behavior management", "Classroom safety", "Student integration", "Instructional material preparation", "Learning center preparation", "IEP planning", "Confidentiality", "Professional rapport", "Effective teaming", "Conflict resolution", "Prioritization", "Organization", "Decision making", "Typing skills", "Braille interlining" ], "hardSkillsList" : [ "Physical dexterity", "Physical stamina", "Manual dexterity", "Physical ability" ], "hardSkills" : [ { "name" : "Physical dexterity", "level" : "intermediate" }, { "name" : "Physical stamina", "level" : "intermediate" }, { "name" : "Manual dexterity", "level" : "intermediate" }, { "name" : "Physical ability", "level" : "intermediate" } ], "majorSkills" : "Special education assistance, Student behavior management, Instructional support", "majorSkillsList" : [ "Special education assistance", "Student behavior management", "Instructional support" ], "coreResponsibilities" : "Supervise students in class, Assist in managing classroom routines, Assist in managing classroom procedures, Assist in interventions to redirect behavior, Assess crisis situations, Intervene to defuse situations, Document occurrences, Provide feedback for positive self-esteem, Supervise school activities off campus, Supervise school activities on campus, Implement student behavior plans, Assist students to and from assigned areas, Facilitate integration efforts, Assist in physical setup of classroom, Assist with technology integration, Use low vision equipment, Assist students using low vision equipment, Use adaptive magnifying equipment, Assist students using adaptive magnifying equipment, Participate in effective teaming, Provide individual instruction, Provide group instruction, Provide instruction to regular education students, Assign to regular classroom program, Provide feedback to students, Provide feedback to teachers, Assist students through questioning, Assist students through discussion, Assist with student engagement, Assist students with integration, Evaluate student progress, Share student progress information, Assist with designing instruction, Assist with planning instruction, Assist with follow through, Score tests, Keep records, Make reports, Demonstrate knowledge of district resources, Prepare instructional materials, Prepare learning centers, Assist in planning for IEP, Maintain confidentiality of student information, Maintain confidentiality of staff information, Model appropriate behavior, Develop professional rapport, Maintain professional rapport, Demonstrate sensitivity to student needs, Demonstrate sensitivity to staff needs, Demonstrate sensitivity to parent needs, Communicate with students, Communicate with parents, Communicate with instructional staff, Communicate with support staff, Observe student behavior, Chart student behavior, Assist in discipline of student, Prioritize work, Organize work, Attend staff meetings, Participate in staff meetings, Attend PLCs, Participate in PLCs, Attend parent conferences, Participate in parent conferences, Acquire in-service hours, Assist students to and from buses, Assist drivers until departure time, Assist in transportation of students, Assist in caring for student's medical needs, Assist students with basic needs, Assist with self-care, Assist with hygiene, Assist with feeding, Assist with tube feeding, Assist with toileting, Assist with diapering, Assist with dressing, Assist with physical transfers, Assist and supervise students, Demonstrate typing skills, Demonstrate ability to interline Braille, Assist with additional duties", "teamCollaboration" : "Effective teaming skills; Collaboration; Conflict resolution; Professional rapport with teacher; Professional rapport with staff", "domainKnowledge" : "Special education; Low incidence disabilities; Individual Education Plan (IEP); Sign language modalities; Braille; Nonviolent Crisis Intervention (NCI)", "domainList" : [ "special-education", "low-incidence-disabilities", "individual-education-plan-iep", "sign-language-modalities", "braille", "nonviolent-crisis-intervention-nci" ], "domainSpecificKnowledge" : [ "Special education", "Low incidence disabilities", "Individual Education Plan (IEP)", "Sign language modalities", "Braille", "Nonviolent Crisis Intervention (NCI)" ], "toolProficiency" : [ "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "communicationSkills" : "Communication with students; Communication with parents; Communication with staff", "documentationSkills" : "Record keeping; Documenting occurrences; Charting student behavior", "continuousLearning" : "20 hours in-service annually; 10 in-service hours after 3 years", "problemSolvingSkills" : "Assess crisis situations; Intervene to defuse situations; Make decisions", "specialRequirements" : "Work in various weather conditions, React immediately to emergency, Use physical restraint technique, Walk long distances, Stand for long periods, Bend, Twist, Balance, Stoop, Climb steps, Reach overhead, Physical activity, Limited travel between schools, Limited travel to central offices, Comply with equipment use guidelines", "qualificationsBasic" : "High School Diploma or GED equivalent, 48 accredited college credits or pass assessment, Pass the Physical Capacity Test (PCP), In-service in first aide, In-service in symptoms of child abuse, In-service in signs of illness, Knowledge of sign language modalities, Literacy of Braille, Literacy of NCI, Literacy of other special skills", "qualificationsPreferred" : "Knowledge of low vision equipment, Knowledge of adaptive magnifying equipment", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: Para Sped Low 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. Essential Performance Responsibilities: Supervises students in class setting as directed by the teacher or other staff 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 Uses a slate and/or stylus or have a willingness to learn these skills Assists students in using low vision equipment Assists students with adaptive magnifying equipment 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 the integration into regular education classroom Evaluates student progress on work assignments and shares information with teacher Assists the teacher with the designing and/or planning of instruction and follow through Assists with scoring tests, keeping records and making reports as required by the teacher Demonstrates knowledge of district resources Prepares instructional materials and/or learning centers Assists in the planning for the Individual Education Plan (IEP) 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 Attend sand 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 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 Possesses the manual dexterity, physical ability and stamina for a full day of physical activity Assists and supervise students to and from assigned areas Demonstrates typing skills Demonstrates the ability to interline all Braille material for tests and daily lessons 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 50 pounds; Be able to lift and carry up to 100 pounds with assistance Be able to demonstrate good finger dexterity Knowledge, Skills, and Abilities: Extensive knowledge and experience working with students who demonstrate the need for intensive services in one or more of the categorical areas listed above Demonstrated proficiency in developing and delivering training to meet the targeted needs of the identified audience Proficient problem solving skills Demonstrated acumen in completing tasks and dealing with situations related to the essential functions of the position Extensive knowledge and practice setting up structured environments 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 Must pass the Physical Capacity Test (PCP) Requires in-service, training or course work in first aide, symptoms of child abuse, and/or symptoms and signs of illness Requires knowledge and literacy of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) and/or other special skills FLSA Status: Non-Exempt", "summaryDescription" : "Para Special Education Low Incidence (2025-2026 School Year). Skills: Special education assistance, Student behavior management, Instructional support. Supervise students in class. Assist in managing classroom routines", "createdAt" : "2026-06-14T21:56:50.928", "lastUpdated" : "2026-06-15T23:56:20.589", "ingestTimestamp" : "2026-06-14T21:56:50.928", "mongoId" : "6949b14570f0b99d58827106", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 25000, "salaryAnnualMax" : 35000, "salaryBand" : "<30k", "hasSalary" : true, "allSkills" : [ "Physical dexterity", "Physical stamina", "Manual dexterity", "Physical ability", "Special education assistance", "Student behavior management", "Instructional support", "Instructional assistance", "Record keeping", "Behavior management", "Classroom safety", "Student integration", "Instructional material preparation", "Learning center preparation", "IEP planning", "Confidentiality", "Professional rapport", "Effective teaming", "Conflict resolution", "Prioritization", "Organization", "Decision making", "Typing skills", "Braille interlining", "Special education", "Low incidence disabilities", "Individual Education Plan (IEP)", "Sign language modalities", "Braille", "Nonviolent Crisis Intervention (NCI)", "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "skillCount" : 36, "jobCategory" : "general", "jobSubcategory" : "general", "seniorityLevel" : "Entry", "dataQualityScore" : 0.6666667, "_score" : 824.3321, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6949b14570f0b99d5882711a", "title" : "Para Special Education Low Incidence (2025-2026 School Year)", "industry" : "Education", "salary" : { "min" : 25000.0, "max" : 35000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "The estimation is based on the market baseline for an Entry level Para Special Education Low Incidence position in Curtis Middle School, United States, adjusted for part-time employment." }, "location" : "Curtis Middle School", "locations" : [ "Curtis Middle School", "1031 S. Edgemoor", "67218" ], "timestamp" : "2026-06-16T04:59:16.482", "fingerprint" : "72fb2c547879eb8820ba8579066ca1f36506e9287a08a9cb7f3019f34bab6bd7", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=88393", "externalId" : "88393", "industryFunction" : { }, "structuredLocations" : [ { "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "United States", "employmentType" : "PART_TIME", "minimumEducation" : "High School Diploma or GED equivalent", "technicalSkills" : "SMART boards, IPads, Computers, Copiers, Scanners, Fax machine", "professionalSkills" : [ "Instructional assistance", "Record keeping", "Behavior management", "Classroom safety", "Student integration", "Instructional planning", "Material preparation", "Learning centers", "IEP planning", "Confidentiality", "Professional rapport", "Prioritization", "Organization", "Decision making" ], "hardSkillsList" : [ "Physical activity", "Physical transfers", "Tube feeding", "Self-care", "Hygiene", "Toileting", "Diapering", "Dressing", "Medical needs care" ], "softSkillsList" : [ "Conflict resolution" ], "hardSkills" : [ { "name" : "Physical activity", "level" : "intermediate" }, { "name" : "Physical transfers", "level" : "intermediate" }, { "name" : "Tube feeding", "level" : "intermediate" }, { "name" : "Self-care", "level" : "intermediate" }, { "name" : "Hygiene", "level" : "intermediate" }, { "name" : "Toileting", "level" : "intermediate" }, { "name" : "Diapering", "level" : "intermediate" }, { "name" : "Dressing", "level" : "intermediate" }, { "name" : "Medical needs care", "level" : "intermediate" } ], "softSkills" : [ { "name" : "Conflict resolution" } ], "majorSkills" : "Special education, Instructional assistance, Behavioral intervention", "majorSkillsList" : [ "Special education", "Instructional assistance", "Behavioral intervention" ], "coreResponsibilities" : "Supervise students in class, Manage classroom routines, Assist in interventions, Redirect behavior, Assess crisis situations, Defuse situations, Document student occurrences, Provide feedback for self-esteem, Supervise school activities, Implement student behavior plan, Assist students to assigned areas, Facilitate integration efforts, Setup classroom for instruction, Setup classroom for projects, Setup classroom for activities, Integrate technology into classroom, Assist students using low vision equipment, Assist students with adaptive magnifying equipment, Participate in effective teaming, Provide individual instruction, Provide group instruction, Assign to regular classroom program, Provide feedback to students, Provide feedback to teachers, Assist students through questioning, Assist students through discussion, Assist with student engagement, Assist students with integration, Evaluate student progress, Share progress information with teacher, Assist with designing instruction, Assist with planning instruction, Follow through on instruction, Score tests, Keep records, Make reports as required, Demonstrate knowledge of district resources, Prepare instructional materials, Prepare learning centers, Assist in planning IEP, Maintain confidentiality of student information, Maintain confidentiality of staff information, Model appropriate behavior for students, Develop professional rapport with teacher, Develop professional rapport with staff, Demonstrate sensitivity to student needs, Demonstrate sensitivity to staff needs, Demonstrate sensitivity to parent needs, Communicate with students, Communicate with parents, Communicate with instructional staff, Communicate with support staff, Observe student behavior, Chart student behavior, Assist in discipline of student, Prioritize work, Organize work, Attend staff meetings, Participate in PLCs, Participate in parent conferences, Acquire in-service hours annually, Assist students to and from buses, Assist drivers until departure time, Assist in transportation of students, Care for student's medical needs, Assist students with basic needs, Assist students with self-care, Assist students with hygiene, Assist students with feeding, Assist students with tube feeding, Assist students with toileting, Assist students with diapering, Assist students with dressing, Assist students with physical transfers, Supervise students to assigned areas, Assist with additional duties", "teamCollaboration" : "Effective teaming skills; Collaboration with staff; Collaboration with teacher; Collaboration with support staff; Collaboration with parents; Collaboration with students", "domainKnowledge" : "Special education; Low vision equipment; Adaptive magnifying equipment; Braille; Sign language modalities; Nonviolent Crisis Intervention", "domainList" : [ "special-education", "low-vision-equipment", "adaptive-magnifying-equipment", "braille", "sign-language-modalities", "nonviolent-crisis-intervention" ], "domainSpecificKnowledge" : [ "Special education", "Low vision equipment", "Adaptive magnifying equipment", "Braille", "Sign language modalities", "Nonviolent Crisis Intervention" ], "toolProficiency" : [ "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "communicationSkills" : "Communication with students; Communication with parents; Communication with staff; Letter communication; Phone communication; Email communication; Fax communication; Personal contact communication", "documentationSkills" : "Document occurrences; Chart student behavior; Make reports", "continuousLearning" : "20 hours in-service annually; 10 in-service hours required after 3 years", "problemSolvingSkills" : "Conflict resolution; Assess crisis situations; Defuse situations; Make decisions", "specialRequirements" : "Manual dexterity, Physical ability, Physical stamina, Full day physical activity, Work in various weather, React immediately to emergency, Use physical restraint technique, Walk long distances, Stand for long periods, Bend, Twist, Balance, Stoop, Climb steps, Reach overhead, Conform to professional dress, Conform to professional appearance", "qualificationsBasic" : "High School Diploma or GED equivalent, 48 accredited college credits or pass state assessment, Pass Physical Capacity Test (PCP), In-service training in first aide, In-service training in symptoms of child abuse, In-service training in symptoms of illness, Knowledge of sign language modalities, Literacy of Braille, Knowledge of NCI, Literacy of other special skills", "qualificationsPreferred" : "Knowledge of low vision equipment, Knowledge of adaptive magnifying equipment, Typing skills, Ability to interline Braille material", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: Para Sped Low 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. Essential Performance Responsibilities: Supervises students in class setting as directed by the teacher or other staff 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 Uses a slate and/or stylus or have a willingness to learn these skills Assists students in using low vision equipment Assists students with adaptive magnifying equipment 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 the integration into regular education classroom Evaluates student progress on work assignments and shares information with teacher Assists the teacher with the designing and/or planning of instruction and follow through Assists with scoring tests, keeping records and making reports as required by the teacher Demonstrates knowledge of district resources Prepares instructional materials and/or learning centers Assists in the planning for the Individual Education Plan (IEP) 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 Attend sand 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 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 Possesses the manual dexterity, physical ability and stamina for a full day of physical activity Assists and supervise students to and from assigned areas Demonstrates typing skills Demonstrates the ability to interline all Braille material for tests and daily lessons 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 50 pounds; Be able to lift and carry up to 100 pounds with assistance Be able to demonstrate good finger dexterity Knowledge, Skills, and Abilities: Extensive knowledge and experience working with students who demonstrate the need for intensive services in one or more of the categorical areas listed above Demonstrated proficiency in developing and delivering training to meet the targeted needs of the identified audience Proficient problem solving skills Demonstrated acumen in completing tasks and dealing with situations related to the essential functions of the position Extensive knowledge and practice setting up structured environments 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 Must pass the Physical Capacity Test (PCP) Requires in-service, training or course work in first aide, symptoms of child abuse, and/or symptoms and signs of illness Requires knowledge and literacy of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) and/or other special skills FLSA Status: Non-Exempt", "summaryDescription" : "Para Special Education Low Incidence (2025-2026 School Year). Skills: Special education, Instructional assistance, Behavioral intervention. Supervise students in class. 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Collaboration; Conflict resolution; Professional rapport with staff", "domainKnowledge" : "Cognitive disabilities; Communication disabilities; Social disabilities; Behavioral disabilities; Emotional disabilities; Academic instruction; Adaptive behavior skills; Child development; Language acquisition; Individual Education Plan", "domainList" : [ "cognitive-disabilities", "communication-disabilities", "social-disabilities", "behavioral-disabilities", "emotional-disabilities", "academic-instruction", "adaptive-behavior-skills", "child-development", "language-acquisition", "individual-education-plan" ], "domainSpecificKnowledge" : [ "Cognitive disabilities", "Communication disabilities", "Social disabilities", "Behavioral disabilities", "Emotional disabilities", "Academic instruction", "Adaptive behavior skills", "Child development", "Language acquisition", "Individual Education Plan" ], "toolProficiency" : [ "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "communicationSkills" : "Oral communication; Written communication; Communication with students; Communication with parents; Communication with staff", "documentationSkills" : "Record keeping; Document occurrences; Chart student behavior", "continuousLearning" : "In-service training", "problemSolvingSkills" : "Assess crisis situations; Intervene to defuse situations; Make decisions; Prioritize work; Organize work", "specialRequirements" : "Work in various weather conditions, React immediately to emergency, Use of physical restraint technique, Walk long distances, Stand for long periods, Bend, Twist, Balance, Stoop, Climb steps, Reach overhead, Manual dexterity, Physical ability, Stamina, Travel between buildings, Travel to central offices, Physical restraint technique", "qualificationsBasic" : "High School Diploma or GED, 48 accredited college credits or state approved assessment, Minimum 20 hours in-service annually, Minimum 10 in-service hours after 3 years", "qualificationsPreferred" : "Knowledge of sign language modalities, Knowledge of Braille, Knowledge of NCI, Knowledge of other special skills, In service training in first aide, In service training in symptoms of child abuse, In service training in 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 (2025-2026 School Year). 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Glenn", "67217" ], "timestamp" : "2026-06-16T00:38:19.015", "fingerprint" : "71682d8ba3721a8c3a2f65c46531b6217d36b17f7cb4aab19f515de41d8e258e", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=61812", "externalId" : "61812", "industryFunction" : { }, "structuredLocations" : [ { "workMode" : "onsite" } ], "locationText" : "", "employmentType" : "PART_TIME", "minimumEducation" : "High School Diploma or GED equivalent", "professionalSkills" : [ "Instructional assistance", "Behavior management", "Record keeping", "Crisis intervention", "Community based instruction" ], "hardSkillsList" : [ "Child development", "Language acquisition" ], "hardSkills" : [ { "name" : "Child development", "level" : "intermediate" }, { "name" : "Language acquisition", "level" : "intermediate" } ], "majorSkills" : "Special education, Student support, Behavioral intervention", "majorSkillsList" : [ "Special education", "Student support", "Behavioral intervention" ], "coreResponsibilities" : "Supervise students in class, Assist in managing classroom routines, Assist in interventions to redirect behavior, Assess crisis situations, Intervene to defuse situations, Document occurrences, Provide feedback for positive self-esteem, Supervise school activities, Implement student behavior plans, Assist students to and from assigned areas, Assist in physical setup of classroom, Assist in integration of technology, Participate in effective teaming, Provide individual instruction, Provide group instruction, Assist with student engagement, Assist students with self-advocacy, Assist students in using technology, Exhibit clear oral communication, Exhibit clear written communication, Assist with child development, Assist with language acquisition, Assist students with integration, Assist with designing instruction, Assist with follow through, Assist in development of IEP, Assist in implementation of IEP, Demonstrate knowledge of district resources, Assist with planning community instruction, Assist with implementation of community instruction, Maintain high level of confidentiality, Model appropriate behavior, Develop professional rapport, Maintain professional rapport, Demonstrate sensitivity to needs, Communicate with students, Communicate with parents, Communicate with staff, Observe student behavior, Chart student behavior, Assist in discipline of student, Prioritize and organize work, Organize work, Make decisions, Prioritize work, Respond to demands, Attend staff meetings, Participate in staff meetings, Attend PLCs, Participate in PLCs, Attend parent conferences, Participate in parent conferences, Acquire in-service hours, Assist students to and from buses, Assist drivers until departure, Accept responsibility for travel, Assist in caring for medical needs, Assist students with basic needs, Assist with self-care, Assist with hygiene, Assist with feeding, Assist with tube feeding, Assist with toileting, Assist with diapering, Assist with dressing, Assist with physical transfers, Assist with additional duties", "teamCollaboration" : "Effective teaming skills; Conflict resolution; Professional rapport with teacher; Professional rapport with staff", "domainKnowledge" : "Cognitive disabilities; Communication disabilities; Social disabilities; Behavioral disabilities; Emotional disabilities; Academic instruction; Adaptive behavior skills; Individual Education Plan (IEP)", "domainList" : [ "cognitive-disabilities", "communication-disabilities", "social-disabilities", "behavioral-disabilities", "emotional-disabilities", "academic-instruction", "adaptive-behavior-skills", "individual-education-plan-iep" ], "domainSpecificKnowledge" : [ "Cognitive disabilities", "Communication disabilities", "Social disabilities", "Behavioral disabilities", "Emotional disabilities", "Academic instruction", "Adaptive behavior skills", "Individual Education Plan (IEP)" ], "toolProficiency" : [ "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "communicationSkills" : "Oral communication; Written communication", "documentationSkills" : "Document occurrences", "continuousLearning" : "Acquire 20 hours in-service annually; Acquire 10 in-service hours after 3 years", "problemSolvingSkills" : "Assess crisis situations; Intervene to defuse situations; Make decisions; Prioritize work", "specialRequirements" : "Work in various weather conditions, React immediately to emergency, Use physical restraint technique, Walk long distances, Stand for long periods, Bend, Twist, Balance, Stoop, Climb steps, Reach overhead, Travel between buildings, Travel between assignments, Assist with medical needs, Assist with basic needs, Assist with self-care, Assist with hygiene, Assist with feeding, Assist with tube feeding, Assist with toileting, Assist with diapering, Assist with dressing, Assist with physical transfers", "qualificationsBasic" : "High School Diploma or GED equivalent, 48 accredited college credits or pass state assessment", "qualificationsPreferred" : "Knowledge of sign language modalities, Knowledge of Braille, Knowledge of NCI, In service/training in first aide, In service/training in symptoms of child abuse, In service/training in symptoms/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. 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Glenn", "67217" ], "timestamp" : "2026-06-16T05:19:12.038", "fingerprint" : "a3caa47ebc9ba8722d55b0279db4abd5b5e1370f922c45573b8a90efd9b973f5", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=58591", "externalId" : "58591", "industryFunction" : { }, "structuredLocations" : [ { "workMode" : "onsite" } ], "locationText" : "", "employmentType" : "PART_TIME", "minimumEducation" : "High School Diploma or GED equivalent", "technicalSkills" : "SMART boards, IPads, Computers, Copiers, Scanners, Fax machine", "professionalSkills" : [ "Instructional assistance", "Record keeping", "Behavior management", "Classroom safety", "Communication", "Teaming skills", "Conflict resolution", "Instructional planning", "Material preparation", "Learning centers", "Confidentiality", "Professional rapport", "Prioritization", "Organization", "Decision making", "Typing skills", "Braille material interlining" ], "hardSkillsList" : [ "Physical restraint technique", "Self-care", "Hygiene", "Feeding", "Tube feeding", "Toileting", "Diapering", "Dressing", "Physical transfers" ], "hardSkills" : [ { "name" : "Physical restraint technique", "level" : "intermediate" }, { "name" : "Self-care", "level" : "intermediate" }, { "name" : "Hygiene", "level" : "intermediate" }, { "name" : "Feeding", "level" : "intermediate" }, { "name" : "Tube feeding", "level" : "intermediate" }, { "name" : "Toileting", "level" : "intermediate" }, { "name" : "Diapering", "level" : "intermediate" }, { "name" : "Dressing", "level" : "intermediate" }, { "name" : "Physical transfers", "level" : "intermediate" } ], "majorSkills" : "Special education, Instructional assistance, Behavior intervention, Student supervision", "majorSkillsList" : [ "Special education", "Instructional assistance", "Behavior intervention", "Student supervision" ], "coreResponsibilities" : "Supervise students in class, Manage classroom routines, Manage classroom procedures, Assist in interventions, Redirect behavior, Assess crisis situations, Intervene to defuse situations, Document occurrences, Provide feedback for self-esteem, Supervise school activities, Implement student behavior plan, Assist students to assigned areas, Facilitate integration efforts, Assist with physical classroom setup, Integrate technology into classroom, Use low vision equipment, Assist students with adaptive magnifying equipment, Participate in effective teaming, Participate in collaboration, Participate in conflict resolution, Participate in communication, Provide individual instruction, Provide group instruction, Provide instruction to regular education students, Assign to regular classroom program, Provide feedback to students, Provide feedback to teachers, Assist students with questioning techniques, Assist students with discussion techniques, Assist with student engagement, Assist students with curriculum, Assist students with integration, Evaluate student progress, Share progress information with teacher, Assist with designing instruction, Assist with planning instruction, Assist with follow through, Score tests, Keep records, Make reports as required, Demonstrate knowledge of district resources, Prepare instructional materials, Prepare learning centers, Assist in planning for IEP, Maintain high level of confidentiality, Model appropriate behavior, Develop professional rapport, Maintain professional rapport, Demonstrate sensitivity to student needs, Demonstrate sensitivity to staff needs, Demonstrate sensitivity to parent needs, Communicate with students, Communicate with parents, Communicate with instructional staff, Communicate with support staff, Observe student behavior, Chart student behavior, Assist in discipline of student, Prioritize work, Organize work, Attend staff meetings, Participate in staff meetings, Attend PLCs, Participate in PLCs, Attend parent conferences, Participate in parent conferences, Acquire in-service hours, Assist students to buses, Assist students from buses, Assist drivers until departure time, Assist in transportation of students, Assist in caring for student's medical needs, Assist students with basic needs, Assist students with self-care, Assist students with hygiene, Assist students with feeding, Assist students with tube feeding, Assist students with toileting, Assist students with diapering, Assist students with dressing, Assist students with physical transfers, Supervise students to assigned areas, Supervise students from assigned areas, Assist with additional duties", "teamCollaboration" : "Effective teaming skills; Collaboration; Professional rapport with staff; Working with diverse population; Handle situations with tact; Handle situations with diplomacy; Interact with colleagues", "domainKnowledge" : "Special education; Individual Education Plan (IEP); Low vision equipment; Adaptive magnifying equipment; Braille; Sign language modalities; NCI (Nonviolent Crisis Intervention)", "domainList" : [ "special-education", "individual-education-plan-iep", "low-vision-equipment", "adaptive-magnifying-equipment", "braille", "sign-language-modalities", "nci-nonviolent-crisis-intervention" ], "domainSpecificKnowledge" : [ "Special education", "Individual Education Plan (IEP)", "Low vision equipment", "Adaptive magnifying equipment", "Braille", "Sign language modalities", "NCI (Nonviolent Crisis Intervention)" ], "toolProficiency" : [ "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "communicationSkills" : "Communication with students; Communication with parents; Communication with staff; Letter communication; Phone communication; Email communication; Fax communication; Personal contact communication", "documentationSkills" : "Record keeping; Documenting occurrences; Charting student behavior; Making reports", "continuousLearning" : "Acquire in-service hours", "problemSolvingSkills" : "Conflict resolution; Assess crisis situations; Intervene to defuse situations; Make decisions; Use good judgment", "specialRequirements" : "Ability to use slate and/or stylus, Manual dexterity, Physical ability, Stamina for full day, Work in various weather conditions, React immediately to emergency, Use of physical restraint technique, Walk long distances, Stand for long periods, Bend, Twist, Balance, Stoop, Climb steps, Reach overhead, Conform to proper standards of professional dress, Conform to proper standards of appearance, Comply with equipment use guidelines", "qualificationsBasic" : "48 accredited college credits or pass state assessment, Pass the Physical Capacity Test (PCP), In-service training in first aide, In-service training in symptoms of child abuse, In-service training in symptoms and signs of illness, Knowledge of various sign language modalities, Literacy of various sign language modalities, Knowledge of Braille, Literacy of Braille, Knowledge of NCI, Literacy of NCI, Knowledge of other special skills, Literacy of other special skills", "qualificationsPreferred" : "Minimum of 20 hours of in-service annually, Minimum of 10 in-service hours after 3 years", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: Para Sped Low 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. Essential Performance Responsibilities: Supervises students in class setting as directed by the teacher or other staff 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 Uses a slate and/or stylus or have a willingness to learn these skills Assists students in using low vision equipment Assists students with adaptive magnifying equipment 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 the integration into regular education classroom Evaluates student progress on work assignments and shares information with teacher Assists the teacher with the designing and/or planning of instruction and follow through Assists with scoring tests, keeping records and making reports as required by the teacher Demonstrates knowledge of district resources Prepares instructional materials and/or learning centers Assists in the planning for the Individual Education Plan (IEP) 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 Attend sand 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 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 Possesses the manual dexterity, physical ability and stamina for a full day of physical activity Assists and supervise students to and from assigned areas Demonstrates typing skills Demonstrates the ability to interline all Braille material for tests and daily lessons 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 50 pounds; Be able to lift and carry up to 100 pounds with assistance Be able to demonstrate good finger dexterity Knowledge, Skills, and Abilities: Extensive knowledge and experience working with students who demonstrate the need for intensive services in one or more of the categorical areas listed above Demonstrated proficiency in developing and delivering training to meet the targeted needs of the identified audience Proficient problem solving skills Demonstrated acumen in completing tasks and dealing with situations related to the essential functions of the position Extensive knowledge and practice setting up structured environments 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 Must pass the Physical Capacity Test (PCP) Requires in-service, training or course work in first aide, symptoms of child abuse, and/or symptoms and signs of illness Requires knowledge and literacy of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) and/or other special skills FLSA Status: Non-Exempt", "summaryDescription" : "Para Special Education Low Incidence (2025-2026 School Year). Skills: Special education, Instructional assistance, Behavior intervention, Student supervision. Supervise students in class. Manage classroom routines", "createdAt" : "2026-06-14T20:40:11.109", "lastUpdated" : "2026-06-16T05:19:12.038", "ingestTimestamp" : "2026-06-14T20:40:11.109", "mongoId" : "6949b14570f0b99d588271b4", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryBand" : "100k-150k", "hasSalary" : false, "allSkills" : [ "Physical restraint technique", "Self-care", "Hygiene", "Feeding", "Tube feeding", "Toileting", "Diapering", "Dressing", "Physical transfers", "Special education", "Instructional assistance", "Behavior intervention", "Student supervision", "Record keeping", "Behavior management", "Classroom safety", "Communication", "Teaming skills", "Conflict resolution", "Instructional planning", "Material preparation", "Learning centers", "Confidentiality", "Professional rapport", "Prioritization", "Organization", "Decision making", "Typing skills", "Braille material interlining", "Individual Education Plan (IEP)", "Low vision equipment", "Adaptive magnifying equipment", 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"certifications" : [ "NCI (Nonviolent Crisis Intervention)" ], "timestamp" : "2026-06-16T00:45:42.694", "fingerprint" : "68154e7c8ce640b928ce088e4334745f22b5be454c2d7f7f1bf94ae014e57a8f", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=69431", "externalId" : "69431", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Lawrence", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "38.9719137,-95.2359403" } ], "locationText" : "Lawrence, United States", "employmentType" : "PART_TIME", "minimumEducation" : "High School Diploma or GED equivalent", "technicalSkills" : "SMART boards, IPads, Computers, Copiers, Scanners, Fax machine", "professionalSkills" : [ "Instructional assistance", "Record keeping", "Behavior management", "Classroom safety", "Communication", "Teaming skills", "Collaboration", "Conflict resolution", "Individual instruction", "Group instruction", "Self-advocacy", "Child development", "Language acquisition", "Instruction design", "IEP development", "Community based instruction", "Confidentiality", "Professional rapport", "Planning", "Organizing", "Decision making", "Prioritizing work", "Professional manner", "Positive attitude", "Good judgment", "Professional dress", "Professional appearance", "Customer service" ], "hardSkillsList" : [ "Physical restraint technique", "Tube feeding", "Diapering", "Physical transfers" ], "hardSkills" : [ { "name" : "Physical restraint technique", "level" : "intermediate" }, { "name" : "Tube feeding", "level" : "intermediate" }, { "name" : "Diapering", "level" : "intermediate" }, { "name" : "Physical transfers", "level" : "intermediate" } ], "majorSkills" : "Special education assistance, Behavioral intervention, Student integration", "majorSkillsList" : [ "Special education assistance", "Behavioral intervention", "Student integration" ], "coreResponsibilities" : "Supervise students in class, Assist in managing classroom routines, Assist in interventions to redirect behavior, Assess crisis situations, Intervene to defuse situations, Document occurrences, Provide feedback for positive self-esteem, Supervise school activities, Implement student behavior plan, Assist students to and from assigned areas, Assist in physical setup of classroom, Integrate technology into classroom, Provide individual instruction, Provide group instruction, Assist students with self-advocacy, Assist students in using technology, Assist with child development, Assist with language acquisition, Assist students with integration, Assist with designing instruction, Assist with instruction follow through, Assist in IEP development, Assist in IEP implementation, Demonstrate knowledge of district resources, Assist with planning community based instruction, Assist with implementation of community based instruction, Maintain confidentiality of information, Model appropriate behavior for students, Develop professional rapport with teacher, Develop professional rapport with staff, Demonstrate sensitivity to student needs, Demonstrate sensitivity to staff needs, Demonstrate sensitivity to parent needs, Communicate with students, Communicate with parents, Communicate with instructional staff, Communicate with support staff, Observe student behavior, Chart student behavior, Assist in discipline of student, Prioritize work, Organize work, Respond to demands, Attend staff meetings, Participate in PLCs, Participate in parent conferences, Acquire in-service hours, Assist students to and from buses, Assist drivers until departure time, Assist in transportation of students, Accept responsibility for travel between buildings, Accept responsibility for travel between assignments, Assist in caring for student's medical needs, Assist students with basic needs, Assist students with self-care, Assist students with hygiene, Assist students with feeding, Assist students with tube feeding, Assist students with toileting, Assist students with diapering, Assist students with dressing, Assist students with physical transfers, Assist with additional duties", "teamCollaboration" : "Effective teaming skills; Collaboration; Conflict resolution; Communication with staff; Professional rapport with staff; Interactions with personnel; Working with diverse population; Friendly, professional manner", "domainKnowledge" : "Cognitive disabilities; Communication disabilities; Social disabilities; Behavioral disabilities; Emotional disabilities; Academic instruction; Adaptive behavior skills; Individual Education Plan (IEP); Child development; Language acquisition; Community based instruction", "domainList" : [ "cognitive-disabilities", "communication-disabilities", "social-disabilities", "behavioral-disabilities", "emotional-disabilities", "academic-instruction", "adaptive-behavior-skills", "individual-education-plan-iep", "child-development", "language-acquisition", "community-based-instruction" ], "domainSpecificKnowledge" : [ "Cognitive disabilities", "Communication disabilities", "Social disabilities", "Behavioral disabilities", "Emotional disabilities", "Academic instruction", "Adaptive behavior skills", "Individual Education Plan (IEP)", "Child development", "Language acquisition", "Community based instruction" ], "toolProficiency" : [ "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "communicationSkills" : "Oral communication; Written communication; Expressive communication; Letter communication; Phone communication; E-mail communication; Fax communication; Personal contact communication", "documentationSkills" : "Record keeping; Documenting occurrences; Charting student behavior", "continuousLearning" : "Minimum 20 hours in-service annually; Minimum 10 in-service hours after 3 years", "problemSolvingSkills" : "Assess crisis situations; Intervene to defuse situations; Make decisions; Prioritize work; Use good judgment", "specialRequirements" : "Work in various weather conditions, React immediately to emergency situation, Use physical restraint technique, Walk long distances, Stand for long periods, Bend, Twist, Balance, Stoop, Climb steps, Reach overhead, Manual dexterity, Physical ability, Travel between buildings, Travel between assignments, Assist with medical needs, Assist with basic needs, Assist with self-care, Assist with hygiene, Assist with feeding, Assist with tube feeding, Assist with toileting, Assist with diapering, Assist with dressing, Assist with physical transfers, Comply with USD 259 guidelines", "qualificationsBasic" : "High School Diploma or GED equivalent, 48 accredited college credits or pass state assessment (Title School), Minimum of 20 hours of in-service annually, Minimum of 10 in-service hours after 3 years", "qualificationsPreferred" : "Knowledge of sign language modalities, Knowledge of Braille, NCI certification, Other special skills, In service, training or coursework in first aide, In service, training or coursework in symptoms of child abuse, In service, training or coursework in symptoms and signs of illness", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: Para Special Education 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 (2025-2026 School Year). 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Woodchuck Lane", "67209" ], "certifications" : [ "First aide", "Symptoms of child abuse", "Symptoms and signs of illness" ], "timestamp" : "2026-06-16T05:32:46.443", "fingerprint" : "a698e2205cc5814ab4c0548fdd5343597d62a0f7e2e4e4db9a3f94b00864c306", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=42113", "externalId" : "42113", "industryFunction" : { }, "structuredLocations" : [ { "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "United States", "employmentType" : "PART_TIME", "minimumEducation" : "High School Diploma or GED equivalent", "technicalSkills" : "SMART boards, IPads, Computers, Copiers, Scanners, Fax machine", "professionalSkills" : [ "Instructional assistance", "Record keeping", "Behavior management", "Crisis intervention", "Positive self-esteem development", "Physical setup", "Technology integration", "Effective teaming", "Conflict resolution", "Individual instruction", "Group instruction", "Questioning techniques", "Discussion techniques", "Student engagement", "Student progress evaluation", "Instruction planning", "Instructional material preparation", "Learning center preparation", "IEP planning", "Confidentiality", "Professional rapport", "Prioritization", "Organization", "Decision making", "Work prioritization", "Professional manner", "Positive attitude", "Good judgment", "Professionalism", "Confidentiality", "Customer service" ], "hardSkillsList" : [ "Typing skills", "Braille interlining", "Physical activity stamina", "Manual dexterity", "Physical ability", "Physical restraint technique" ], "softSkillsList" : [ "Diplomacy" ], "hardSkills" : [ { "name" : "Typing skills", "level" : "intermediate" }, { "name" : "Braille interlining", "level" : "intermediate" }, { "name" : "Physical activity stamina", "level" : "intermediate" }, { "name" : "Manual dexterity", "level" : "intermediate" }, { "name" : "Physical ability", "level" : "intermediate" }, { "name" : "Physical restraint technique", "level" : "intermediate" } ], "softSkills" : [ { "name" : "Diplomacy" } ], "majorSkills" : "Special education assistance, Student behavior management, Instructional support", "majorSkillsList" : [ "Special education assistance", "Student behavior management", "Instructional support" ], "coreResponsibilities" : "Supervise students in class, Assist in managing classroom routines, Assist in interventions to redirect behavior, Assess crisis situations, Intervene to defuse situations, Document occurrences, Provide feedback for positive self-esteem, Supervise school activities, Implement student behavior plans, Assist students to and from assigned areas, Assist in physical classroom setup, Assist in technology integration, Use slate and/or stylus, Assist students with low vision equipment, Assist students with adaptive magnifying equipment, Participate in effective teaming, Provide individual instruction, Provide group instruction, Assign to regular classroom program, Provide feedback to students, Provide feedback to teachers, Assist students with questioning, Assist students with discussion, Assist with student engagement, Assist students with integration, Evaluate student progress, Share information with teacher, Assist with instruction planning, Assist with instruction design, Score tests, Keep records, Make reports, Demonstrate knowledge of district resources, Prepare instructional materials, Prepare learning centers, Assist in IEP planning, Maintain confidentiality of information, Model appropriate behavior, Develop professional rapport, Maintain professional rapport, Demonstrate sensitivity to student needs, Demonstrate sensitivity to staff needs, Demonstrate sensitivity to parent needs, Communicate with students, Communicate with parents, Communicate with instructional staff, Communicate with support staff, Observe student behavior, Chart student behavior, Assist in student discipline, Prioritize work, Organize work, Attend staff meetings, Participate in PLCs, Participate in parent conferences, Acquire in-service hours annually, Assist students to and from buses, Assist drivers until departure time, Assist in transportation of students, Assist in caring for student's medical needs, Assist students with basic needs, Assist students with self-care, Assist students with hygiene, Assist students with feeding, Assist students with tube feeding, Assist students with toileting, Assist students with diapering, Assist students with dressing, Assist students with physical transfers, Assist and supervise students, Demonstrate typing skills, Demonstrate ability to interline Braille, Assist with additional duties", "teamCollaboration" : "Effective teaming skills; Collaboration; Professional rapport with teacher; Rapport with other staff; Working with diverse population; Tact and diplomacy; Friendly, professional manner; Quick, responsive service", "domainKnowledge" : "Special education; Low incidence disabilities; Individual Education Plan (IEP); Sign language modalities; Braille; NCI (Nonviolent Crisis Intervention)", "domainList" : [ "special-education", "low-incidence-disabilities", "individual-education-plan-iep", "sign-language-modalities", "braille", "nci-nonviolent-crisis-intervention" ], "domainSpecificKnowledge" : [ "Special education", "Low incidence disabilities", "Individual Education Plan (IEP)", "Sign language modalities", "Braille", "NCI (Nonviolent Crisis Intervention)" ], "toolProficiency" : [ "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "communicationSkills" : "Communication with students; Communication with parents; Communication with staff", "documentationSkills" : "Documenting occurrences; Charting student behavior; Making reports", "continuousLearning" : "Minimum 20 hours in-service annually; Minimum 10 in-service hours after 3 years", "problemSolvingSkills" : "Assess crisis situations; Intervene to defuse situations; Conflict resolution; Make decisions; Use good judgment", "specialRequirements" : "Work in various weather conditions, React immediately to emergency, Use physical restraint technique, Walk long distances, Stand for long periods, Bend, Twist, Balance, Stoop, Climb steps, Reach overhead, Manual dexterity, Physical ability, Physical stamina, Limited travel between schools, Limited travel to central offices", "qualificationsBasic" : "48 accredited college credits or pass state assessment, Pass Physical Capacity Test (PCP), In-service/training in first aide, In-service/training in symptoms of child abuse, In-service/training in symptoms/signs of illness, Knowledge of sign language modalities, Literacy of Braille, Knowledge of NCI, Knowledge of other special skills, Ability to conform to proper standards of professional dress", "qualificationsPreferred" : "Minimum of 48 accredited college credits verifiable with transcript", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: Para Sped Low 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. Essential Performance Responsibilities: Supervises students in class setting as directed by the teacher or other staff 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 Uses a slate and/or stylus or have a willingness to learn these skills Assists students in using low vision equipment Assists students with adaptive magnifying equipment 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 the integration into regular education classroom Evaluates student progress on work assignments and shares information with teacher Assists the teacher with the designing and/or planning of instruction and follow through Assists with scoring tests, keeping records and making reports as required by the teacher Demonstrates knowledge of district resources Prepares instructional materials and/or learning centers Assists in the planning for the Individual Education Plan (IEP) 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 Attend sand 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 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 Possesses the manual dexterity, physical ability and stamina for a full day of physical activity Assists and supervise students to and from assigned areas Demonstrates typing skills Demonstrates the ability to interline all Braille material for tests and daily lessons 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 50 pounds; Be able to lift and carry up to 100 pounds with assistance Be able to demonstrate good finger dexterity Knowledge, Skills, and Abilities: Extensive knowledge and experience working with students who demonstrate the need for intensive services in one or more of the categorical areas listed above Demonstrated proficiency in developing and delivering training to meet the targeted needs of the identified audience Proficient problem solving skills Demonstrated acumen in completing tasks and dealing with situations related to the essential functions of the position Extensive knowledge and practice setting up structured environments 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 Must pass the Physical Capacity Test (PCP) Requires in-service, training or course work in first aide, symptoms of child abuse, and/or symptoms and signs of illness Requires knowledge and literacy of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) and/or other special skills FLSA Status: Non-Exempt", "summaryDescription" : "Para Special Education Low Incidence (2025-2026 School Year). 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Collaborate with parents; Collaborate with staff; Work with staff", "domainKnowledge" : "Individualized Education Plans; Student learning needs", "domainList" : [ "individualized-education-plans", "student-learning-needs" ], "domainSpecificKnowledge" : [ "Individualized Education Plans", "Student learning needs" ], "communicationSkills" : "Communication skills", "continuousLearning" : "Tuition reimbursement; Credential support", "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, 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" : 816.03784, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6949b14570f0b99d5882717d", "title" : "Para Special Education High Incidence (2025-2026 School Year)", "industry" : "Education", "salary" : { "min" : 28000.0, "max" : 38000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "The estimation is based on the market baseline for an Entry-level Para Special Education High Incidence position in Wichita, United States, adjusted for part-time employment." }, "location" : "Beech Elementary School", "locations" : [ "Beech Elementary School", "1830 S. Cypress", "67207" ], "timestamp" : "2026-06-16T04:41:23.596", "fingerprint" : "c9520fa53263ad605858234ee77f94025c307bb26efe54ae5bc6e15c2a8b80fb", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=82571", "externalId" : "82571", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Wichita", "state" : "Kansas", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "37.6922361,-97.3375448" } ], "locationText" : "Wichita, Kansas, United States", "employmentType" : "PART_TIME", "minimumEducation" : "High School Diploma or GED equivalent", "professionalSkills" : [ "Instructional assistance", "Record keeping", "Behavior management", "Crisis intervention", "Community based instruction" ], "hardSkillsList" : [ "Child development", "Language acquisition" ], "hardSkills" : [ { "name" : "Child development", "level" : "intermediate" }, { "name" : "Language acquisition", "level" : "intermediate" } ], "majorSkills" : "Special education, Behavioral intervention, Student support", "majorSkillsList" : [ "Special education", "Behavioral intervention", "Student support" ], "coreResponsibilities" : "Supervise students in class, Manage classroom routines, Assist in interventions, Redirect student behavior, Assess crisis situations, Defuse crisis situations, Document student occurrences, Provide feedback for self-esteem, Supervise school activities, Implement student behavior plan, Assist students to assigned areas, Facilitate integration efforts, Setup classroom for instruction, Integrate technology into classroom, Provide individual instruction, Provide group instruction, Assist with regular education students, Provide feedback to students, Provide feedback to teachers, Assist students with questioning, Assist students with discussion, Assist with student engagement, Assist students with self-advocacy, Assist students in using technology, Exhibit clear communication, Exhibit expressive communication, Assist with child development, Assist with language acquisition, Assist students with integration, Design instruction, Follow through on instruction, Develop Individual Education Plan, Implement Individual Education Plan, Demonstrate knowledge of district resources, Plan community based instruction, Implement community based instruction, Maintain confidentiality of information, Model appropriate behavior, Develop professional rapport, Maintain professional rapport, Demonstrate sensitivity to needs, Communicate with students, Communicate with parents, Communicate with staff, Observe student behavior, Chart student behavior, Assist in discipline of student, Prioritize work, Organize work, Respond to demands, Attend staff meetings, Participate in PLCs, Participate in parent conferences, Acquire in-service hours, Assist students to buses, Assist students from buses, Assist drivers until departure, Accept responsibility for travel, Assist in caring for medical needs, Assist students with basic needs, Assist with self-care, Assist with hygiene, Assist with feeding, Assist with tube feeding, Assist with toileting, Assist with diapering, Assist with dressing, Assist with physical transfers, Assist with additional duties", "teamCollaboration" : "Effective teaming skills; Conflict resolution; Professional rapport with staff", "domainKnowledge" : "Cognitive disabilities; Communication disabilities; Social disabilities; Behavioral disabilities; Emotional disabilities; Academic instruction; Adaptive behavior skills; Special education students; Regular education students; Individual Education Plan (IEP); District resources; Community based instruction; Student medical needs; Child development; Language acquisition", "domainList" : [ "cognitive-disabilities", "communication-disabilities", "social-disabilities", "behavioral-disabilities", "emotional-disabilities", "academic-instruction", "adaptive-behavior-skills", "special-education-students", "regular-education-students", "individual-education-plan-iep", "district-resources", "community-based-instruction", "student-medical-needs", "child-development", "language-acquisition" ], "domainSpecificKnowledge" : [ "Cognitive disabilities", "Communication disabilities", "Social disabilities", "Behavioral disabilities", "Emotional disabilities", "Academic instruction", "Adaptive behavior skills", "Special education students", "Regular education students", "Individual Education Plan (IEP)", "District resources", "Community based instruction", "Student medical needs", "Child development", "Language acquisition" ], "toolProficiency" : [ "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "communicationSkills" : "Oral communication; Written communication", "documentationSkills" : "Document occurrences; Chart student behavior", "continuousLearning" : "Acquire 20 hours in-service annually; Acquire 10 in-service hours after 3 years", "problemSolvingSkills" : "Assess crisis situations; Intervene to defuse situations; Make decisions", "specialRequirements" : "Work in various weather, React immediately to emergency, Use physical restraint technique, Walk long distances, Stand for long periods, Bend, Twist, Balance, Stoop, Climb steps, Reach overhead, Travel between buildings, Travel between assignments", "qualificationsBasic" : "High School Diploma or GED equivalent, 48 accredited college credits or pass state assessment", "qualificationsPreferred" : "Knowledge of sign language modalities, Knowledge of Braille, NCI certification, First aid training, Child abuse symptoms training, Illness symptoms training", "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 (2025-2026 School Year). 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Glenn", "67217" ], "timestamp" : "2026-06-16T00:46:59.417", "fingerprint" : "e1fc744050578e25d853ea1ee436fc9e9818d45181356eee849720fd75764274", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=95993", "externalId" : "95993", "industryFunction" : { }, "structuredLocations" : [ { "workMode" : "onsite" } ], "locationText" : "", "employmentType" : "PART_TIME", "minimumEducation" : "High School Diploma or GED equivalent", "professionalSkills" : [ "Instructional assistance", "Behavior management", "Record keeping", "Crisis intervention", "Community based instruction" ], "hardSkillsList" : [ "Child development", "Language acquisition" ], "hardSkills" : [ { "name" : "Child development", "level" : "intermediate" }, { "name" : "Language acquisition", "level" : "intermediate" } ], "majorSkills" : "Special education, Student support, Behavioral intervention", "majorSkillsList" : [ "Special education", "Student support", "Behavioral intervention" ], "coreResponsibilities" : "Supervise students in class, Assist in managing classroom routines, Assist in interventions to redirect behavior, Assess crisis situations, Intervene to defuse situations, Document occurrences, Provide feedback for positive self-esteem, Supervise school activities, Implement student behavior plan, Assist students to and from assigned areas, Assist in physical setup of classroom, Assist in integration of technology, Participate in effective teaming, Provide individual instruction, Provide group instruction, Assist with student engagement, Assist students with self-advocacy, Assist students in using technology, Exhibit clear oral communication, Exhibit expressive oral communication, Exhibit clear written communication, Exhibit expressive written communication, Assist with child development, Assist with language acquisition, Assist students with integration, Assist with designing instruction, Assist with follow through, Assist in development of IEP, Assist in implementation of IEP, Demonstrate knowledge of district resources, Assist with planning community instruction, Assist with implementation of community instruction, Maintain high level of confidentiality, Model appropriate behavior, Develop professional rapport, Maintain professional rapport, Demonstrate sensitivity to needs, Communicate with students, Communicate with parents, Communicate with staff, Observe student behavior, Chart student behavior, Assist in discipline of student, Prioritize and organize work, Organize work, Make decisions, Prioritize work, Respond to demands, Attend staff meetings, Participate in staff meetings, Attend PLCs, Participate in PLCs, Attend parent conferences, Participate in parent conferences, Acquire in-service hours, Assist students to and from buses, Assist drivers until departure, Accept responsibility for travel, Assist in caring for medical needs, Assist students with basic needs, Assist with self-care, Assist with hygiene, Assist with feeding, Assist with tube feeding, Assist with toileting, Assist with diapering, Assist with dressing, Assist with physical transfers, Assist with additional duties", "teamCollaboration" : "Effective teaming skills; Conflict resolution; Professional rapport with staff; Working with diverse population; Friendly customer service; Responsive customer service", "domainKnowledge" : "Cognitive disabilities; Communication disabilities; Social disabilities; Behavioral disabilities; Emotional disabilities; Academic instruction; Adaptive behavior skills; Individual Education Plan (IEP); Child development; Language acquisition; Regular education classroom integration", "domainList" : [ "cognitive-disabilities", "communication-disabilities", "social-disabilities", "behavioral-disabilities", "emotional-disabilities", "academic-instruction", "adaptive-behavior-skills", "individual-education-plan-iep", "child-development", "language-acquisition", "regular-education-classroom-integration" ], "domainSpecificKnowledge" : [ "Cognitive disabilities", "Communication disabilities", "Social disabilities", "Behavioral disabilities", "Emotional disabilities", "Academic instruction", "Adaptive behavior skills", "Individual Education Plan (IEP)", "Child development", "Language acquisition", "Regular education classroom integration" ], "toolProficiency" : [ "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "communicationSkills" : "Oral communication; Written communication; Communication with students; Communication with parents; Communication with staff", "documentationSkills" : "Document occurrences; Chart student behavior", "continuousLearning" : "Acquires 20 hours in-service annually; 10 in-service hours required after 3 years", "problemSolvingSkills" : "Assess crisis situations; Intervene to defuse situations; Make decisions; Respond to demands", "specialRequirements" : "Work in various weather conditions, React immediately to emergency, Use physical restraint technique, Walk long distances, Stand for long periods, Bend, Twist, Balance, Stoop, Climb steps, Reach overhead, Manual dexterity, Physical ability, Physical stamina, Travel between buildings, Travel between assignments, Caring for medical needs, Assist with feeding, Assist with tube feeding, Assist with toileting, Assist with diapering, Assist with dressing, Assist with physical transfers", "qualificationsBasic" : "High School Diploma or GED equivalent, 48 accredited college credits or pass state assessment", "qualificationsPreferred" : "Knowledge of sign language modalities, Knowledge of Braille, Knowledge of NCI, In service/training in first aide, In service/training in symptoms of child abuse, In service/training in symptoms/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. 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Lycee", "67226" ], "timestamp" : "2026-06-15T07:05:27.966", "fingerprint" : "d6354d99c65cf00f46875efbe9fe12c7e5b1faf2cd9ec87892934325f14bc069", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=89414", "externalId" : "89414", "industryFunction" : { }, "structuredLocations" : [ { "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "United States", "employmentType" : "PART_TIME", "minimumEducation" : "High School Diploma or GED equivalent", "remoteFriendly" : false, "rawDescription" : "Job Title: Para Sped Low 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. Essential Performance Responsibilities: Supervises students in class setting as directed by the teacher or other staff 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 Uses a slate and/or stylus or have a willingness to learn these skills Assists students in using low vision equipment Assists students with adaptive magnifying equipment 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 the integration into regular education classroom Evaluates student progress on work assignments and shares information with teacher Assists the teacher with the designing and/or planning of instruction and follow through Assists with scoring tests, keeping records and making reports as required by the teacher Demonstrates knowledge of district resources Prepares instructional materials and/or learning centers Assists in the planning for the Individual Education Plan (IEP) 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. 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Assists students to and from buses and assisting the drivers until departure time Assists in the transportation of students 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 Possesses the manual dexterity, physical ability and stamina for a full day of physical activity Assists and supervise students to and from assigned areas Demonstrates typing skills Demonstrates the ability to interline all Braille material for tests and daily lessons 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. 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acumen in completing tasks and dealing with situations related to the essential functions of the position Extensive knowledge and practice setting up structured environments 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 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"source" : "workday", "language" : "en", "applyUrl" : "https://strideinc.wd1.myworkdayjobs.com/SK/job/US---MI---Remote/Elementary-Special-Education-Teacher_JR114946", "externalId" : "JR114946", "locationPoint" : "51.43667,5.97917", "structuredLocations" : [ { "workMode" : "remote" } ], "locationText" : "", "employmentType" : "FULL_TIME", "technicalSkills" : "Microsoft Excel, Microsoft Outlook, Microsoft PowerPoint", "professionalSkills" : [ "Special education", "Instructional model", "Student success measurement", "Data-driven instruction" ], "hardSkillsList" : [ "IEP development", "Progress reports", "Student data analysis", "Remediation", "Enrichment" ], "hardSkills" : [ { "name" : "IEP development", "level" : "intermediate" }, { "name" : "Progress reports", "level" : "intermediate" }, { "name" : "Student data analysis", "level" : "intermediate" }, { "name" : "Remediation", "level" : "intermediate" }, { "name" : "Enrichment", "level" : "intermediate" } ], "majorSkills" : "Special Education, IEP goals, Online learning", "majorSkillsList" : [ "Special Education", "IEP goals", "Online learning" ], "coreResponsibilities" : "Provide instruction, support, and guidance, Manage learning process, Focus on students’ individual needs, Advance each student’s learning, Ensure special education services are provided, Communicate with parents and staff, Develop compliant IEPs, Develop progress reports, Develop state specific documentation, Facilitate special education meetings, Lead IEP meetings, Use provided resources, Ensure accommodations and modifications, Make modifications to lessons, Make modifications to assessments, Ensure student inclusion, Ensure student success, Collect data and work samples, Monitor student progress, Document all contact with parents, Document interventions with students, Analyze student data, Prescribe remediation, Prescribe enrichment, Provide synchronous learning experiences, Provide asynchronous learning experiences, Personalize learning for all students, Maintain grade book, Make student placement decisions, Make student promotion decisions, Alert administrators to concerns, Prepare students for tests, Establish positive rapport with families, Communicate with students and parents, Respond to students and parents, Support parents with curricular issues, Support parents with instructional issues, Support parents with troubleshooting, Troubleshoot virtual classroom environment", "teamCollaboration" : "Collaborative special education meetings; Collaborate with other teachers", "domainKnowledge" : "Special needs students; Individualized Education Program", "domainList" : [ "special-needs-students", "individualized-education-program" ], "domainSpecificKnowledge" : [ "Special needs students", "Individualized Education Program" ], "toolProficiency" : [ "Stride K12 lessons", "Assistive technology" ], "communicationSkills" : "Written communication; Verbal communication", "documentationSkills" : "IEP documentation; Progress reports; State specific documentation", "problemSolvingSkills" : "Data analysis; Troubleshooting", "specialRequirements" : "Ability to work independently, Maintain professional home office, Ability to travel up to 20%", "outcomesObjectives" : "Ensure students receive appropriate therapies; Ensure students are receiving therapies; Ensure students are receiving services; Ensure student success; Meet high expectations; Ensure student academic integrity; Ensure student performance progress", "qualificationsBasic" : "Michigan Teaching Certification, Special Education endorsement, Bachelor's degree, Active state teaching license, Ability to clear required background check", "qualificationsPreferred" : "Experience working with age group, Experience supporting adults and children with technology, Experience teaching online, Experience in brick-and-mortar environment, Experience with online learning platform", "remoteFriendly" : true, "workSiteFlexibility" : "Remote", "rawDescription" : "**Job Description** **Required Certificates and Licenses:** Michigan Teaching Certification Required. Must have a Special Education endorsement. **Residency Requirements:** This position is virtual and open to residents of the 50 states and Washington, D.C. The Elementary Special Education Teacher is a state certified teacher responsible for delivering specific course content in an online environment. The Special Education Teacher must provide instruction, support, and guidance, manage the learning process, and focus on students’ individual needs as defined by each student’s Individualized Education Program. The Special Education Teacher works actively with students and parents to advance each student’s learning and is also responsible for the compliance documents required in serving students with special needs. # **This position offers a base salary around _$51,000_ plus the eligibility of a performance bonus. ** K12, a Stride Company, believes in Education for ANY ONE. We provide families with an online option for a high-quality, personalized education experience. Students can thrive, find their passion, and learn in an environment that encourages discovery at their own pace. Passionate Educators are needed at the Stride K12 partner school, Michigan Virtual Charter Academy (MVCA). We want you to be a part of our talented team! The mission of Michigan Virtual Charter Academy (MVCA) is to provide an exemplary individualized and engaging educational experience for students by incorporating school and community/family partnerships coupled with a rigorous curriculum along with a data-driven and student-centered instructional model. Student success will be measured by valid and reliable assessment data, parent and student satisfaction, and continued institutional growth within the academic community. Join us! **This is a full-time position. Ability to work independently, typically 40 + hours per week is required. Ability to maintain a professional home office without distraction during workday, typically 9-5 (or 8-4) or as defined by the school.** **Essential Functions:** Reasonable accommodation may be made to enable individuals with disabilities to perform the essential duties. · Ensure all special education and related services are provided as determined by the IEP team by: · Communicating with parents and applicable related service staff to ensure that students with special needs are receiving the appropriate therapies · Developing compliant IEP’s, progress reports and other state specific required special education documentation · Facilitating and leading collaborative special education meetings such as annual IEP meetings · Using provided resources to ensure accommodations and modifications for students with disabilities such as assistive technology, supplemental curriculum, and accessible text · Make modifications and accommodations to Stride K12 lessons and assessments as specified by the IEP · Ensure inclusion and success of student in the general education classroom · Collect data and work samples to monitor student progress towards Individual Education Program (IEP) goals and objectives · Document all contact with parents and interventions with students · Analyze student data to prescribe remediation and enrichment as needed · Provide rich and engaging synchronous and asynchronous learning experiences for students · Commitment to personalizing learning for all students · Demonstrate a belief in all students’ ability to succeed and meet high expectations · Maintain grade book ensuring student academic integrity, makes student placement and promotion decisions, and alerts administrators to concerns about student performance and progress · Prepare students for high stakes standardized tests · Understand that a primary responsibility is to establish and maintain positive rapport with families and regularly communicates with and responds to students and learning coaches/parents in a timely manner · Support learning coaches/parents with student curricular and instructional issues, as well as basic troubleshooting in a virtual classroom environment that is in line with academy policies and procedures · Ability to travel up to 20% of the time for face-to-face professional development, student testing, and/or as required by the school. **MINIMUM REQUIRED QUALIFICATIONS:** · Bachelor's degree AND · Active state teaching license AND · Ability to clear required background check **OTHER REQUIRED QUALIFICATIONS:** · Ability to work collaboratively with other teachers to interpret and produce numeric, tabular, and graphic representations of student data, and use it to drive instructional decisions · Receptive to receiving coaching on a regular basis with administrators · Ability to embrace change and adapt to ensure excellent student outcomes · Proficient in Microsoft Excel, Outlook, Word; PowerPoint · Ability to rapidly learn and adapt to new technologies and teaching platforms · Strong written/verbal communication skills **DESIRED QUALIFICATIONS** : · Experience working with the proposed age group · Experience supporting adults and children in the use of technology · Experience teaching online (virtual) and/or in a brick-and-mortar environment · Experience with online learning platform **Compensation & Benefits: **Stride, Inc. considers a person’s education, experience, and qualifications, as well as the position’s work location, expected quality and quantity of work, required travel (if any), external market and internal value when determining a new employee’s salary level. Salaries will differ based on these factors, the position’s level and expected contribution, and the employee’s benefits elections. Offers will typically be in the bottom half of the range. * _Exempt (salary):_ We anticipate the salary range to be$26,104.00 - $68,361.27. Eligible employees may receive a bonus. This salary is not guaranteed, as an individual’s compensation can vary based on several factors. These factors include, but are not limited to, geographic location, experience, training, education, and local market conditions. Stride offers a robust benefits package for eligible employees that can include health benefits, retirement contributions, and paid time off. **Work Environment:** The work environment characteristics 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. · This position is virtual The above job is not intended to be an all-inclusive list of duties and standards of the position. Incumbents will follow any other instructions, and perform any other related duties, as assigned by their supervisor. All employment is “at-will” as governed by the law of the state where the employee works. It is further understood that the “at-will” nature of employment is one aspect of employment that cannot be changed except in writing and signed by an authorized officer. **Job Type** Regular **The above job is not intended to be an all-inclusive list of duties and standards of the position. Incumbents will follow any other instructions, and perform any other related duties, as assigned by their supervisor. All employment is “at-will” as governed by the law of the state where the employee works. It is further understood that the “at-will” nature of employment is one aspect of employment that cannot be changed except in writing and signed by an authorized officer.** _If you are a job seeker with a disability and require a reasonable accommodation to apply for one of our jobs, you can request the appropriate accommodation by contacting stridecareers @k12.com._ **Equal Opportunity Employer/Protected Veterans/Individuals with Disabilities** Stride, Inc. is an equal opportunity employer. Applicants receive consideration for employment based on merit without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability or protected veteran status, or any other basis prohibited by federal, state, or local law. Stride, Inc. complies with all legally required affirmative action obligations. Applicants will not be discriminated against because they have inquired about, discussed, or disclosed their own pay or the pay of another employee or applicant.", "summaryDescription" : "Elementary Special Education Teacher at Michigan Virtual Charter Academy. Skills: Special Education, IEP goals, Online learning. Provide instruction, support, and guidance. 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Gold", "67217" ], "timestamp" : "2026-06-16T08:19:04.672", "fingerprint" : "a63adc1a699deb1acae8750e428e212b41940f5b91dce10fcca964465e0c50bb", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=86911", "externalId" : "86911", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Enterprise", "state" : "Kansas", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "38.9027780,-97.1169620" } ], "locationText" : "Enterprise, Kansas, United States", "employmentType" : "PART_TIME", "minimumEducation" : "High School", "remoteFriendly" : false, "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 (2025-2026 School Year)", "createdAt" : "2026-06-14T20:39:58.216", "lastUpdated" : "2026-06-16T08:19:04.672", "ingestTimestamp" : "2026-06-14T20:39:58.216", "mongoId" : "6949b14570f0b99d58827150", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 25000, "salaryAnnualMax" : 35000, "salaryBand" : "<30k", "hasSalary" : true, "allSkills" : [ ], "skillCount" : 0, "jobCategory" : "general", "jobSubcategory" : "general", "seniorityLevel" : "Entry", "dataQualityScore" : 0.5555556, "_score" : 807.7869, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6949b14570f0b99d58827119", "title" : "Para Special Education Low Incidence (2025-2026 School Year)", "industry" : "Education", "salary" : { "min" : 25000.0, "max" : 35000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline for entry-level Special Education Paraeducators in Wichita, Kansas, adjusted for part-time employment." }, "location" : "Allison Traditional Magnet Middle School", "locations" : [ "Allison Traditional Magnet Middle School", "221 S. Seneca", "67213" ], "timestamp" : "2026-06-16T02:12:14.237", "fingerprint" : "b0b0c21372ee7fde412387d5e322e66f3f4add0b21612db6a9478d7fff6a35cd", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=88493", "externalId" : "88493", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Wichita", "state" : "Kansas", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "37.6922361,-97.3375448" } ], "locationText" : "Wichita, Kansas, United States", "employmentType" : "PART_TIME", "minimumEducation" : "High School Diploma or GED equivalent", "technicalSkills" : "SMART boards, IPads, Computers, Copiers, Scanners, Fax machine", "professionalSkills" : [ "Instructional assistance", "Record keeping", "Behavior management", "Crisis intervention", "Physical setup", "Technology integration", "Effective teaming", "Conflict resolution", "Individual instruction", "Group instruction", "Student feedback", "Student engagement", "Student progress evaluation", "Instructional planning", "Instructional material preparation", "Learning center preparation", "IEP planning", "Confidentiality maintenance", "Professional rapport development", "Sensitivity to needs", "Prioritization", "Organization", "Decision making", "Work prioritization", "Customer service" ], "hardSkillsList" : [ "Self-care assistance", "Hygiene assistance", "Feeding assistance", "Tube feeding", "Toileting assistance", "Diapering assistance", "Physical transfers" ], "softSkillsList" : [ "Diplomacy" ], "hardSkills" : [ { "name" : "Self-care assistance", "level" : "intermediate" }, { "name" : "Hygiene assistance", "level" : "intermediate" }, { "name" : "Feeding assistance", "level" : "intermediate" }, { "name" : "Tube feeding", "level" : "intermediate" }, { "name" : "Toileting assistance", "level" : "intermediate" }, { "name" : "Diapering assistance", "level" : "intermediate" }, { "name" : "Physical transfers", "level" : "intermediate" } ], "softSkills" : [ { "name" : "Diplomacy" } ], "majorSkills" : "Special education assistance, Student behavior management, Crisis intervention, Instructional support", "majorSkillsList" : [ "Special education assistance", "Student behavior management", "Crisis intervention", "Instructional support" ], "coreResponsibilities" : "Supervise students in class, Assist in managing classroom routines, Assist in interventions to redirect behavior, Assess crisis situations, Intervene to defuse situations, Document student occurrences, Provide feedback for positive self-esteem, Supervise school activities off campus, Implement student behavior plans, Assist students to and from assigned areas, Assist in physical setup of classroom, Assist in implementing technology, Use low vision equipment, Assist students with magnifying equipment, Participate in teaming skills, Provide individual instruction, Provide group instruction, Assign to regular classroom program, Provide feedback to students, Provide feedback to teachers, Assist students through questioning, Assist students through discussion, Assist with student engagement, Assist students with integration, Evaluate student progress, Share student progress information, Assist with designing instruction, Assist with planning instruction, Assist with follow through, Assist with scoring tests, Keep records, Make reports, Prepare instructional materials, Prepare learning centers, Assist in IEP planning, Maintain confidentiality of information, Model appropriate behavior, Develop professional rapport, Maintain professional rapport, Communicate with students, Communicate with parents, Communicate with staff, Observe student behavior, Chart student behavior, Assist in discipline of student, Prioritize work, Organize work, Attend staff meetings, Participate in PLCs, Participate in parent conferences, Acquire in-service hours annually, Assist students to and from buses, Assist drivers until departure time, Assist in transportation of students, Assist in caring for medical needs, Assist students with basic needs, Assist with self-care, Assist with hygiene, Assist with feeding, Assist with tube feeding, Assist with toileting, Assist with diapering, Assist with physical transfers, Supervise students to and from assigned areas, Assist with additional duties", "teamCollaboration" : "Effective teaming skills; Collaboration; Professional rapport with teacher; Rapport with other staff", "domainKnowledge" : "Special education; Low incidence disabilities; Individual Education Plan (IEP); Braille; Sign language modalities; Nonviolent Crisis Intervention (NCI)", "domainList" : [ "special-education", "low-incidence-disabilities", "individual-education-plan-iep", "braille", "sign-language-modalities", "nonviolent-crisis-intervention-nci" ], "domainSpecificKnowledge" : [ "Special education", "Low incidence disabilities", "Individual Education Plan (IEP)", "Braille", "Sign language modalities", "Nonviolent Crisis Intervention (NCI)" ], "toolProficiency" : [ "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "communicationSkills" : "Communication with students; Communication with parents; Communication with staff; Letter communication; Phone communication; Email communication; Fax communication; Personal contact communication", "documentationSkills" : "Record keeping; Charting student behavior; Making reports", "continuousLearning" : "20 hours in-service annually; 10 in-service hours required (after 3 years)", "problemSolvingSkills" : "Assess crisis situations; Intervene to defuse situations; Make decisions", "specialRequirements" : "Work in various weather conditions, React immediately to emergency, Physical restraint technique use, Walk long distances, Stand for long periods, Bend, Twist, Balance, Stoop, Climb steps, Reach overhead, Manual dexterity, Physical ability, Physical stamina, Full day physical activity, Limited travel between schools, Travel to central offices, Conform to proper standards of professional dress, Conform to appearance standards", "qualificationsBasic" : "48 accredited college credits or pass assessment, Pass the Physical Capacity Test (PCP), In-service training in first aide, In-service training in symptoms of child abuse, In-service training in signs of illness, Knowledge of various sign language modalities, Literacy of various sign language modalities, Braille literacy, NCI (Nonviolent Crisis Intervention) knowledge, Other special skills knowledge", "qualificationsPreferred" : "Typing skills, Ability to interline Braille material", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: Para Sped Low 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. Essential Performance Responsibilities: Supervises students in class setting as directed by the teacher or other staff 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 Uses a slate and/or stylus or have a willingness to learn these skills Assists students in using low vision equipment Assists students with adaptive magnifying equipment 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 the integration into regular education classroom Evaluates student progress on work assignments and shares information with teacher Assists the teacher with the designing and/or planning of instruction and follow through Assists with scoring tests, keeping records and making reports as required by the teacher Demonstrates knowledge of district resources Prepares instructional materials and/or learning centers Assists in the planning for the Individual Education Plan (IEP) 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 Attend sand 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 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 Possesses the manual dexterity, physical ability and stamina for a full day of physical activity Assists and supervise students to and from assigned areas Demonstrates typing skills Demonstrates the ability to interline all Braille material for tests and daily lessons 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 50 pounds; Be able to lift and carry up to 100 pounds with assistance Be able to demonstrate good finger dexterity Knowledge, Skills, and Abilities: Extensive knowledge and experience working with students who demonstrate the need for intensive services in one or more of the categorical areas listed above Demonstrated proficiency in developing and delivering training to meet the targeted needs of the identified audience Proficient problem solving skills Demonstrated acumen in completing tasks and dealing with situations related to the essential functions of the position Extensive knowledge and practice setting up structured environments 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 Must pass the Physical Capacity Test (PCP) Requires in-service, training or course work in first aide, symptoms of child abuse, and/or symptoms and signs of illness Requires knowledge and literacy of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) and/or other special skills FLSA Status: Non-Exempt", "summaryDescription" : "Para Special Education Low Incidence (2025-2026 School Year). Skills: Special education assistance, Student behavior management, Crisis intervention, Instructional support. Supervise students in class. 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Woodchuck Lane", "67209" ], "timestamp" : "2026-06-16T01:37:13.492", "fingerprint" : "96f01c9fc8612b4981f014455a2d9d0c4a2e7f872e72d7f4411895a4c4595902", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=35371", "externalId" : "35371", "industryFunction" : { }, "structuredLocations" : [ { "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "United States", "employmentType" : "PART_TIME", "minimumEducation" : "High School Diploma or GED equivalent", "remoteFriendly" : false, "rawDescription" : "Job Title: Para Sped Low 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. Essential Performance Responsibilities: Supervises students in class setting as directed by the teacher or other staff 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 Uses a slate and/or stylus or have a willingness to learn these skills Assists students in using low vision equipment Assists students with adaptive magnifying equipment 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 the integration into regular education classroom Evaluates student progress on work assignments and shares information with teacher Assists the teacher with the designing and/or planning of instruction and follow through Assists with scoring tests, keeping records and making reports as required by the teacher Demonstrates knowledge of district resources Prepares instructional materials and/or learning centers Assists in the planning for the Individual Education Plan (IEP) 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 Attend sand 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 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 Possesses the manual dexterity, physical ability and stamina for a full day of physical activity Assists and supervise students to and from assigned areas Demonstrates typing skills Demonstrates the ability to interline all Braille material for tests and daily lessons 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 50 pounds; Be able to lift and carry up to 100 pounds with assistance Be able to demonstrate good finger dexterity Knowledge, Skills, and Abilities: Extensive knowledge and experience working with students who demonstrate the need for intensive services in one or more of the categorical areas listed above Demonstrated proficiency in developing and delivering training to meet the targeted needs of the identified audience Proficient problem solving skills Demonstrated acumen in completing tasks and dealing with situations related to the essential functions of the position Extensive knowledge and practice setting up structured environments 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 college credits verifiable with a transcript or pass a state approved assessment Must pass the Physical Capacity Test (PCP) Requires in-service, training or course work in first aide, symptoms of child abuse, and/or symptoms and signs of illness Requires knowledge and literacy of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) and/or other special skills FLSA Status: Non-Exempt", "summaryDescription" : "Para Special Education Low Incidence (2025-2026 School Year)", "createdAt" : "2026-06-14T19:46:49.606", "lastUpdated" : "2026-06-16T01:37:13.492", "ingestTimestamp" : "2026-06-14T19:46:49.606", "mongoId" : "6949b14570f0b99d588271bf", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 25000, "salaryAnnualMax" : 35000, "salaryBand" : "<30k", "hasSalary" : true, "allSkills" : [ ], "skillCount" : 0, "jobCategory" : "general", "jobSubcategory" : "general", "seniorityLevel" : "Entry", "dataQualityScore" : 0.5555556, "_score" : 802.8318, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "69fb5f5d4c40e2acd191fba7", "title" : "Elementary School: Teacher 2026-2027", "industry" : "Education", "salary" : { "min" : 52000.0, "max" : 78000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "The estimation is based on the market baseline for a mid-seniority Elementary School Teacher in Texas, United States, adjusted for the education industry." }, "location" : "TEXAS", "locations" : [ "TEXAS" ], "certifications" : [ "Valid Teaching Certification Issued by Texas Education Agency", "Valid Texas ESL Certification", "Valid Bilingual Certification", "CDL Certification preferred if coaching a UIL sport" ], "timestamp" : "2026-06-16T02:18:12.874", "fingerprint" : "ca5dff847a5b43d0d6da28ff78ef547bb610287815097698ce3d57dece443f73", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa210.taleo.net/careersection/ex/jobdetail.ftl?job=186514", "externalId" : "186514", "industryFunction" : { }, "structuredLocations" : [ { "state" : "Texas", "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "Texas, United States", "coreResponsibilities" : "Plan and implement an instructional program, Provide related educational services for students, Manage student behavior, Assess and evaluate student achievement, Modify instructional activities as required, Carry out a variety of student monitoring and, Perform coaching duties as assigned, Provide athletic services related to athletic sport and, Assess student abilities as related to desired educational, Continually assess student achievement, Maintain appropriate assessment and evaluation documentation, Plan appropriate instructional/learning strategies and activities, Implement an instructional program, Manage the behavior of learners, Assist and participate in management of student behavior, Coordinate instructional related and testing activities, Utilize a variety of instructional materials, Work in a self-contained, team, departmental, itinerant capacity, Participate in in-service and staff development activities, Participate in staff meetings, Ensure continuous communication with parents, Continually communicate with students on instructional expectations, Keep students informed of their progress, Manage allotted learning time, Assign work to and supervise instructional assistants, Supervise parent volunteers, Supervise student volunteers, Ensure classroom environment is attractive, healthful, safe, and, Ensure materials are accessible to students and in, Serve at two or more schools on a, Make off-school site visits to monitor students, Confer with employers, Confer with site instructors, Support or participate in school wide student activities, Support or participate in social events, Support or participate in approved fund raising activities, Monitor student behavior in non-instructional areas, Intervene to control and modify disruptive behavior, Report disruptive behavior to appropriate administrator, Collaborate with other professionals, Carry out school-wide instructional or related activities, Adhere to UIL rules and regulations, Assist the Athletic Department with budget, Assist the Athletic Department with schedules, Assist the Athletic Department with care/use of facilities, Communicate with the Athletic Department on a regular", "teamCollaboration" : "Coordinate with other professionals; Collaborate with other professionals", "domainKnowledge" : "FBISD program of studies; Adolescent growth and development; UIL rules and regulations", "domainList" : [ "fbisd-program-of-studies", "adolescent-growth-and-development", "uil-rules-and-regulations" ], "domainSpecificKnowledge" : [ "FBISD program of studies", "Adolescent growth and development", "UIL rules and regulations" ], "communicationSkills" : "Written communication with parents; Oral communication with parents", "documentationSkills" : "Assessment and evaluation documentation", "continuousLearning" : "Staff development activities; Attendance at conferences; Professional development", "specialRequirements" : "Occasional walking, standing, sitting, bending, stooping, kneeling, crouching, crawling, Lifting/carrying work related items weighing less than 40 pounds, Use hands to finger, handle, or feel objects, tools, Reach with hands, Talk or hear, Specific vision abilities required: close vision, color vision, ability to adjust focus, Work involves everyday risks and discomforts, Normal safety precautions when operating equipment, Normal safety precautions when performing job duties, May work prolonged or irregular hours, Must be able to maintain emotional control under stress, May require travel to various campuses, May require travel to district meeting sites, May require travel to conferences/meetings in and out of state, May require employee to work some evenings, May require employee to work weekends, Work may include noisy and/or disruptive student behavior, Potential exposure to bodily fluids, Frequent childhood illnesses, Frequent pre-teen illnesses, Frequent teen illnesses", "outcomesObjectives" : "Achieve desired educational goals, objectives and outcomes; Maximize learning opportunities; Maximize student achievement", "qualificationsBasic" : "Bachelor's degree, Valid Teaching Certification Issued by Texas Education Agency, Valid Texas ESL Certification for Elementary and Secondary English/ELA teaching assignments, or must be obtained within 6 months of hire, Valid Bilingual Certification for Bilingual teaching assignments", "qualificationsPreferred" : "Master's degree preferred, Valid Driver's license with CDL Certification preferred if coaching a UIL sport, Coaching experience preferred if coaching a UIL sport", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Overview The Teacher will plan and implement an instructional program and provide related educational services for students in assigned grade levels. The incumbent will manage student behavior, assess and evaluate student achievement, and modify instructional activities as required as well as carry out a variety of student monitoring and controls activities. 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 Assess student abilities as related to desired educational goals, objectives and outcomes. Continually assess student achievement and maintain appropriate assessment and evaluation documentation for institutional and individual reporting purposes. Plan appropriate instructional/learning strategies and activities including determination of appropriate kind and level of materials Implement an instructional program which provides appropriate learning experiences, considering different learning styles and a range of learning curves Manage the behavior of learners in instructional setting to ensure environment is conducive to the learning process, assist and participate in management of student behavior in other parts of the school, center, school grounds or work site Coordinate instructional related and testing activities with other professional staff, both school and non-school-based, as required, maximizing learning opportunities Utilize a variety of instructional materials and available multi-media and computer technology to enhance learning Work in a self-contained, team, departmental, itinerant capacity, or at field work site, as assigned; request assistance of and work with resource personnel Participate in in-service and staff development activities and staff meetings as required or assigned Ensure continuous communication with parents, both written and oral, to keep them informed of student(s) progress Continually communicate with students on instructional expectations and keep them informed of their progress in meeting those expectations Manage allotted learning time to maximize student achievement May assign work to and supervise instructional assistants, parent and student volunteers Ensure classroom and/or instructional environment is attractive, healthful, safe, and conducive to learning and that materials are accessible to students and in good condition May, as itinerant, serve at two or more schools on a regular basis. May make off-school site visits to monitor students, confer with employers, or site instructors. Support or participate in school wide student activities and social events and approved fund raising activities As assigned or required, monitor student behavior in non-instructional areas and intervenes to control and modify disruptive behavior, reporting to appropriate administrator as appropriate From time-to-time, collaborate with other professionals (guidance counselors, librarians) to carry out school-wide instructional or related activities 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 Master's degree preferred Valid Teaching Certification Issued by Texas Education Agency appropriate to subject and grade level of assignment or has received statement of eligibility Valid Texas ESL Certification for Elementary and Secondary English/ELA teaching assignments, or must be obtained within 6 months of hire Valid Bilingual Certification for Bilingual teaching assignments Valid Driver's license with CDL Certification preferred if coaching a UIL sport Coaching experience preferred if coaching a UIL sport Demonstrated knowledge of FBISD program of studies related to assignments and public school mission, goals and organization Demonstrated knowledge of content, curriculum, methods, materials and equipment of instructional specialty(ies) to which assigned Demonstrated knowledge of adolescent growth and development or, if applicable, adult learning theory Ability to apply knowledge of current research and theory to instructional programs Ability to plan and implement lessons based on division and school objectives and the needs and abilities of students to whom assigned Ability to establish and maintain effective relationships with students, peers and parents Strong oral and written communication skills If teaching a foreign language, proficiency in oral and written communication in that language; if teaching choral music, ability to demonstrate proper techniques (singing) is highly desirable; if teaching instrumental music classes, proficiency in one or more musical instruments; for both choral and instrumental music teachers, excellent hearing and ability to determine pitch and tone variations; if teaching in a vocational trade, including business trades, journey-level proficiency in that trade is with on the job journey, lead, or supervisory experience highly desirable If teaching auto mechanics or driver education, assigned off-site tasks or serving as an itinerant, possession of an appropriate, valid automotive vehicle operator's license is required 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 This position may require travel to various campuses, district meeting sites and conferences/meetings in and out of state. This position may require the employee to work some evenings and weekends. Work may include noisy and/or disruptive student behavior. Potential exposure to bodily fluids and frequent childhood, pre-teen or teen illnesses may occur. TEXAS", "summaryDescription" : "Elementary School: Teacher 2026-2027. Plan and implement an instructional program. Provide related educational services for students", "createdAt" : "2026-06-14T20:42:25.333", "lastUpdated" : "2026-06-16T02:18:12.874", "ingestTimestamp" : "2026-06-14T20:42:25.333", "mongoId" : "69fb5f5d4c40e2acd191fba7", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 52000, "salaryAnnualMax" : 78000, "salaryBand" : "50k-75k", "hasSalary" : true, "allSkills" : [ "FBISD program of studies", "Adolescent growth and development", "UIL rules and regulations", "Valid Teaching Certification Issued by Texas Education Agency", "Valid Texas ESL Certification", "Valid Bilingual Certification", "CDL Certification preferred if coaching a UIL sport" ], "skillCount" : 7, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Mid", "dataQualityScore" : 0.5555556, "_score" : 800.468, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6949b14570f0b99d58827160", "title" : "Para Special Education High Incidence (2025-2026 School Year)", "salary" : { "min" : 28000.0, "max" : 38000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "The estimation is based on the market baseline for an Entry level Para Special Education High Incidence position in the United States, adjusted for part-time employment." }, "location" : "Coleman Middle School", "locations" : [ "Coleman Middle School", "1544 N. Governeour", "67206" ], "timestamp" : "2026-06-16T06:51:54.880", "fingerprint" : "1dbca28a4ccda30bbd6d80c4a93c1acf262a3731c689a9decc34ac3c0e58fa99", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=86171", "externalId" : "86171", "industryFunction" : { }, "structuredLocations" : [ { "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "United States", "employmentType" : "PART_TIME", "minimumEducation" : "High School Diploma or GED equivalent", "remoteFriendly" : false, "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 (2025-2026 School Year)", "createdAt" : "2026-06-14T18:48:23.492", "lastUpdated" : "2026-06-16T06:51:54.880", "ingestTimestamp" : "2026-06-14T18:48:23.492", "mongoId" : "6949b14570f0b99d58827160", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 28000, "salaryAnnualMax" : 38000, "salaryBand" : "<30k", "hasSalary" : true, "allSkills" : [ ], "skillCount" : 0, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Entry", "dataQualityScore" : 0.5555556, "_score" : 797.4018, "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" : 790.1227, "hasLocation" : true, "hasGeo" : true, "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" : 786.06586, "daysOld" : 1, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "69dde3f62beec4dd3d9a0bc2", "title" : "Interrelated Elementary Teacher", "industry" : "Education", "salary" : { "min" : 600000.0, "max" : 1200000.0, "currency" : "INR", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "The estimation is based on the market baseline for an Elementary Teacher in India, with adjustments for mid-seniority level." }, "location" : "Woodman Elementary School", "locations" : [ "Woodman Elementary School", "2500 Hiram", "67217" ], "certifications" : [ "Kansas Teaching License", "Adaptive Endorsement" ], "timestamp" : "2026-06-15T09:37:52.869", "fingerprint" : "42baba9868e567609a6e44cbcfb6eeff7407cd4eea3c234333b17aea36ff6645", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=96633", "externalId" : "96633", "industryFunction" : { }, "structuredLocations" : [ { "workMode" : "onsite" } ], "locationText" : "", "employmentType" : "FULL_TIME", "minimumEducation" : "Bachelor's", "professionalSkills" : [ "Decision making", "Prioritization", "Organization" ], "hardSkillsList" : [ "Student assessment", "Curriculum development", "Behavior management" ], "softSkillsList" : [ "Professional manner", "Good judgment", "Confidentiality", "Tact", "Diplomacy" ], "hardSkills" : [ { "name" : "Student assessment", "level" : "intermediate" }, { "name" : "Curriculum development", "level" : "intermediate" }, { "name" : "Behavior management", "level" : "intermediate" } ], "softSkills" : [ { "name" : "Professional manner" }, { "name" : "Good judgment" }, { "name" : "Confidentiality" }, { "name" : "Tact" }, { "name" : "Diplomacy" } ], "majorSkills" : "Special education, IEP development, Student instruction", "majorSkillsList" : [ "Special education", "IEP development", "Student instruction" ], "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, Occasional carrying, Pushing/pulling, Frequent reaching, Frequent sitting, Frequent standing/walking, Limited travel", "qualificationsBasic" : "Valid Kansas Teaching License, Adaptive Endorsement, K-9 or K-6 Certification, 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. Skills: Special education, IEP development, Student instruction", "createdAt" : "2026-06-14T08:28:16.047", "lastUpdated" : "2026-06-15T09:37:52.869", "ingestTimestamp" : "2026-06-14T08:28:16.047", "mongoId" : "69dde3f62beec4dd3d9a0bc2", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryBand" : "200k+", "hasSalary" : false, "allSkills" : [ "Student assessment", "Curriculum development", "Behavior management", "Professional manner", "Good judgment", "Confidentiality", "Tact", "Diplomacy", "Special education", "IEP development", "Student instruction", "Decision making", "Prioritization", "Organization", "Individual education plan (IEP)", "Kansas Teaching License", "Adaptive Endorsement", "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "skillCount" : 23, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Mid", "dataQualityScore" : 0.6666667, "_score" : 780.7998, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 } ], "status" : 200, "message" : "OK", "pagination" : { "page" : 0, "limit" : 50, "totalCount" : 10720, "totalPages" : 215, "hasNext" : true, "hasPrevious" : false } }

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