{ "count" : 14295, "data" : [ { "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. 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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, Attend events in person, Travel to support testing", "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 stand for up to 90 minutes, Ability to supervise students, Ability to pass criminal 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 Virtual Preparatory Academy of Georgia. Skills: Special education, Virtual instruction, Student achievement. Serve as teacher of record. 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Guided by individualized learning, therapeutic integration, and collaboration, we empower students to grow and prepare for meaningful adult lives. Join our team and help students write their new story. As a Special Education Teacher at New Story Schools, you will design and deliver individualized instruction that helps every student make meaningful progress. You’ll create a structured, engaging classroom that supports both learning and social-emotional growth. What You’ll Need - Bachelor’s degree and valid Pennsylvania Special Education teaching certification - Minimum three months of experience working with students with disabilities - Knowledge of child development, differentiated instruction, and behavior management - Strong organizational and communication skills - Ability to lead and collaborate within a multidisciplinary team What You’ll Do - Develop and implement IEPs and lesson plans that meet each student’s needs - Deliver engaging instruction using varied teaching methods - Manage classroom behavior and ensure a safe learning environment - Track progress and prepare required documentation and reports - Lead and support classroom staff to ensure consistent implementation of student plans Why You’ll Love Working Here - Enjoy both paid time off and extra paid school breaks (for select roles), plus paid holidays - Wellness perks including gym discounts, mindfulness apps, and prescription savings - Tuition reimbursement, career development programs, and leadership training - 401(k) retirement savings with a 4% company match and immediate vesting - Health, dental, and vision insurance - Free Employee Assistance Program with confidential counseling, life coaching, and mental health resources - Life insurance, disability coverage, and Health Savings Account (HSA) contributions at no cost to you New Story Schools is an equal opportunity employer, committed to diversity and inclusion in the workplace. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, pregnancy status, national origin, age, disability, genetic information, or status as a protected veteran, or any other characteristic protected by law. If you require reasonable accommodations during the application or interview process, please contact us at talent@newstory.com.", "summaryDescription" : "Special Education Teacher - 2026-2027 School Year at New Story Schools. Skills: Special Education, IEP development, Lesson planning. Develop and implement IEPs. 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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 ACCEL Schools. Skills: Special Education, Virtual instruction, Student achievement. Serve as teacher of record. Provide primary instruction", "postedDate" : "2026-06-15T23:29:34.630", "createdAt" : "2026-06-15T23:29:34.630", "lastUpdated" : "2026-06-16T10:21:05.540", "ingestTimestamp" : "2026-06-15T23:29:34.630", "mongoId" : "6a3066c0f292fd229cfb5571", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 60000, "salaryAnnualMax" : 85000, "salaryBand" : "50k-75k", "hasSalary" : true, "allSkills" : [ "Live lesson delivery", "Course setup", "Student progress monitoring", "Data analysis", "Special Education", "Virtual instruction", "Student achievement", "Instructional practices", "Instructional program adjustments", "Culturally responsive teaching", "21st-century curriculum", "State Standards", "Common Core Standards", "Georgia teaching license", "Learning Management System" ], "skillCount" : 15, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Mid", "dataQualityScore" : 0.7777778, "daysOld" : 0, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6a2ca56174d8ee00a09b612e", "title" : "Virtual Middle School Teacher (2026 - 2027 School Year)", "company" : "Trailhead Virtual Academy", "industry" : "Education", "salary" : { "min" : 38000.0, "max" : 55000.0, "currency" : "BGN", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline for a Mid-level Virtual Middle School Teacher in Bulgaria, adjusted for the education industry and remote work." }, "location" : "Trailhead Virtual Academy", "locations" : [ "Trailhead Virtual Academy" ], "certifications" : [ "Idaho teaching license" ], "timestamp" : "2026-06-16T02:10:33.520", "fingerprint" : "7ac0c17bbced2254785db54273ed67a81dc96dffb03772c1dbfac26e5d8d5159", "source" : "greenhouse", "language" : "en", "applyUrl" : "https://job-boards.greenhouse.io/trailheadvirtualacademy/jobs/7727387003", "externalId" : "7727387003", "industryFunction" : { }, "structuredLocations" : [ { "country" : "Bulgaria", "continent" : "eu", "workMode" : "remote" } ], "locationText" : "Bulgaria", "coreResponsibilities" : "Serve as teacher of record, Meet student achievement goals, Meet culture goals, Meet state academic accountability goals, Deliver live lessons, Complete course setup, Monitor student progress, Provide feedback, Grade assignments daily, Track student contact, Maintain student contact, Collaborate with Principal, Create Progress Reports, Deliver Progress Reports, Review student data, Differentiate instruction, Utilize research-based practices, Create classroom environment, Integrate culturally responsive practices, Implement school-wide culture expectations, Communicate with families, Incorporate 21st century technology skills, Participate in planning non-instructional activities, Attend non-instructional events, Collaborate with colleagues, Communicate with colleagues, Travel to support state testing, Perform other duties", "teamCollaboration" : "Collaborate with Principal; Collaborate with colleagues", "domainKnowledge" : "State Standards; Common Core Standards", "domainList" : [ "state-standards", "common-core-standards" ], "domainSpecificKnowledge" : [ "State Standards", "Common Core Standards" ], "toolProficiency" : [ "Microsoft Office", "Word", "Outlook" ], "communicationSkills" : "Written communication skills; Verbal communication skills", "documentationSkills" : "Progress Reports", "specialRequirements" : "Travel required, Face to face attendance required, Stand for up to 90 minutes, Supervise students, Pass background checks", "outcomesObjectives" : "Meet student achievement goals; Meet culture goals; Meet state academic accountability goals", "qualificationsBasic" : "Current Idaho teaching license, Idaho residence", "qualificationsPreferred" : "Two years' experience teaching, Experience working in a multi-cultural setting", "remoteFriendly" : true, "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. 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 Idaho About the Opportunity Serve as the teacher of record and primary instructor in middle school 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 Idaho teaching license in appropriate content area Idaho residence preferred 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: 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 Middle School Teacher (2026 - 2027 School Year) at Trailhead Virtual Academy. Serve as teacher of record. 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Works with parents and students to provide and implement classroom education in a virtual setting to meet the needs of students. Teaching in a virtual setting requires a strong educational background and a firm understanding of how best practices from a regular classroom can be applied to this model. Virtual Teachers must be comfortable using technology and supporting new users of technology. 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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: Must be comfortable using technology and supporting new users of technology Ability to learn new technology tools quickly (e.g., database and web-based tools) Ability to support students/parents with basic computer set-up and navigation Knowledge of current teaching methods and educational pedagogy Knowledge of applicable federal and state laws regarding education and 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 Interrelations: Contact with students, instructional staff, administrators and the community. Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy. Must exhibit a professional manner and maintain a positive attitude at all times. 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 required Classroom teaching experience preferred Experience in an innovative learning environment preferred FLSA Status: Exempt", "summaryDescription" : "Virtual Teacher- Science (2026-2027 School Year). 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Essential Performance Responsibilities: Supports parents and students with basic computer set-up, navigation, virtual curriculum software and troubleshooting Instruct through lectures, discussions and demonstrations in one or more subjects such as English, mathematics, or social studies Establish clear objectives for all lessons, units and projects, and communicate those objectives to students Collaborate and communicate with staff to meet the educational needs of students Create, administer, and grade tests to evaluate student progress Establish and enforce rules and procedures which help to maintain order in the virtual classroom Observe, evaluate, and prepare reports on the progress of students. Discusses students' problems and progress with parents and staff Participate in faculty and professional meetings, educational conferences, and teacher training workshops Prepare classroom instructions to promote students' success on state assessment exams Observes, enforces and is directed by the policies, rules, and regulations adopted by the school district Responds in a timely manner to parent/ student inquiries via phone and/or e-mail during the regular work week Additional Duties: Assists with additional duties as assigned by supervisors Equipment: Must be able to use 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: 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: Must be comfortable using technology and supporting new users of technology Ability to learn new technology tools quickly (e.g., database and web-based tools) Ability to support students/parents with basic computer set-up and navigation Knowledge of current teaching methods and educational pedagogy Knowledge of applicable federal and state laws regarding education and 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 Interrelations: Contact with students, instructional staff, administrators and the community. Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy. Must exhibit a professional manner and maintain a positive attitude at all times. 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 required Classroom teaching experience preferred Experience in an innovative learning environment preferred FLSA Status: Exempt", "summaryDescription" : "Virtual Teacher- ELA (2026-2027 School Year). Skills: Virtual teaching, Curriculum software, Student support. Facilitate learning. Maintain academic progress", "createdAt" : "2026-06-14T19:17:22.989", "lastUpdated" : "2026-06-16T03:39:22.481", "ingestTimestamp" : "2026-06-14T19:17:22.989", "mongoId" : "69fd35614c40e2acd1b31ec5", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 55000, "salaryAnnualMax" : 75000, "salaryBand" : "50k-75k", "hasSalary" : true, "allSkills" : [ "Curriculum development", "Lesson planning", "Student assessment", "Classroom management", "Student evaluation", "Progress reporting", "Virtual teaching", "Curriculum software", "Student support", "Time management", "Interpersonal skills", "Virtual education", "Teaching methods", "Educational pedagogy", "Federal laws", "State laws", "Student assessment exams", "Kansas State teaching license", "Student information system" ], "skillCount" : 19, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Mid", "dataQualityScore" : 0.6666667, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "69ce99f02beec4dd3d786091", "title" : "Technology Education Teacher (2026-2027 School Year)", "industry" : "Education", "salary" : { "min" : 55000.0, "max" : 85000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline for a Technology Education Teacher in the United States, adjusted for mid-seniority and a typical school district." }, "location" : "South High School", "locations" : [ "South High School", "701 W. 33rd S.", "67217" ], "certifications" : [ "Technology Education Endorsement" ], "timestamp" : "2026-06-16T05:32:28.832", "fingerprint" : "3bca4e8b919cc2c51f5e2135f3a267dff3ac9d2377d996a2d1177e216d58e606", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=95613", "externalId" : "95613", "industryFunction" : { }, "structuredLocations" : [ { "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "United States", "employmentType" : "FULL_TIME", "coreResponsibilities" : "Teach and 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, Meet training requirements, Meet curriculum requirements, 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 rules, Enforce rules, Maintain order in classroom, Observe student progress, Evaluate student progress, Prepare reports on progress, Discuss students' problems, Discuss students' progress, Participate in faculty meetings, Participate in professional meetings, Participate in educational conferences, Participate in teacher training workshops, Prepare classroom instructions, Promote student success on state exams, Observe policies, Enforce policies, Respond rapidly in emergency situations, Assist with additional duties", "teamCollaboration" : "Work with parents; Work with students; Collaborate with staff; Work with personnel within district; Work with customers; Work with vendors; Work with diverse population; Interact with customers; Interact with colleagues", "domainKnowledge" : "Career and Technical Education", "domainList" : [ "career-and-technical-education" ], "domainSpecificKnowledge" : [ "Career and Technical Education" ], "toolProficiency" : [ "SMART boards", "IPads", "Microsoft Outlook", "Student information system" ], "communicationSkills" : "Verbal communication; Written communication", "continuousLearning" : "Teacher training workshops; Educational conferences", "specialRequirements" : "Stand for long periods, Bend, Twist, Balance, Stoop, Climb steps, Reach overhead, Lift up to 20 pounds, Limited travel between schools, Limited travel to central offices", "outcomesObjectives" : "Maintain academic progress; Promote students’ success on state assessment exams", "qualificationsBasic" : "Current Kansas State teaching license, Classroom teaching experience, High School Level Required Technology Education Endorsement", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: Technology Education Teacher-Sr High Position Function: Teaches and facilitates learning for Explorations in Technology 1, 2 and 3, maintaining academic progress, discipline, and records for students at the high 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, 2 and 3, covering all competencies associated with these courses Meets and maintains training and curriculum requirements of Project Lead the Way (PLTW), the district approved curriculum for Explorations in Technology 2 and 3. Initial PLTW training must be successfully completed prior to the start of the school year 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 communicates 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 Prepares classroom instructions to promote students’ success on state assessment exams 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. Must always comply with WPS 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 Classroom teaching experience KS license at High School Level Required Technology Education Endorsement FLSA Status: Exempt", "summaryDescription" : "Technology Education Teacher (2026-2027 School Year). Teach and facilitate learning. Maintain academic progress", "createdAt" : "2026-06-14T19:47:45.899", "lastUpdated" : "2026-06-16T05:32:28.832", "ingestTimestamp" : "2026-06-14T19:47:45.899", "mongoId" : "69ce99f02beec4dd3d786091", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 55000, "salaryAnnualMax" : 85000, "salaryBand" : "50k-75k", "hasSalary" : true, "allSkills" : [ "Career and Technical Education", "Technology Education Endorsement", "SMART boards", "IPads", "Microsoft Outlook", "Student information system" ], "skillCount" : 6, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Mid", "dataQualityScore" : 0.6666667, "hasLocation" : true, "hasGeo" : false, "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. 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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). 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Guided by individualized learning, therapeutic integration, and collaboration, we empower students to grow and prepare for meaningful adult lives. Join our team and help students write their new story. As a Special Education Paraprofessional at New Story Schools, you will work alongside teachers to support students’ academic, behavioral, and daily living goals. You’ll play a vital role in helping each student succeed through direct support, patience, and encouragement. What You’ll Need - High school diploma or equivalent - At least three months of experience supporting individuals with learning or behavioral disabilities - Knowledge of behavior management and classroom support strategies - Strong communication and teamwork skills - Ability to stay calm and consistent during challenging situations What You’ll Do - Support students with academic, behavioral, and self-care goals - Implement IEPs and Positive Behavior Support Plans under teacher guidance - Assist students with transitions, activities, and personal care as needed - Collect and record behavioral and progress data - Maintain a safe, structured, and supportive learning environment Why You’ll Love Working Here - Enjoy both paid time off and extra paid school breaks (for select roles), plus paid holidays - Wellness perks including gym discounts, mindfulness apps, and prescription savings - Tuition reimbursement, career development programs, and leadership training - 401(k) retirement savings with a 4% company match and immediate vesting - Health, dental, and vision insurance - Free Employee Assistance Program with confidential counseling, life coaching, and mental health resources - Life insurance, disability coverage, and Health Savings Account (HSA) contributions at no cost to you New Story Schools is an equal opportunity employer, committed to diversity and inclusion in the workplace. 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What You’ll Need - High school diploma or equivalent - At least three months of experience supporting individuals with learning or behavioral disabilities - Knowledge of behavior management and classroom support strategies - Strong communication and teamwork skills - Ability to stay calm and consistent during challenging situations What You’ll Do - Support students with academic, behavioral, and self-care goals - Implement IEPs and Positive Behavior Support Plans under teacher guidance - Assist students with transitions, activities, and personal care as needed - Collect and record behavioral and progress data - Maintain a safe, structured, and supportive learning environment Why You’ll Love Working Here - Enjoy both paid time off and extra paid school breaks (for select roles), plus paid holidays - Wellness perks including gym discounts, mindfulness apps, and prescription savings - Tuition reimbursement, career development programs, and leadership training - 401(k) retirement savings with a 4% company match and immediate vesting - Health, dental, and vision insurance - Free Employee Assistance Program with confidential counseling, life coaching, and mental health resources - Life insurance, disability coverage, and Health Savings Account (HSA) contributions at no cost to you New Story Schools is an equal opportunity employer, committed to diversity and inclusion in the workplace. 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Collaboration; Conflict resolution; Professional rapport with teacher; Working with support staff; Working with diverse population; Friendly professional manner; Responsive customer service", "domainKnowledge" : "Cognitive disabilities; Communication disabilities; Social disabilities; Behavioral disabilities; Emotional disabilities; Academic instruction; Adaptive behavior skills; Individual Education Plan (IEP); District resources; Community based instruction; Child development; Language acquisition; Regular education integration; Medical needs assistance; Basic needs assistance", "domainList" : [ "cognitive-disabilities", "communication-disabilities", "social-disabilities", "behavioral-disabilities", "emotional-disabilities", "academic-instruction", "adaptive-behavior-skills", "individual-education-plan-iep", "district-resources", "community-based-instruction", "child-development", "language-acquisition", "regular-education-integration", "medical-needs-assistance", "basic-needs-assistance" ], "domainSpecificKnowledge" : [ "Cognitive disabilities", "Communication disabilities", "Social disabilities", "Behavioral disabilities", "Emotional disabilities", "Academic instruction", "Adaptive behavior skills", "Individual Education Plan (IEP)", "District resources", "Community based instruction", "Child development", "Language acquisition", "Regular education integration", "Medical needs assistance", "Basic needs assistance" ], "communicationSkills" : "Oral communication; Written communication; Letter communication; Phone communication; Email communication; Fax communication", "documentationSkills" : "Record keeping; Document occurrences; Chart student behavior", "continuousLearning" : "Acquires in-service hours", "problemSolvingSkills" : "Assess crisis situations; Intervene to defuse situations; Make decisions; Prioritize work; Respond to needs", "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", "qualificationsBasic" : "High School Diploma or GED equivalent, 48 accredited college credits or pass state assessment (Title School), Minimum 20 hours in-service annually, Minimum 10 in-service hours after 3 years", "qualificationsPreferred" : "Knowledge of sign language modalities, Knowledge of Braille, NCI certification, Other special skills", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: Para Sped High Incidence Position Specifics: This position works 30 hours per week (0.75 FTE) 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 (2026-2027 School Year). 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"level" : "intermediate" }, { "name" : "Physical restraint technique", "level" : "intermediate" }, { "name" : "Basic needs assistance", "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 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, 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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. 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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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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. 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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 (2026-2027 School Year). 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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 (2026-2027 School Year). 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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. 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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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Tyler Rd.", "67212" ], "timestamp" : "2026-06-16T02:38:57.593", "fingerprint" : "026ce2831cc3575b205d1c6758c2862e1e2c5b183b07ccf04ad5f174a5a45d7a", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=96653", "externalId" : "96653", "industryFunction" : { }, "structuredLocations" : [ { "workMode" : "onsite" } ], "locationText" : "", "employmentType" : "PART_TIME", "minimumEducation" : "High School Diploma or GED", "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", "Confidentiality", "Professional rapport", "Prioritization", "Organization", "Decision making", "Customer service" ], "hardSkillsList" : [ "Typing skills", "Braille interlining" ], "hardSkills" : [ { "name" : "Typing skills", "level" : "intermediate" }, { "name" : "Braille interlining", "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 interventions to redirect behavior, Assess crisis situations, Intervene to defuse situations, Document occurrences, Provide feedback to develop self-esteem, Supervise school activities, Implement student behavior plans, Assist students to and from assigned areas, Assist in physical setup of classroom, Integrate technology into classroom, 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, Provide instruction to regular education students, Supervise students in regular classroom, Provide feedback to students, Provide feedback to teachers, Assist students with questioning, Assist students with discussion, Assist with student engagement, Assist students with integration into regular classroom, Evaluate student progress, Share student progress information with teacher, Assist with designing instruction, Assist with planning instruction, Assist with 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 for 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, 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 to assigned areas, Interline Braille material for tests, Interline Braille material for daily lessons, Assist with additional duties", "teamCollaboration" : "Effective teaming skills; Collaboration; Conflict resolution; Communication with staff; Professional rapport with staff", "domainKnowledge" : "Special education; Low vision equipment; Adaptive magnifying equipment; Individual Education Plan (IEP); Sign language modalities; Braille; Nonviolent Crisis Intervention (NCI)", "domainList" : [ "special-education", "low-vision-equipment", "adaptive-magnifying-equipment", "individual-education-plan-iep", "sign-language-modalities", "braille", "nonviolent-crisis-intervention-nci" ], "domainSpecificKnowledge" : [ "Special education", "Low vision equipment", "Adaptive magnifying equipment", "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" : "Ability to use physical restraint technique, Walk long distances, Stand for long periods, Bend, Twist, Balance, Stoop, Climb steps, Reach overhead, Manual dexterity, Physical ability, Stamina for full day, Work in various weather conditions, React immediately to emergency situation, Limited travel between schools, Limited travel to central offices", "qualificationsBasic" : "High School Diploma or GED, 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/signs of illness, Knowledge of sign language modalities, Knowledge of Braille, Knowledge of NCI (Nonviolent Crisis Intervention), Knowledge of other special skills", "qualificationsPreferred" : "Knowledge of various sign language modalities, Knowledge of Braille, Knowledge of NCI (Nonviolent Crisis Intervention), Knowledge of other special skills", "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 (2026-2027 School Year). 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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 (2026-2027 School Year)", "createdAt" : "2026-06-14T19:02:10.094", "lastUpdated" : "2026-06-16T05:23:27.105", "ingestTimestamp" : "2026-06-14T19:02:10.094", "mongoId" : "69dde3f62beec4dd3d9a0bc6", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 28000, "salaryAnnualMax" : 38000, "salaryBand" : "<30k", "hasSalary" : true, "allSkills" : [ ], "skillCount" : 0, "jobCategory" : "general", "jobSubcategory" : "general", "seniorityLevel" : "Entry", "dataQualityScore" : 0.5555556, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6a30735ff292fd229c001a83", "title" : "Special Education Teacher", "company" : "KIPP St. Louis", "industry" : "Education Management", "salary" : { "min" : 50500.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : false }, "location" : "St. Louis, MO, United States", "locations" : [ "St. Louis", "MO", "United States" ], "timestamp" : "2026-06-16T09:41:40.318", "fingerprint" : "d1ff38befac26fba6a0d7a0483c6ac1fa4d2f7a9ac66b8063c1a143c4a0eb8e8", "source" : "smartrecruiters", "language" : "en", "applyUrl" : "https://jobs.smartrecruiters.com/KIPP/744000132222940-special-education-teacher-26-27-school-year-", "externalId" : "744000132222940", "industryFunction" : { }, "structuredLocations" : [ { "city" : "St. Louis", "state" : "Missouri", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "38.6254063,-90.1900090" } ], "locationText" : "St. Louis, Missouri, United States", "employmentType" : "FULL_TIME", "experienceMinYears" : 0, "experienceMaxYears" : 2, "experienceLevel" : "entry", "remoteFriendly" : false, "rawDescription" : "Who we are: KIPP St. Louis is a part of a national network of free, open-enrollment, public charter schools offering a choice to families and children in St. Louis city. 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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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. 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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 (2026-2027 School Year) at Bryant Opportunity Academy. Skills: Special education, Behavioral intervention, Student support. Supervise students in class. Manage classroom routines", "createdAt" : "2026-06-14T02:58:18.381", "lastUpdated" : "2026-06-15T11:53:18.866", "ingestTimestamp" : "2026-06-14T02:58:18.381", "mongoId" : "69fd35614c40e2acd1b31ee5", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryBand" : "100k-150k", "hasSalary" : false, "allSkills" : [ "Child development", "Language acquisition", "Self-advocacy", "Physical transfers", "Tube feeding", "Toileting", "Diapering", "Self-care", "Hygiene", "Special education", "Behavioral intervention", "Student support", "Instructional assistance", "Record keeping", "Behavior management", "Crisis intervention", "Community based instruction", "Cognitive disabilities", "Communication disabilities", "Social disabilities", "Behavioral disabilities", "Emotional disabilities", "Academic instruction", "Adaptive behavior skills", "Individual Education Plan (IEP)", "District resources", "Student integration", "Regular education classroom", "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "skillCount" : 34, "jobCategory" : "general", "jobSubcategory" : "general", "seniorityLevel" : "Entry", "dataQualityScore" : 0.7777778, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6a1688f458b93c861eafceed", "title" : "Para Special Education Low Incidence (2026-2027 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 Southeast High School, adjusted for part-time employment." }, "location" : "Southeast High School", "locations" : [ "Southeast High School", "2641 S. 127th Street East", "67207" ], "timestamp" : "2026-06-15T09:35:16.093", "fingerprint" : "1b05764655365e4cee3ce7d02a82f9b3dfe460b3a4567ebc1c3908298da09de3", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=100876", "externalId" : "100876", "industryFunction" : { }, "structuredLocations" : [ { "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "United States", "employmentType" : "PART_TIME", "minimumEducation" : "High School", "professionalSkills" : [ "Instructional assistance", "Record keeping", "Behavior management", "Crisis intervention", "Teaming skills", "Conflict resolution", "Instructional planning", "Material preparation", "Confidentiality", "Professional rapport", "Prioritization", "Organization", "Decision making", "Professional manner", "Positive attitude", "Good judgment", "Professionalism", "Customer service" ], "hardSkillsList" : [ "Low vision equipment", "Adaptive magnifying equipment", "Typing skills", "Braille material", "Medical needs", "Self-care", "Hygiene", "Feeding", "Tube feeding", "Toileting", "Diapering", "Dressing", "Physical transfers" ], "hardSkills" : [ { "name" : "Low vision equipment", "level" : "intermediate" }, { "name" : "Adaptive magnifying equipment", "level" : "intermediate" }, { "name" : "Typing skills", "level" : "intermediate" }, { "name" : "Braille material", "level" : "intermediate" }, { "name" : "Medical needs", "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 Support, Student Behavior Management, Instructional Assistance, Student Care", "majorSkillsList" : [ "Special Education Support", "Student Behavior Management", "Instructional Assistance", "Student Care" ], "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); Sign language modalities; Braille; Nonviolent Crisis Intervention (NCI)", "domainList" : [ "special-education", "individual-education-plan-iep", "sign-language-modalities", "braille", "nonviolent-crisis-intervention-nci" ], "domainSpecificKnowledge" : [ "Special education", "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; 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 after 3 years", "problemSolvingSkills" : "Assess crisis situations; Intervene to defuse situations; Prioritize and organize work; 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, Manual dexterity, Physical ability, Stamina for full day, Physical activity, Limited travel between schools, Travel to central offices, Conform to professional dress", "qualificationsBasic" : "High School Diploma or GED, 48 college credits or state assessment, Pass Physical Capacity Test, In-service in first aide, In-service in child abuse symptoms, In-service in illness symptoms, Knowledge of sign language modalities, Braille literacy, NCI training, Other special skills training", "qualificationsPreferred" : "Willingness to learn slate/stylus", "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 (2026-2027 School Year). 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Osage", "67213" ], "timestamp" : "2026-06-15T09:27:49.536", "fingerprint" : "331f6805818e1e6c3005ce938b38d3a327144f82990ecd808c4ffc38c9a75469", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=96473", "externalId" : "96473", "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", "Behavior management", "Record keeping", "Crisis intervention", "Conflict resolution", "Teaming skills", "Collaboration", "Communication" ], "hardSkillsList" : [ "Child development", "Language acquisition", "Self-advocacy", "Physical restraint technique" ], "hardSkills" : [ { "name" : "Child development", "level" : "intermediate" }, { "name" : "Language acquisition", "level" : "intermediate" }, { "name" : "Self-advocacy", "level" : "intermediate" }, { "name" : "Physical restraint technique", "level" : "intermediate" } ], "majorSkills" : "Special education support, Student behavior management, Instructional assistance", "majorSkillsList" : [ "Special education support", "Student behavior management", "Instructional assistance" ], "coreResponsibilities" : "Supervise students in class, Manage classroom routines, Assist in interventions, Defuse crisis situations, 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 students with questioning, Assist students with discussion, Assist with student engagement, Assist students with self-advocacy, Assist students using technology, 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, Plan community based instruction, Implement community based instruction, Maintain confidentiality of information, Model appropriate behavior, Develop professional rapport, Communicate with students, Communicate with parents, Communicate with staff, Observe student behavior, Chart student behavior, Assist in discipline, 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 drivers, Transport students, Travel between buildings, Care 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 with additional duties", "teamCollaboration" : "Effective teaming skills; Collaboration; Conflict resolution; Communication; Professional rapport with teacher; Professional rapport with staff; Work with diverse population", "domainKnowledge" : "Cognitive disabilities; Communication disabilities; Social disabilities; Behavioral disabilities; Emotional disabilities; Academic instruction; Adaptive behavior skills; District resources; Special education students; Regular education program; Individual Education Plan (IEP); Community based instruction; Medical needs; School nurse supervision; Basic needs assistance; Self-care; Hygiene; Feeding; Tube feeding; Toileting; Diapering; Dressing; Physical transfers; Nonviolent Crisis Intervention", "domainList" : [ "cognitive-disabilities", "communication-disabilities", "social-disabilities", "behavioral-disabilities", "emotional-disabilities", "academic-instruction", "adaptive-behavior-skills", "district-resources", "special-education-students", "regular-education-program", "individual-education-plan-iep", "community-based-instruction", "medical-needs", "school-nurse-supervision", "basic-needs-assistance", "self-care", "hygiene", "feeding", "tube-feeding", "toileting", "diapering", "dressing", "physical-transfers", "nonviolent-crisis-intervention" ], "domainSpecificKnowledge" : [ "Cognitive disabilities", "Communication disabilities", "Social disabilities", "Behavioral disabilities", "Emotional disabilities", "Academic instruction", "Adaptive behavior skills", "District resources", "Special education students", "Regular education program", "Individual Education Plan (IEP)", "Community based instruction", "Medical needs", "School nurse supervision", "Basic needs assistance", "Self-care", "Hygiene", "Feeding", "Tube feeding", "Toileting", "Diapering", "Dressing", "Physical transfers", "Nonviolent Crisis Intervention" ], "toolProficiency" : [ "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "communicationSkills" : "Oral communication; Written communication; Letter communication; Phone communication; Email communication; Fax communication; Personal contact", "documentationSkills" : "Record keeping; Document occurrences; Chart 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; Prioritize work; Respond to demands", "specialRequirements" : "Work in various weather, React immediately to emergency, Use physical restraint, Walk long distances, Stand for long periods, Bend, Twist, Balance, Stoop, Climb steps, Reach overhead, Manual dexterity, Physical ability, Stamina for full day, Travel between buildings, Travel to central offices", "qualificationsBasic" : "High School Diploma or GED, 48 college credits or pass assessment, 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 (2026-2027 School Year). 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Broadview Cir", "67220" ], "timestamp" : "2026-06-15T05:02:29.356", "fingerprint" : "378cf6fc684a78ab0627096890cc9eff87b3f85310ebcb453b7eb347ff28d78f", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=99582", "externalId" : "99582", "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", "Communication", "Teaming skills", "Collaboration", "Conflict resolution", "Individual instruction", "Group instruction", "Questioning techniques", "Discussion techniques", "Curriculum engagement", "Self-advocacy", "Child development", "Language acquisition", "Instructional design", "IEP development", "Community based instruction", "Confidentiality", "Professional rapport", "Sensitivity", "Prioritization", "Organization", "Flexibility", "Responsiveness", "Decision making", "Diplomacy", "Customer service" ], "hardSkillsList" : [ "Crisis intervention", "Physical setup", "Technology integration", "Positive self-esteem", "Academic instruction", "Physical restraint technique", "Self-care", "Hygiene", "Feeding", "Tube feeding", "Toileting", "Diapering", "Dressing", "Physical transfers" ], "hardSkills" : [ { "name" : "Crisis intervention", "level" : "intermediate" }, { "name" : "Physical setup", "level" : "intermediate" }, { "name" : "Technology integration", "level" : "intermediate" }, { "name" : "Positive self-esteem", "level" : "intermediate" }, { "name" : "Academic instruction", "level" : "intermediate" }, { "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, Student behavior, Instructional assistance", "majorSkillsList" : [ "Special education", "Student behavior", "Instructional assistance" ], "coreResponsibilities" : "Supervise students in class, Manage classroom routines, Assist in interventions, Redirect behavior, Assess crisis situations, Defuse situations, Document occurrences, Provide feedback, Develop positive self-esteem, Supervise school activities, Implement student behavior plan, Assist students to and from areas, Facilitate integration efforts, Assist with physical setup, Integrate technology into classroom, Provide individual instruction, Provide group instruction, Assign to regular classroom program, Assist students with self-advocacy, Assist students in using technology, Exhibit clear oral communication, Exhibit expressive written communication, 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 community based instruction, Maintain confidentiality of information, Model appropriate behavior, Develop 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, 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, Accept responsibility for travel, Assist in caring for 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; Professional rapport with teacher; Rapport with other staff; Work with diverse population; Respond to customer needs; Positive attitude with colleagues", "domainKnowledge" : "Cognitive disabilities; Communication disabilities; Social disabilities; Behavioral disabilities; Emotional disabilities; Academic instruction; Adaptive behavior skills instruction; Individual Education Plan (IEP); District resources; Community based instruction; Child development; Language acquisition; Regular education classroom integration; USD 259 guidelines", "domainList" : [ "cognitive-disabilities", "communication-disabilities", "social-disabilities", "behavioral-disabilities", "emotional-disabilities", "academic-instruction", "adaptive-behavior-skills-instruction", "individual-education-plan-iep", "district-resources", "community-based-instruction", "child-development", "language-acquisition", "regular-education-classroom-integration", "usd-259-guidelines" ], "domainSpecificKnowledge" : [ "Cognitive disabilities", "Communication disabilities", "Social disabilities", "Behavioral disabilities", "Emotional disabilities", "Academic instruction", "Adaptive behavior skills instruction", "Individual Education Plan (IEP)", "District resources", "Community based instruction", "Child development", "Language acquisition", "Regular education classroom integration", "USD 259 guidelines" ], "communicationSkills" : "Oral communication; Written communication; Letter communication; Phone communication; Email communication; Fax communication; Personal contact", "documentationSkills" : "Record keeping; Document occurrences; Chart 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; Prioritize work; Organize work", "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, Manual dexterity, Physical ability, Stamina, Travel between buildings, Travel between assignments, Assist with student transportation, Assist drivers until departure", "qualificationsBasic" : "High School Diploma or GED, 48 accredited college credits or pass assessment, Knowledge of sign language modalities, Knowledge of Braille, Knowledge of NCI, Knowledge of special skills, In service, training or course work in first aide, In service, training or course work in symptoms of child abuse, In service, training or course work 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. 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Woodchuck", "67212" ], "timestamp" : "2026-06-15T11:45:31.678", "fingerprint" : "0d9f591343d20ed98a0398ffca995344961128dfa8576448443a8480dc723968", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=101316", "externalId" : "101316", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Levy Special Education Center", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "39.7837304,-100.4458820" } ], "locationText" : "Levy Special Education Center, 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 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 (2026-2027 School Year)", "createdAt" : "2026-06-14T08:54:07.387", "lastUpdated" : "2026-06-15T11:45:31.678", "ingestTimestamp" : "2026-06-14T08:54:07.387", "mongoId" : "6a2598df74d8ee00a01a4198", "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, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6a2cc3ed74d8ee00a0a0b4cd", "title" : "Multilingual Teacher/Special Education Teacher (Grades K-2) (2026-27 School Year)", "company" : "Prodeo 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 Multilingual Teacher/Special Education Teacher in Columbia Heights, United States, adjusted for the Education industry and company size." }, "location" : "Columbia Heights, MN", "locations" : [ "Columbia Heights", "MN" ], "timestamp" : "2026-06-16T02:12:52.952", "fingerprint" : "3a01e82158e30420bb425764643c7acbf7a81fca9d818dba340e83b86c75ba8b", "source" : "breezyhr", "language" : "en", "applyUrl" : "https://prodeo-academy.breezy.hr/p/2b443c15c032-multilingual-teacher-special-education-teacher-grades-k-2-2026-27-school-year", "externalId" : "2b443c15c032", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Columbia Heights", "state" : "Minnesota", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "45.0460458,-93.2517802" } ], "locationText" : "Columbia Heights, Minnesota, United States", "employmentType" : "FULL_TIME", "coreResponsibilities" : "Close the opportunity gap", "workSiteFlexibility" : "Onsite", "rawDescription" : "Start Date: 2026-27 School Year Location: Columbia Heights Primary Academy (Grades K-2) Reports to: Principal FLSA Status: Exempt Updated: December 2025 POSITION SUMMARY Multilingual Teachers are committed members of a school team closing the opportunity gap. A Prodeo Academy Multilingual Teacher i", "summaryDescription" : "Multilingual Teacher/Special Education Teacher (Grades K-2) (2026-27 School Year) at Prodeo Academy. Close the opportunity gap", "createdAt" : "2026-06-14T21:17:59.524", "lastUpdated" : "2026-06-16T02:12:52.952", "ingestTimestamp" : "2026-06-14T21:17:59.524", "mongoId" : "6a2cc3ed74d8ee00a0a0b4cd", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 60000, "salaryAnnualMax" : 85000, "salaryBand" : "50k-75k", "hasSalary" : true, "allSkills" : [ ], "skillCount" : 0, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Mid", "dataQualityScore" : 0.6666667, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.95 }, { "id" : "69ce5e5f9bc74574cb67a561", "title" : "High School: Teacher Special Education SAILS/ABC 2026-2027", "industry" : "Education", "salary" : { "min" : 55000.0, "max" : 75000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "The estimation is based on the market baseline for a High School Special Education Teacher in Texas, adjusted for mid-seniority and the education industry." }, "location" : "TEXAS", "locations" : [ "TEXAS" ], "certifications" : [ "Valid Teaching Certification", "Valid Special Education Certification EC-12", "Special Education Specialist Certification EC-12", "De-Escalation/Restraint Certification (CPI)" ], "timestamp" : "2026-06-15T05:04:55.989", "fingerprint" : "f524e4ca7a6256ad3f7e220f8eadb17be66edeca6de8f6fbff257d4a2c7a8881", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa210.taleo.net/careersection/ex/jobdetail.ftl?job=186300", "externalId" : "186300", "industryFunction" : { }, "structuredLocations" : [ { "state" : "Texas", "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "Texas, United States", "employmentType" : "FULL_TIME", "professionalSkills" : [ "Human development", "Disability knowledge", "Curriculum implementation", "Behavior intervention" ], "hardSkillsList" : [ "Academic instruction", "Behavioral instruction", "Communication skills instruction", "Independent living skills", "Personal care skills", "Vocational instruction", "Data collection", "Assessment administration", "Lesson plan development", "Behavior intervention plans", "Adaptive equipment use", "Assistive technology use", "Physical restraint techniques" ], "hardSkills" : [ { "name" : "Academic instruction", "level" : "intermediate" }, { "name" : "Behavioral instruction", "level" : "intermediate" }, { "name" : "Communication skills instruction", "level" : "intermediate" }, { "name" : "Independent living skills", "level" : "intermediate" }, { "name" : "Personal care skills", "level" : "intermediate" }, { "name" : "Vocational instruction", "level" : "intermediate" }, { "name" : "Data collection", "level" : "intermediate" }, { "name" : "Assessment administration", "level" : "intermediate" }, { "name" : "Lesson plan development", "level" : "intermediate" }, { "name" : "Behavior intervention plans", "level" : "intermediate" }, { "name" : "Adaptive equipment use", "level" : "intermediate" }, { "name" : "Assistive technology use", "level" : "intermediate" }, { "name" : "Physical restraint techniques", "level" : "intermediate" } ], "majorSkills" : "Special education, IEP development, Behavior management", "majorSkillsList" : [ "Special education", "IEP development", "Behavior management" ], "coreResponsibilities" : "Provide instruction in academic skills, Provide instruction in behavior skills, Provide instruction in communication skills, Provide instruction in independent living skills, Provide instruction in personal care skills, Use a variety of teaching techniques, Use a variety of materials, Use a variety of equipment, Collaborate with parents, Collaborate with students, Collaborate with school personnel, Collaborate with community personnel, Develop clear IEP goals, Develop measurable IEP objectives, Align IEP goals to TEKS, Plan appropriate curriculum, Implement appropriate curriculum, Modify curriculum, Adapt curriculum, Document student progress, Maintain accurate records, Retain accurate records, Log support and service, Collect data on IEP targets, Collect data on behavior, Collect data on skill development, Collect data on skill mastery, Provide progress updates, Administer student assessment, Analyze student assessment, Develop PLAAFP, Develop annual goals, Develop annual objectives, Prepare lesson plans, Organize lesson plans, Implement lesson plans, Oversee paraprofessional activities, Oversee aide activities, Oversee volunteer activities, Oversee peer tutor activities, Use adaptive equipment, Use assistive technology, Execute behavioral strategies, Intervene using behavior strategies, Provide for basic student needs, Provide personal care, Participate in professional development, Conduct instructional activities, Conduct professional activities, Safeguard confidentiality, Prepare ARD meeting paperwork, Participate in ARD meetings, Perform coaching duties, Provide athletic services", "teamCollaboration" : "Collaborate with parents; Collaborate with students; Collaborate with school personnel; Collaborate with community personnel", "domainKnowledge" : "Cognitive disabilities; Challenging behaviors; Functional communication skills; UIL sport rules", "domainList" : [ "cognitive-disabilities", "challenging-behaviors", "functional-communication-skills", "uil-sport-rules" ], "domainSpecificKnowledge" : [ "Cognitive disabilities", "Challenging behaviors", "Functional communication skills", "UIL sport rules" ], "documentationSkills" : "Document student progress; Maintain accurate records; Develop PLAAFP", "continuousLearning" : "Participate in professional development", "specialRequirements" : "Work outside up to 25%, Exposure to elements, Inclement weather exposure, Lifting and positioning students, Hands-on intervention, Physical restraint, Exposure to bodily fluids, Exposure to illnesses", "qualificationsBasic" : "Bachelor's degree in education, Valid Teaching Certification, Valid Special Education Certification EC-12, Demonstrate competency through TCCW, Received statement of eligibility", "qualificationsPreferred" : "Special Education Specialist Certification EC-12, De-Escalation/Restraint Certification (CPI)", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Overview The Teacher SPED HS SAILS/ABC will provide instruction in academic, behavior, communication, independent living, social and personal care skills to students with disabilities using a variety of teaching techniques, materials, and equipment in a highly-structured environment. The Succeeding in Academic and Independent Living Skills (SAILS) and Academic, Behavior, Communication (ABC) programs generally serve students with cognitive disabilities who require a curriculum focusing on (1) academic instruction based on prerequisite skills that are aligned to grade level TEKS, (2) communication/social skills, (3) independent living skills, and (4) vocational instruction. Students in this program may also demonstrate challenging behaviors, little to no functional communication skills, and high need for visual/physical structure. Any teacher who will coach a UIL sport will also provide athletic services related to that athletic sport and the athletic program. Position Description Essential Duties and Responsibilities Service Delivery Work collaboratively with parents, students, and school/community personnel in the development of clear, measurable Individual Educational Plan (IEP) goals and objectives that are aligned with the Texas Essential Knowledge and Skills (TEKS) Apply knowledge of human development and disabilities to plan and implement appropriate curriculum with appropriate modifications and adaptations Document ongoing student progress, retain and maintain accurate records, including but not limited to support and service logs, regular data collection on IEP targets and behavior (skill development and mastery) and progress updates Administer and analyze student assessment appropriately, including but not limited to state and district testing, and informal criterion referenced assessments Develop present levels of academic achievement and functional performance (PLAAFP) and annual goals/objectives based on the results of administered student assessments Prepare, organize and implement lesson plans that are developmentally and age-appropriate based on the student IEPs, including behavior intervention plans and accommodations / modifications of materials and curriculum Direct and oversee the activities of educational setting paraprofessional(s), aide(s), volunteer(s), or peer tutor(s) Use appropriate adaptive equipment and assistive technology as documented in the ARD and/or recommended by related service providers to facilitate learning, communication, mobility and positioning Execute behavioral strategies as indicated in students’ ARD documents (e.g., reinforcements, consequences, contingencies). Intervene using a continuum of behavior intervention strategies, up to and including approved physical restraint when students are in danger of harming themselves or others Provide for basic needs of students who, because of their disability, are not able to care for themselves including personal care (e.g., personal hygiene, toileting, cleaning, dressing, lifting, positioning, transitioning, and feeding) Participate in appropriate professional development activities as required or assigned Compliance Conduct instructional and other professional activities consistent with the requirements of state and federal laws Safeguard confidentiality with regard to students with disabilities Prepare paperwork for and participate in Admission, Review, and Dismissal (ARD) meetings If the position is tied to coaching a UIL sport, the following essential duties and responsibilities are applicable to coaching: Perform coaching duties as assigned as well as other duties required for the smooth, efficient operation of a successful athletic program Possess knowledge and adhere to UIL rules and regulations Assist the Athletic Department with budget, schedules, care/use of facilities Communicate with the Athletic Department on a regular basis Supervisory Responsibilities None Qualification Requirements To perform this job successfully, an individual must be able to perform each of the above essential duties satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or abilities, required unless otherwise stated as preferred. Reasonable accommodations may be made to enable individuals with disabilities to perform the essentials functions. Bachelor's degree in education or related field Valid Teaching Certification Issued by Texas Education Agency appropriate to subject and grade level of assignment or demonstrate competency through the state's Texas Content Competency Worksheet (TCCW) or has received statement of eligibility Valid Special Education Certification EC-12, or Special Education Specialist Certification EC-12 De-Escalation/Restraint Certification (CPI) preferred or required to obtain once hired (district-provided training) Applied Behavior Analysis (ABA) training required within one year of hire date Valid Driver's license with CDL Certification preferred if coaching a UIL sport Coaching experience preferred if coaching a UIL sport Ability to plan and implement lessons based on needs and abilities of students Ability to establish and maintain effective relationships with students, peers and parents Excellent communication skills, both oral and written Demonstrated knowledge of appropriate technology equipment and software programs Proven ability to apply knowledge of current research and theory to instructional programs Physical Requirements/Working Conditions The work environment characteristics and physical demands described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Work is performed in classrooms, offices, work stations and meeting rooms. The position requires occasional walking, standing, sitting, bending, stooping, kneeling, crouching, crawling, and lifting/carrying work related items weighing less than 40 pounds, such as books, papers and presentation materials. The employee is regularly required to use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; and talk or hear. Specific vision abilities required by this job include close vision, color vision, and the ability to adjust focus. Attendance at conferences and professional development is required. Work involves everyday risks and discomforts which require normal safety precautions when operating equipment or performing job duties. May work prolonged or irregular hours and must be able to maintain emotional control under stress. Additional Information The employee will be required to work outside up to 25% of the time and will be exposed to the elements and inclement weather. This position requires lifting and positioning students, controlling certain behavior through hands-on intervention strategies and approved physical restraint strategies. Teachers are expected to intervene with students' behavior, which can include aggression, self-injurious behaviors, disruptive behaviors, and self-stimulatory behaviors. The potential exists for exposure to bodily fluids and frequent childhood, pre-teen and teen illnesses. This position is funded by grant funds. This position may be discontinued if grant funds are no longer available. TEXAS", "summaryDescription" : "High School: Teacher Special Education SAILS/ABC 2026-2027. Skills: Special education, IEP development, Behavior management. Provide instruction in academic skills. Provide instruction in behavior skills", "createdAt" : "2026-06-14T08:18:21.465", "lastUpdated" : "2026-06-15T05:04:55.989", "ingestTimestamp" : "2026-06-14T08:18:21.465", "mongoId" : "69ce5e5f9bc74574cb67a561", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 55000, "salaryAnnualMax" : 75000, "salaryBand" : "50k-75k", "hasSalary" : true, "allSkills" : [ "Academic instruction", "Behavioral instruction", "Communication skills instruction", "Independent living skills", "Personal care skills", "Vocational instruction", "Data collection", "Assessment administration", "Lesson plan development", "Behavior intervention plans", "Adaptive equipment use", "Assistive technology use", "Physical restraint techniques", "Special education", "IEP development", "Behavior management", "Human development", "Disability knowledge", "Curriculum implementation", "Behavior intervention", "Cognitive disabilities", "Challenging behaviors", "Functional communication skills", "UIL sport rules", "Valid Teaching Certification", "Valid Special Education Certification EC-12", "Special Education Specialist Certification EC-12", "De-Escalation/Restraint Certification (CPI)" ], "skillCount" : 28, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Mid", "dataQualityScore" : 0.6666667, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "69ced86e2beec4dd3d8498cf", "title" : "Para Special Education High Incidence (2026-2027 School Year)", "industry" : "Education", "salary" : { "min" : 28000.0, "max" : 38000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "market baseline, entry seniority, and part-time employment adjustments" }, "location" : "Wells Alternative Middle School", "locations" : [ "Wells Alternative Middle School", "1221 E. Galena - Suite 373", "67216" ], "timestamp" : "2026-06-15T08:25:30.675", "fingerprint" : "19097526666c2584c70daaf3de8038d4e13919970fc1a5d2c1a163a1dcbfc995", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=95854", "externalId" : "95854", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Wells", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "40.7013353,-85.2116102" } ], "locationText" : "Wells, United States", "employmentType" : "PART_TIME", "minimumEducation" : "High School Diploma or GED equivalent", "professionalSkills" : [ "Instructional assistance", "Record keeping", "Behavior management", "Crisis intervention", "Teaming skills", "Collaboration", "Conflict resolution", "Communication", "Instruction design", "IEP development", "Community based instruction", "Confidentiality", "Professional rapport", "Prioritization", "Organization", "Flexibility", "Responsiveness", "Customer service" ], "hardSkillsList" : [ "Academic instruction", "Positive self-esteem development", "Student integration", "Child development", "Language acquisition", "Self-advocacy", "Medical needs care", "Basic needs care", "Self-care", "Hygiene", "Feeding", "Tube feeding", "Toileting", "Diapering", "Dressing", "Physical transfers" ], "hardSkills" : [ { "name" : "Academic instruction", "level" : "intermediate" }, { "name" : "Positive self-esteem development", "level" : "intermediate" }, { "name" : "Student integration", "level" : "intermediate" }, { "name" : "Child development", "level" : "intermediate" }, { "name" : "Language acquisition", "level" : "intermediate" }, { "name" : "Self-advocacy", "level" : "intermediate" }, { "name" : "Medical needs care", "level" : "intermediate" }, { "name" : "Basic needs care", "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 assistance, Student behavior management, Instructional support", "majorSkillsList" : [ "Special education assistance", "Student behavior management", "Instructional support" ], "coreResponsibilities" : "Supervise students in class, Manage classroom routines, Assist in interventions, Redirect behavior, Assess crisis situations, Defuse situations, Document 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 students with self-advocacy, Assist students in using technology, Assist with child development, Assist with language acquisition, Assist students with integration, Design instruction, Follow through on instruction, Develop IEP, Implement IEP, Plan community based instruction, Implement community based instruction, Maintain confidentiality, Model appropriate behavior, Develop professional rapport, Demonstrate sensitivity, Communicate with students, Communicate with parents, Communicate with staff, Observe student behavior, Chart student behavior, Assist in discipline, Prioritize work, Organize work, Respond to demands, Attend staff meetings, Participate in PLCs, Participate in parent conferences, Assist students to buses, Assist drivers, Accept travel responsibility, 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; Collaboration; Conflict resolution; Communication with staff; Professional rapport with staff", "domainKnowledge" : "Cognitive disabilities; Communication disabilities; Social disabilities; Behavioral disabilities; Emotional disabilities; Academic instruction needs; Adaptive behavior skills needs; District resources; Special education students; Regular education students; Individual Education Plan (IEP); Community based instruction; USD 259 guidelines", "domainList" : [ "cognitive-disabilities", "communication-disabilities", "social-disabilities", "behavioral-disabilities", "emotional-disabilities", "academic-instruction-needs", "adaptive-behavior-skills-needs", "district-resources", "special-education-students", "regular-education-students", "individual-education-plan-iep", "community-based-instruction", "usd-259-guidelines" ], "domainSpecificKnowledge" : [ "Cognitive disabilities", "Communication disabilities", "Social disabilities", "Behavioral disabilities", "Emotional disabilities", "Academic instruction needs", "Adaptive behavior skills needs", "District resources", "Special education students", "Regular education students", "Individual Education Plan (IEP)", "Community based instruction", "USD 259 guidelines" ], "toolProficiency" : [ "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "communicationSkills" : "Oral communication; Written communication; Letter communication; Phone communication; Email communication; Fax communication; Personal contact", "documentationSkills" : "Record keeping; Document occurrences; Chart 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; Prioritize work; Organize work; 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, 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" : "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, NCI certification, Special skills training, 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 (2026-2027 School Year). Skills: Special education assistance, Student behavior management, Instructional support. Supervise students in class. 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West St", "67203" ], "certifications" : [ "Kansas teaching license in Early Childhood Unified (ECU)", "Kansas teaching license in Adaptive Special Education (PreK-12)", "Kansas teaching license in Functional Special Education (PreK-12)" ], "timestamp" : "2026-06-16T00:46:38.890", "fingerprint" : "2ae66c5a01c42039046c5386654a5ebfbdcb2ba603a964e9e83020b0d2afc9a1", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=97793", "externalId" : "97793", "industryFunction" : { }, "structuredLocations" : [ { "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "United States", "employmentType" : "FULL_TIME", "minimumEducation" : "Bachelor's", "professionalSkills" : [ "Time management", "Organization" ], "majorSkills" : "Early childhood development, Special education", "majorSkillsList" : [ "Early childhood development", "Special education" ], "coreResponsibilities" : "Provide instruction and support, Promote cognitive, social, emotional, and physical growth, Plan, lead, facilitate, and deliver standards-based instruction, Align instruction with IEP goals, Ensure students learn in least restrictive environment, Plan, prepare, and deliver instruction aligned to Kansas, Design developmentally appropriate learning experiences, Foster growth in cognitive, social, emotional, communication, and, Provide differentiated instruction, Integrate instructional methods and tools, Maintain a structured, engaging, and inclusive classroom environment, Monitor and document student progress, Collect data, Participate in multidisciplinary team meetings, Initiate, schedule, and facilitate IEP meetings, Contribute to IEP development and implementation, Implement proactive behavior management strategies, Promote self-regulation, independence, and positive interactions, Establish clear routines, expectations, and reinforcement systems, Maintain a safe, organized, and inviting classroom environment, Collaborate with parents, paraprofessionals, related service providers, and, Communicate regularly with families, Share progress with families, Address concerns with families, Celebrate achievements with families, Attend and contribute to staff meetings, Attend and contribute to professional learning sessions, Attend and contribute to parent engagement events, Assure substitute teachers have adequate plans, Maintain accurate records of attendance, grades, behavior, and, Comply with district, state, and federal policies, Report suspected cases of child abuse or neglect", "teamCollaboration" : "Multidisciplinary team meetings; Related service providers; District staff", "domainKnowledge" : "Early childhood development; Special education; Kansas Early Learning Standards; Individualized Education Program (IEP)", "domainList" : [ "early-childhood-development", "special-education", "kansas-early-learning-standards", "individualized-education-program-iep" ], "domainSpecificKnowledge" : [ "Early childhood development", "Special education", "Kansas Early Learning Standards", "Individualized Education Program (IEP)" ], "documentationSkills" : "Maintain accurate records", "continuousLearning" : "Professional learning sessions", "specialRequirements" : "Lifting up to 50 pounds independently, Lifting up to 100 pounds with assistance, Respond rapidly in emergency situations", "qualificationsBasic" : "Kansas teaching license in ECU, Adaptive Special Education, or Functional Special Education", "qualificationsPreferred" : "Classroom experience", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: Prekindergarten Position Function: The Prekindergarten Teacher provides instruction and support to promote the cognitive, social, emotional, and physical growth of each child through developmentally appropriate practices. This position plans, leads, facilitates, and delivers standards-based instruction in alignment with each student's Individualized Education Program (IEP), ensuring students learn and grow in their least restrictive environment. Essential Performance Responsibilities: Plans, prepares, and delivers instruction aligned to the Kansas Early Learning Standards and individual student IEP goals. Designs developmentally appropriate learning experiences that foster growth in students' cognitive, social, emotional, communication, and self-help skills. Provides differentiated instruction based on each student's individual learning style, level of functioning, and preferred modalities. Integrates a variety of instructional methods and tools, including multi-media, assistive technology, and alternative communication systems. Maintains a structured, engaging, and inclusive classroom environment conducive to learning and exploration. Monitors and documents student progress using data-driven methods. Collects data and participates in multidisciplinary team meetings. Initiates, schedules, and facilitates IEP meetings, contributing to the development and implementation of each student's program in accordance with due dates. Implements proactive behavior management strategies that promote self-regulation, independence, and positive interactions. Establishes clear routines, expectations, and reinforcement systems to support student success. Maintains a safe, organized, and inviting classroom environment. Collaborates with parents, paraprofessionals, related service providers, and administrators, and district staff to ensure cohesive support for each child. Communicates regularly with families to share progress, address concerns, and celebrate achievements. Attends and contributes to staff meetings, professional learning sessions, and parent engagement events. Assures that substitute teachers have adequate plans and directions for continuity of instruction. Maintains accurate records of attendance, grades, behavior, communication, and other data required to meet students' IEPs. Complies with district, state, and federal policies, including confidentiality and child protection regulations. Reports suspected cases of child abuse or neglect as required by law. Additional Duties: Performs other duties as assigned by building administration and the early childhood department. Equipment: May require use of Clear Touch interactive displays, SMART Boards, iPads, and other instructional technology in addition to standard office equipment (computers, copiers, scanners). Must always comply with WPS technology use guidelines. Travel: Limited travel between school sites or district offices may be required. Physical and Mental Demands: Ability to implement behavioral and physical supports, including lifting, dressing, and positioning students for self-care and safety. Ability to lift, carry, push, or pull up to 50 pounds independently and up to 100 pounds with assistance. Must be able to respond rapidly in emergency situations. Work occurs in standard school environments. Knowledge, Skills, and Abilities: Knowledge of early childhood development, instructional strategies, and special education. Skill in organization, time management, and communication. Ability to collaborate effectively and work as part of a multidisciplinary team. Ability to maintain professionalism, confidentiality, and cultural sensitivity. Interrelations: Works cooperatively with district personnel, students, families, and community members. Functions under the direct supervision of the building administrator. Must demonstrate diplomacy, tact, and professionalism in all interactions. Expected to provide excellent customer service and maintain a positive attitude. Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours each designated workday, unless the employee has received approved leave. Deviations from scheduled hours require prior approval from a supervisor or building administrator. All employees are required to report to work dressed in a manner that reflets a positive image of USD 259 and is appropriate for their position. Qualification Profile: Bachelor's Degree required. Current Kansas teaching license in Early Childhood Unified (ECU), Adaptive Special Education (PreK-12), or Functional Special Education (PreK-12) required. Classroom experience preferred. FLSA Status: Exempt", "summaryDescription" : "Prekindergarten (2026-2027 School Year) at O K Elementary School. Skills: Early childhood development, Special education. Provide instruction and support. Promote cognitive, social, emotional, and physical growth", "createdAt" : "2026-06-14T19:09:09.896", "lastUpdated" : "2026-06-16T00:46:38.890", "ingestTimestamp" : "2026-06-14T19:09:09.896", "mongoId" : "69fd35614c40e2acd1b31ee1", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 45000, "salaryAnnualMax" : 65000, "salaryBand" : "30k-50k", "hasSalary" : true, "allSkills" : [ "Early childhood development", "Special education", "Time management", "Organization", "Kansas Early Learning Standards", "Individualized Education Program (IEP)", "Kansas teaching license in Early Childhood Unified (ECU)", "Kansas teaching license in Adaptive Special Education (PreK-12)", "Kansas teaching license in Functional Special Education (PreK-12)" ], "skillCount" : 9, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Mid", "dataQualityScore" : 0.7777778, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6a172ff558b93c861ed10cea", "title" : "Para Special Education Low Incidence (2026-2027 School Year)", "industry" : "Education", "location" : "Heights High School", "locations" : [ "Heights High School", "5301 N. Hillside", "67219" ], "timestamp" : "2026-06-15T09:17:18.742", "fingerprint" : "1c13dffc3f88e52ea7265d948bcec983253cb43caa27d00f3af3c6f960cd9cb6", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=100976", "externalId" : "100976", "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", "Collaboration", "Conflict resolution", "Prioritize work", "Organize work", "Make decisions", "Professional rapport", "Sensitivity to needs", "Customer service" ], "hardSkillsList" : [ "Typing skills", "Braille interlining", "Physical activity stamina", "Physical transfers" ], "hardSkills" : [ { "name" : "Typing skills", "level" : "intermediate" }, { "name" : "Braille interlining", "level" : "intermediate" }, { "name" : "Physical activity stamina", "level" : "intermediate" }, { "name" : "Physical transfers", "level" : "intermediate" } ], "majorSkills" : "Special education assistance, Student behavior intervention, Instructional support", "majorSkillsList" : [ "Special education assistance", "Student behavior intervention", "Instructional support" ], "coreResponsibilities" : "Assist teacher in education, Provide instructional assistance, Assist with organization, Assist with record keeping, Manage student behavior, Ensure classroom safety, Communicate with students, Communicate with support staff, Communicate with parents, Supervise students in class, Manage classroom routines, Manage classroom procedures, Redirect 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, Setup classroom for projects, Setup classroom for activities, Integrate technology into classroom, Use low vision equipment, Assist students with adaptive magnifying equipment, Participate in effective teaming, Provide individual instruction, Provide group instruction, Provide instruction to regular education students, Assist teacher with instruction planning, Score tests, Keep records, Make reports, Prepare instructional materials, Prepare learning centers, Assist with IEP planning, Maintain confidentiality of information, Model appropriate behavior, Develop professional rapport, Maintain professional rapport, Communicate with students by letter, Communicate with students by phone, Communicate with students by e-mail, Communicate with students by fax, Communicate with students by personal contact, 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, Assist in transportation of students, Care 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, Supervise students to assigned areas, Supervise students from assigned areas, Interline Braille material, Assist with additional duties", "teamCollaboration" : "Effective teaming skills; Collaboration; Conflict resolution; Professional rapport with staff; Work with diverse population; Respond to customer needs", "domainKnowledge" : "Special education; Individual Education Plan (IEP); Low vision equipment; Adaptive magnifying equipment; Sign language modalities; Braille; Nonviolent Crisis Intervention (NCI); Child abuse symptoms; Illness symptoms; Medical needs; Tube feeding; Self-care; Hygiene; Toileting; Diapering; Physical transfers", "domainList" : [ "special-education", "individual-education-plan-iep", "low-vision-equipment", "adaptive-magnifying-equipment", "sign-language-modalities", "braille", "nonviolent-crisis-intervention-nci", "child-abuse-symptoms", "illness-symptoms", "medical-needs", "tube-feeding", "self-care", "hygiene", "toileting", "diapering", "physical-transfers" ], "domainSpecificKnowledge" : [ "Special education", "Individual Education Plan (IEP)", "Low vision equipment", "Adaptive magnifying equipment", "Sign language modalities", "Braille", "Nonviolent Crisis Intervention (NCI)", "Child abuse symptoms", "Illness symptoms", "Medical needs", "Tube feeding", "Self-care", "Hygiene", "Toileting", "Diapering", "Physical transfers" ], "toolProficiency" : [ "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "communicationSkills" : "Communication with students; Communication with staff; Communication with parents; Letter communication; Phone communication; E-mail communication; Fax communication; Personal contact communication", "documentationSkills" : "Record keeping; Document occurrences; Charting student behavior; Making reports", "continuousLearning" : "20 hours in-service annually; 10 in-service hours after 3 years", "problemSolvingSkills" : "Assess crisis situations; Defuse crisis situations; Make decisions", "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, Physical stamina, Assist students to buses, Assist students from buses, Assist drivers until departure, Assist in transportation of students, Assist in caring for 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, Limited travel between schools, Limited travel to central offices, Conform to proper standards of professional dress, Conform to proper standards of appearance", "qualificationsBasic" : "High School Diploma or GED, 48 accredited college credits or state assessment, Pass the Physical Capacity Test, In-service in first aide, In-service in symptoms of child abuse, In-service in symptoms of illness, Knowledge of sign language modalities, Knowledge of Braille, Knowledge of NCI, Knowledge of other special skills", "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 (2026-2027 School Year). 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Governeour", "67206" ], "timestamp" : "2026-06-15T04:56:26.994", "fingerprint" : "c4ea0e6ad8d683503fe96270b777c657790a966da2bc711a25fde9c420fb2f25", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=100856", "externalId" : "100856", "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 (2026-2027 School Year)", "createdAt" : "2026-06-14T03:00:57.342", "lastUpdated" : "2026-06-15T04:56:26.994", "ingestTimestamp" : "2026-06-14T03:00:57.342", "mongoId" : "6a1688f458b93c861eafcef6", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 25000, "salaryAnnualMax" : 35000, "salaryBand" : "<30k", "hasSalary" : true, "allSkills" : [ ], "skillCount" : 0, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Entry", "dataQualityScore" : 0.5555556, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6a194d2f58b93c861e46d43d", "title" : "Paraeducator (2026-2027 School Year)", "industry" : "Education", "salary" : { "min" : 22000.0, "max" : 30000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "The estimated salary is based on the market baseline for an Entry level Paraeducator in L'Ouverture Career Explorations and Technology Magnet Elementary School, United States, adjusted for part-time employment." }, "location" : "L'Ouverture Career Explorations and Technology Magnet Elementary School", "locations" : [ "L'Ouverture Career Explorations and Technology Magnet Elementary School", "1539 Ohio", "67214" ], "timestamp" : "2026-06-16T02:28:28.012", "fingerprint" : "e573140b7a01005eaf18fc340ad66c53505427b97947c0922295544eda615d5c", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=101015", "externalId" : "101015", "industryFunction" : { }, "structuredLocations" : [ { "state" : "Kansas", "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "Kansas, United States", "employmentType" : "PART_TIME", "minimumEducation" : "High School Diploma or GED equivalent", "hardSkillsList" : [ "Data collection", "Record maintenance", "Student discipline" ], "hardSkills" : [ { "name" : "Data collection", "level" : "intermediate" }, { "name" : "Record maintenance", "level" : "intermediate" }, { "name" : "Student discipline", "level" : "intermediate" } ], "majorSkills" : "Educational support, Student assistance, Teacher support", "majorSkillsList" : [ "Educational support", "Student assistance", "Teacher support" ], "coreResponsibilities" : "Assist students with lessons, Reinforce concepts for individuals, Modify activities for student needs, Monitor student performance, Collect student data, Maintain student records, Maintain learning areas, Maintain instructional materials, Use educational technology, Manage children, Teach self-help skills, Teach problem-solving skills, Teach coping skills, Recognize learning styles, Document parent contacts, Inform appropriate personnel, Assist with additional duties", "teamCollaboration" : "Educational team; Multidisciplinary context; Classroom teacher; Other staff", "domainKnowledge" : "Student needs; Learning styles; Cultural background; Language proficiency; Family dynamics; Educational philosophies; Educational theories", "domainList" : [ "student-needs", "learning-styles", "cultural-background", "language-proficiency", "family-dynamics", "educational-philosophies", "educational-theories" ], "domainSpecificKnowledge" : [ "Student needs", "Learning styles", "Cultural background", "Language proficiency", "Family dynamics", "Educational philosophies", "Educational theories" ], "toolProficiency" : [ "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "communicationSkills" : "Verbal communication; Written communication", "documentationSkills" : "Student behavior charting", "problemSolvingSkills" : "Problem solving", "specialRequirements" : "Work in various weather, React immediately to emergencies, Use physical restraint, Walk long distances, Stand for long periods, Bend, twist, balance, Stoop, climb steps, Reach overhead, Manual dexterity, Physical ability, Stamina for physical activity, See and hear well, Lift up to 20 pounds", "qualificationsBasic" : "48 accredited college credits or pass state assessment for Title School positions", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: Paraeducator Position Function: Paraeducators help to deliver educational programs in the elementary or secondary educational systems. Their role is vital in today's classroom. The main function of the Paraeducator is to support the teacher working with individual or groups of students. The Paraeducator is assigned to meet the needs of specific students and/or program needs within the school. They work alongside and under the guidance of teacher(s) who is ultimately responsible for the education of all students in the class and the Paraeducator serves as a support. The development of the Paraeducator role is to link academic assistance, communication and/or understanding between the school, classroom teacher, families and community by assisting at the school conference, gathering or events. Essential Performance Responsibilities: Will spend a large portion of their time in the classroom Assists students with lessons under direct supervision of the classroom teacher Is genuinely committed to helping children learn - assist students and reinforce concepts for individuals or small groups Works with teachers to modify activities to meet individual student's needs Assists teachers in monitoring, collecting data, and maintaining records regarding student performance and progress Assists in the maintenance of learning areas and/or learning centers and instructional materials and use appropriate educational technology and resources Displays patience and understanding while managing children Displays ability to work in demanding situations and still maintain a sense of order Understands and is sensitive to the obstacles facing the children under supervision. Teach self-help, problem solving and/or coping skills Recognizes individual learning styles and become knowledgeable of the characteristics of learners you serve (e.g., cultural background, language proficiency, mobility and family dynamics) Challenges students to fulfill their potential Documents parent contacts and inform appropriate personnel. Many contacts are required for students' supplemental services Is an active part of an educational team within the students you serve Demonstrates knowledge of various philosophies and theories of education Demonstrates knowledge and skills in working within a multidisciplinary context 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 equipment such as computers, copiers, scanners, and fax machine. Must always comply with USD 259's guidelines for equipment use. Travel: Limited to no travel 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 Additional demands upon request of Supervisor Able to lift, carry, push and pull up to 20 pounds on a regular basis Knowledge, Skills, and Abilities: Maintain high level of confidentiality of information regarding students and staff information and issues Model appropriate behavior for students Develop and maintain a professional rapport with classroom teacher and other staff Demonstrate sensitivity to the needs of students, staff, and parents Observe and chart student behavior and assist in discipline of student as instructed by the teacher Demonstrate the ability to prioritize and organize Assist with grading, marking papers and checking homework Assist students to and from buses and assisting the drivers until departure time Assist in the transportation of students Assist in caring for student's medical needs when under the direct supervision of the school nurse or other appropriate professional 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 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" : "Paraeducator (2026-2027 School Year). Skills: Educational support, Student assistance, Teacher support. Assist students with lessons. Reinforce concepts for individuals", "createdAt" : "2026-06-14T18:52:14.605", "lastUpdated" : "2026-06-16T02:28:28.012", "ingestTimestamp" : "2026-06-14T18:52:14.605", "mongoId" : "6a194d2f58b93c861e46d43d", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 22000, "salaryAnnualMax" : 30000, "salaryBand" : "<30k", "hasSalary" : true, "allSkills" : [ "Data collection", "Record maintenance", "Student discipline", "Educational support", "Student assistance", "Teacher support", "Student needs", "Learning styles", "Cultural background", "Language proficiency", "Family dynamics", "Educational philosophies", "Educational theories", "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "skillCount" : 19, "jobCategory" : "general", "jobSubcategory" : "general", "seniorityLevel" : "Entry", "dataQualityScore" : 0.6666667, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6949b14570f0b99d588271c2", "title" : "Positive Behavior Support Special Education Teacher (2025-2026 School Year)", "company" : "Enterprise Elementary School", "industry" : "Education", "salary" : { "min" : 65000.0, "max" : 85000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline for a Mid-seniority Special Education Teacher in Enterprise, United States, adjusted for the education industry." }, "location" : "Enterprise Elementary School", "locations" : [ "Enterprise Elementary School", "3605 S. Gold", "67217" ], "certifications" : [ "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" ], "timestamp" : "2026-06-15T09:37:19.718", "fingerprint" : "f8820ae19772f1adc34c23a34ec48dba460d32ce5fbbde233ca0673e70518c20", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=49511", "externalId" : "49511", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Enterprise", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "31.3151708,-85.8552161" } ], "locationText" : "Enterprise, United States", "employmentType" : "FULL_TIME", "minimumEducation" : "Master's", "professionalSkills" : [ "Student assessment", "Curriculum development", "Instructional strategies", "Behavioral intervention", "Data analysis" ], "hardSkillsList" : [ "IEP development", "Behavior management", "Differentiated instruction", "Classroom structure", "Student data collection", "Record keeping" ], "softSkillsList" : [ "Professional manner", "Good judgment", "Confidentiality" ], "hardSkills" : [ { "name" : "IEP development", "level" : "intermediate" }, { "name" : "Behavior management", "level" : "intermediate" }, { "name" : "Differentiated instruction", "level" : "intermediate" }, { "name" : "Classroom structure", "level" : "intermediate" }, { "name" : "Student data collection", "level" : "intermediate" }, { "name" : "Record keeping", "level" : "intermediate" } ], "softSkills" : [ { "name" : "Professional manner" }, { "name" : "Good judgment" }, { "name" : "Confidentiality" } ], "majorSkills" : "Positive Behavior Support, Special Education, IEP implementation, Student instruction", "majorSkillsList" : [ "Positive Behavior Support", "Special Education", "IEP implementation", "Student instruction" ], "coreResponsibilities" : "Plan instruction for student learning, Facilitate student learning, Provide instruction for student learning, Follow student IEPs, Ensure curriculum-based instruction, Participate on pre-assessment teams, Diagnose student needs, Initiate student assessments, Schedule student assessments, Attend IEP meetings, Work with multi-disciplinary team, Diagnose student learning structures, Implement IEP for each student, Define daily expectations, Structure daily expectations, Communicate daily expectations, Communicate with parents, Communicate with staff, Communicate with stakeholders, Report student in-puts, Report student data, Negotiate schedules, Provide differentiated instruction, Control classroom behavior, Teach individual behavior, Adapt course content, Adjust reading levels, Discern learning styles, Assist students in achieving objectives, Work with students individually, Work with students in small groups, Present learning opportunities, Support regular classroom teachers, Prepare events, Display reinforcement activities, Evaluate student progress, Plan assessments for evaluation, Design subject-based reinforcement, Design grading system, Collect student data, Enter student data, Report student progress, Provide positive role model, Teach classroom structure, Teach classroom rules, Teach classroom routines, Teach classroom procedures, Teach classroom expectations, Design classroom rules for interaction, Design systems for handling behavior, Prepare physical condition of classroom, Maintain clean classroom, Maintain organized classroom, Keep daily records, Supervise paraprofessionals, Manage job duties", "teamCollaboration" : "Multi-disciplinary team; 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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Written communication", "documentationSkills" : "Record-keeping; Grading; Reporting", "continuousLearning" : "Attending seminars; Attending workshops; Attending professional meetings; Conducting research", "problemSolvingSkills" : "Decision making; Prioritize work", "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, Comply with equipment use guidelines", "qualificationsBasic" : "Kansas State Certification, Motor Vehicle Operator's License, Bachelors from accredited college", "qualificationsPreferred" : "Master's Degree preferred", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: Physical Ed-Middle Position Function: Under the general supervision of the School Principal, to develop students' physical skills and abilities; to develop students' understanding of the importance of exercise related to physical, mental, and social well-being; and to motivate students to work towards, physical fitness, proper hygiene, and good health. Essential Performance Responsibilities: Develops and administers Physical Education classes consistent with school district goals and objectives Teaches knowledge of, and develops skills and abilities in motor skills and individual and teamwork activities; concepts related to health, physical fitness, and the value of physical activity for a lifetime Develops students' concepts in leadership, teamwork, responsibility and social skills; providing a safe and optimal learning environment; and appropriate feedback to regarding student progress, expectations, and goals Conducts ongoing assessment of student growth and progress in physical educational activities, and modifies instructional methods to fit individual student's needs, including students with special needs Continues to acquire professional knowledge and learn of current developments in the educational field by attending seminars, workshops or professional meetings, or by conducting research Organizes and maintains a system for accurate and complete record-keeping, grading, and reporting for all student activities, achievement and attendance as required by district procedures and applicable laws Assists in coordinating extra-curricular activities, including student performances, assembles, and athletic events Encourages parental involvement in students' education and ensures effective communication with students and parents Ensures that student conduct conforms to the school's standards and school district policies, and establishes and maintains standards of student behavior needed to achieve a functional learning atmosphere in the classroom Coordinates with other professional staff members, especially within physical education and grade level, and participates in faculty meetings and committees Selects and requisitions appropriate instructional aids and other supplies and equipment and maintains inventory records Inspects equipment and field areas used to ensure they are in good and safe working order 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: 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 physical education instructional methods, as well as differentiated instruction based upon student learning styles Knowledge of data information systems, data analysis and the formulation of action plans Knowledge of applicable federal and state laws and regulations regarding education and students, as well as relating to health education Knowledge of physiology, health and nutrition, biology and biological functions, anatomy, hygiene, exercise, and best ways to promote physical and mental well-being 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 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 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 State Certification as a Physical Education Teacher Motor Vehicle Operator's License or ability to provide own transportation Bachelors from an accredited college or university in education discipline applicable to teaching assignment Master's Degree preferred FLSA Status: Exempt", "summaryDescription" : "Physical Education, Middle (2026-2027 School Year) at Dean Ray Stucky Middle School. 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Governeour", "67206" ], "certifications" : [ "KSDE certification in school psychology" ], "timestamp" : "2026-06-16T02:40:30.468", "fingerprint" : "86edcb37a43ccb26cfcfa26dc263f71d89e171f3b4159e3e43318c17d06bea7b", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=98333", "externalId" : "98333", "industryFunction" : { }, "structuredLocations" : [ { "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "United States", "employmentType" : "FULL_TIME", "minimumEducation" : "Master's", "professionalSkills" : [ "Program development", "Diagnostic consultation", "Behavior management", "Parent counseling" ], "hardSkillsList" : [ "Psychological testing", "Individual evaluations", "Test interpretation", "Behavioral pattern identification", "Special education screening", "Microsoft Word", "Microsoft Outlook" ], "softSkillsList" : [ "Confidentiality", "Tact", "Diplomacy" ], "hardSkills" : [ { "name" : "Psychological testing", "level" : "intermediate" }, { "name" : "Individual evaluations", "level" : "intermediate" }, { "name" : "Test interpretation", "level" : "intermediate" }, { "name" : "Behavioral pattern identification", "level" : "intermediate" }, { "name" : "Special education screening", "level" : "intermediate" }, { "name" : "Microsoft Word", "level" : "intermediate" }, { "name" : "Microsoft Outlook", "level" : "intermediate" } ], "softSkills" : [ { "name" : "Confidentiality" }, { "name" : "Tact" }, { "name" : "Diplomacy" } ], "majorSkills" : "School Psychology, Pupil evaluation, Mental health support", "majorSkillsList" : [ "School Psychology", "Pupil evaluation", "Mental health support" ], "coreResponsibilities" : "Provide psychological services, Make observations of children, Identify behavioral patterns, Suggest procedures for children, Participate in screening pupils, Administer psychological tests, Conduct pupil evaluations, Interpret test results, Relate results to activities, Participate as Child Study Team member, Consult with staff, Improve educational programs, Refer children to agencies, Act as liaison, Support pupil mental health, Provide counseling, Assist with additional duties", "teamCollaboration" : "Child Study Team; School staff; Community professionals", "domainKnowledge" : "School psychology; Special education programs; Pupil evaluations; Mental health", "domainList" : [ "school-psychology", "special-education-programs", "pupil-evaluations", "mental-health" ], "domainSpecificKnowledge" : [ "School psychology", "Special education programs", "Pupil evaluations", "Mental health" ], "toolProficiency" : [ "SMART boards", "Scoring software", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "communicationSkills" : "Verbal communication; Written communication", "problemSolvingSkills" : "Decision making", "specialRequirements" : "Limited travel between schools, Work outdoors during activities", "qualificationsBasic" : "Master's in School Psychology, KSDE certification in school psychology", "qualificationsPreferred" : "Education Specialist degree preferred, 2-3 Years experience preferred", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: School Psychologist - Middle Position Function: The School Psychologist is primarily responsible to the Principals of assigned schools for providing psychological services to pupils, staff members, and patrons as directed by the Building Principal. The School Psychologist is also responsible to the Coordinator of Psychological Services for program development and diagnostic consultation. Essential Performance Responsibilities: Makes observations of children in various school settings, identifies and interprets significant behavioral patterns to appropriate staff members, and suggests procedures to be followed in dealing with these children Participates in the screening, pre-assessment, identification, placement, follow-up, and review of pupils for special education programs Administers individual psychological tests and other assessment instruments as may be needed for comprehensive individual pupil evaluations, and re-evaluations Interprets test results and observations of individual pupils to staff members concerned and relates these to classroom activities and procedures Participates as a member of Child Study Team Consults with Principals and school staff in the improvement of educational programs Participates in the referral of children to other appropriate agencies for further study and/or assistance when appropriate, and acts as a liaison between the school and community professionals providing psychiatric and psychological services Supports the mental health of pupils through individual and/or group psychological counseling, behavior management, and parent counseling Additional Duties: Assists with additional duties as assigned by Supervisor. Equipment: This position may require the ability to use SMART boards, scoring software, 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: Work in standard office and school building environments Ability to work outdoors during outdoor student activities Additional demands upon request of Supervisor 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 Basic computer proficiency and the ability to effectively use Microsoft Word and Outlook which will be determined and validated by testing Use of good judgment to make decisions on recurring assignments Ability to communicate effectively with a supervisor when their discretion is needed 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: Master's in School Psychology required KSDE certification in school psychology - required. 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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. 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KIPP Nashville is part of the acclaimed KIPP Network, which educates 100,000+ students nationwide and supports students from Pre-Kindergarten through college, career and beyond. Through the KIPP Forward program, our team helps students identify their career of highest aspiration and develop the skills and confidence to chase their dreams. KIPP Nashville currently operates [4 elementary schools, 4 middle schools, and 2 high schools](https://kippnashville.org/schools/) and educates over 3,000 students in the Nashville metropolitan area. The mission of KIPP Nashville is together with families and communities, we create joyful, academically excellent schools that prepare students with the skills and confidence they need to pursue the paths they choose - college, career and beyond - so they can lead fulfilling lives and build a more just world. Our core values are GROWTH, TEAM, and SHINE. 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Salary is commensurate with experience. Staff members receive up to a 2% yearly raise. To establish consistent salary practices, the compensation package is derived from the regional KIPP Nashville Public Schools pay scale. This position is exempt and will follow a 10-month work schedule. * Robust benefits package including medical, dental, vision, disability, supplemental insurance, and life insurance policy options. Application for these benefits may be made immediately upon employment. The policy is effective upon the first of the month following the first day of work. * Certificated staff have access to the Tennessee Consolidated Retirement System pension plan (TCRS). Eligible employees contribute 5% and KIPP matches up to 6%. 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Master teachers receive a $5,000 stipend and $2,000 towards professional development annually. Apply online at. Please contact [recruiting@kippnashville.org](mailto:recruiting@kippnashville.org) with any questions. KIPP Nashville is an Equal Opportunity Employer and does not discriminate on the basis of race, color, religion, gender, sexual preference, national or ethnic origin, age, disability, pregnancy, or veteran status. All your information will be kept confidential according to EEO guidelines.", "summaryDescription" : "2026-27 Middle School Physical Education Teacher at KIPP Nashville Public Schools. Skills: Physical education, Teaching. Develop and implement physical education curriculum. 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Guided by individualized learning, therapeutic integration, and collaboration, we empower students to grow and prepare for meaningful adult lives. Join our team and help students write their new story. As a Special Education Teacher at New Story Schools, you will design and deliver individualized instruction that helps every student make meaningful progress. You’ll create a structured, engaging classroom that supports both learning and social-emotional growth. What You’ll Need - Bachelor’s degree and valid Pennsylvania Special Education teaching certification - Minimum three months of experience working with students with disabilities - Knowledge of child development, differentiated instruction, and behavior management - Strong organizational and communication skills - Ability to lead and collaborate within a multidisciplinary team What You’ll Do - Develop and implement IEPs and lesson plans that meet each student’s needs - Deliver engaging instruction using varied teaching methods - Manage classroom behavior and ensure a safe learning environment - Track progress and prepare required documentation and reports - Lead and support classroom staff to ensure consistent implementation of student plans Why You’ll Love Working Here - Enjoy both paid time off and extra paid school breaks (for select roles), plus paid holidays - Wellness perks including gym discounts, mindfulness apps, and prescription savings - Tuition reimbursement, career development programs, and leadership training - 401(k) retirement savings with a 4% company match and immediate vesting - Health, dental, and vision insurance - Free Employee Assistance Program with confidential counseling, life coaching, and mental health resources - Life insurance, disability coverage, and Health Savings Account (HSA) contributions at no cost to you New Story Schools is an equal opportunity employer, committed to diversity and inclusion in the workplace. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, pregnancy status, national origin, age, disability, genetic information, or status as a protected veteran, or any other characteristic protected by law. 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. 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"timestamp" : "2026-06-16T00:28:22.590", "fingerprint" : "c06642232e278a0803fe5279fbcf8875ffcf1ccae0f6f15553e5aa44ff0fdd37", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa210.taleo.net/careersection/ex/jobdetail.ftl?job=186413", "externalId" : "186413", "industryFunction" : { }, "structuredLocations" : [ { "state" : "Texas", "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "Texas, United States", "employmentType" : "FULL_TIME", "professionalSkills" : [ "Instructional design", "Behavioral intervention", "Data collection", "IEP development", "ARD meetings", "FIE participation", "Progress reporting", "Curriculum alignment", "Lesson planning", "Record maintenance", "Assistive technology implementation", "Personal care", "G-tube feeding", "Medication administration", "Confidentiality", "Parent collaboration", "Professional development", "Paraprofessional supervision", "Athletic program support", "UIL rules adherence" ], "hardSkillsList" : [ "Functional living skills", "School health services", "Academic instruction", "Behavioral strategies", "Communication skills instruction", "Independent living skills", "Social skills development", "Personal care skills", "Motor skills development", "Assistive technology", "Visual stimulation", "Auditory stimulation", "Custodial care", "Physical restraint techniques", "TEKS knowledge" ], "hardSkills" : [ { "name" : "Functional living skills", "level" : "intermediate" }, { "name" : "School health services", "level" : "intermediate" }, { "name" : "Academic instruction", "level" : "intermediate" }, { "name" : "Behavioral strategies", "level" : "intermediate" }, { "name" : "Communication skills instruction", "level" : "intermediate" }, { "name" : "Independent living skills", "level" : "intermediate" }, { "name" : "Social skills development", "level" : "intermediate" }, { "name" : "Personal care skills", "level" : "intermediate" }, { "name" : "Motor skills development", "level" : "intermediate" }, { "name" : "Assistive technology", "level" : "intermediate" }, { "name" : "Visual stimulation", "level" : "intermediate" }, { "name" : "Auditory stimulation", "level" : "intermediate" }, { "name" : "Custodial care", "level" : "intermediate" }, { "name" : "Physical restraint techniques", "level" : "intermediate" }, { "name" : "TEKS knowledge", "level" : "intermediate" } ], "majorSkills" : "Special education instruction, Functional living skills, School health services, IEP implementation", "majorSkillsList" : [ "Special education instruction", "Functional living skills", "School health services", "IEP implementation" ], "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, Utilize data collection tools, Document student programming, Maintain accurate records, Monitor educational plans, Adjust instructional plans, Use adaptive equipment, Implement students' IEPs, Provide for basic student needs, Provide personal care, Collaborate with general education teachers, Maintain knowledge of pre-requisite skills, Provide school health services, Maintain confidentiality, Work collaboratively with parents, Develop Individual Education Plan, Develop present levels of academic achievement, Develop functional performance, Develop annual goals/objectives, Arrange ARD documents, Participate in FIE, Provide progress reports, Participate in ARD meetings, Follow district guidelines, Follow state guidelines, Follow federal guidelines, Conduct SHARS tasks, Maintain SHARS documentation, Participate in professional development, Provide support to paraprofessionals, Perform coaching duties, Adhere to UIL rules, Assist Athletic Department with budget, Assist Athletic Department with schedules, Assist Athletic Department with facilities", "teamCollaboration" : "General education teachers; Parents; School community personnel; Related services providers; Athletic Department", "domainKnowledge" : "Special education; Functional living; School health; IEP process; ARD process; FIE process; TEKS; UIL sports regulations", "domainList" : [ "special-education", "functional-living", "school-health", "iep-process", "ard-process", "fie-process", "teks", "uil-sports-regulations" ], "domainSpecificKnowledge" : [ "Special education", "Functional living", "School health", "IEP process", "ARD process", "FIE process", "TEKS", "UIL sports regulations" ], "toolProficiency" : [ "Adaptive equipment", "Assistive technology" ], "communicationSkills" : "Oral communication; Written communication", "documentationSkills" : "Student programming documentation; Record maintenance; Progress reports", "continuousLearning" : "Professional development activities", "specialRequirements" : "Lifting/carrying less than 40 pounds, Occasional walking, 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false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Overview The Teacher Special Education FLaSH Middle School 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 Functional Living and School Health Services (FLaSH) program generally serves students with significant physical and/or cognitive disabilities. The students may not be independently mobile and often times require full assistance to care for their daily needs. The focus of instruction is visual and auditory stimulation, motor skills development, assistive technology, interaction with others and, if possible, communication skills. Often times, these students are medically fragile and may require custodial care. Any teacher who will coach a UIL sport will also provide athletic services related to that athletic sport and the athletic program. Position Description Essential Duties and Responsibilities Service Delivery Provide instruction to students with varying disabilities in the development of skills and knowledge that enables him or her to access the grade-level curriculum using accommodations and/or modifications in the least restrictive environment Prepare lesson plans and organize materials that are sequential and meaningful to instruction and geared to the students' assessed needs, IEP goals and objectives, functioning level, and aligned with the general education curriculum 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 programming, 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 services providers/ARD to facilitate learning, communication, mobility and positioning Fully implement students' IEPs, including behavioral intervention plans, social skills, and accommodation/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, personal hygiene, toileting, cleaning, dressing, lifting, positioning, transitioning, and feeding Collaborate with general education teachers to ensure full implementation of students' IEPs, including behavioral intervention plans, social skills, and accommodation/modification of materials and/or curriculum Maintain updated knowledge and understanding of pre-requisite skills to students assigned grade-level content, Texas Essential Knowledge and Skills (TEKS) Under the supervision of the nurse, provide school health services such as G-Tube feedings, administering medication, etc. Compliance Maintain confidentiality with regards to students with disabilities as required by law Work collaboratively with parents, students, and school community personnel to develop an Individual Education Plan (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 Evaluations (FIE), provide progress reports to parents, and participate 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 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 adheres to UIL rules and regulations Assist the Athletic Department with budget, schedules, care/use of facilities Communicate with the Athletic Department on a regular basis Supervisory Responsibilities None Qualification Requirements To perform this job successfully, an individual must be able to perform each of the above essential duties satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or abilities, required unless otherwise stated as preferred. Reasonable accommodations may be made to enable individuals with disabilities to perform the essentials functions. Bachelor's degree in Education or related field Valid Teaching Certification Issued by Texas Education Agency appropriate to subject and grade level of assignment or demonstrate competency through the state's Texas Content Competency Worksheet (TCCW) or has received statement of eligibility Valid Special Education Certification EC-12, or Special Education Specialist Certification EC-12 De-Escalation/Restraint Certification (CPI) preferred or required to obtain once hired (district-provided training) Valid Driver's license with CDL Certification preferred if coaching a UIL sport Coaching experience preferred if coaching a UIL sport Ability to plan and implement lessons based on needs and abilities of students Ability to establish and maintain effective relationships with students, peers and parents Excellent communication skills, both oral and written Demonstrated knowledge of appropriate technology equipment and software programs Proven ability to apply knowledge of current research and theory to instructional programs Physical Requirements/Working Conditions The work environment characteristics and physical demands described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Work is performed in classrooms, offices, work stations and meeting rooms. The position requires occasional walking, standing, sitting, bending, stooping, kneeling, crouching, crawling, and lifting/carrying work related items weighing less than 40 pounds, such as books, papers and presentation materials. The employee is regularly required to use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; and talk or hear. Specific vision abilities required by this job include close vision, color vision, and the ability to adjust focus. Attendance at conferences and professional development is required. Work involves everyday risks and discomforts which require normal safety precautions when operating equipment or performing job duties. May work prolonged or irregular hours and must be able to maintain emotional control under stress. Additional Information The employee will be required to work outside up to 25% of the time and will be exposed to the elements and inclement weather. This position requires lifting and positioning students, controlling certain behavior through hands-on intervention strategies and approved physical restraint strategies. Teachers are expected to intervene with students' behavior, which can include aggression, self-injurious behaviors, disruptive behaviors, and self-stimulatory behaviors. The potential exists for exposure to bodily fluids and frequent childhood, pre-teen and teen illnesses. TEXAS", "summaryDescription" : "Middle School: Teacher Special Education Functional Living and School Health (FLaSH) 2026-2027. Skills: Special education instruction, Functional living skills, School health services, IEP implementation. Provide instruction to students. 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Guided by values of growth, resilience, and empowerment, we help students find the internal power to succeed. Join us and help students create brighter futures. As a School Counselor at River Rock Academy, you will support students’ emotional and social well-being through counseling, collaboration, and proactive interventions. You’ll help create a safe, inclusive environment where students can grow in confidence and develop lifelong coping skills. What You’ll Need - Master’s degree in counseling or a related field - Pennsylvania School Counselor certification - Strong communication, empathy, and problem-solving skills - Experience working with students who have special needs or emotional challenges - Ability to maintain confidentiality and professional ethics What You’ll Do - Provide individual and group counseling sessions that support emotional wellness - Develop and monitor IEP goals and behavioral support plans - Collaborate with teachers, therapists, and families to ensure consistent support - Maintain accurate records and documentation in compliance with FERPA/HIPAA - Foster positive relationships to promote student resilience and success 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 River Rock Academy 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" : "School Counselor - 2026-2027 School Year at River Rock Academy. Skills: Student counseling, Behavioral support, IEP development. Provide individual counseling sessions. 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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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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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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). Skills: Special education assistance, Student behavior management, Instructional support. Supervise students in class. Assist in managing classroom routines", "createdAt" : "2026-06-14T20:45:11.991", "lastUpdated" : "2026-06-16T05:32:46.443", "ingestTimestamp" : "2026-06-14T20:45:11.991", "mongoId" : "6949b14570f0b99d588271c0", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 25000, "salaryAnnualMax" : 35000, "salaryBand" : "<30k", "hasSalary" : true, "allSkills" : [ "Typing skills", "Braille interlining", "Physical activity stamina", "Manual dexterity", "Physical ability", "Physical restraint technique", "Diplomacy", "Special education assistance", "Student behavior management", "Instructional support", "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", "Customer service", "Special education", "Low incidence disabilities", "Individual Education Plan (IEP)", "Sign language modalities", "Braille", "NCI (Nonviolent Crisis Intervention)", "First aide", "Symptoms of child abuse", "Symptoms and signs of illness", "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "skillCount" : 55, "jobCategory" : "general", "jobSubcategory" : "general", "seniorityLevel" : "Entry", "dataQualityScore" : 0.6666667, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "69fd35614c40e2acd1b31efd", "title" : "Para Special Education High 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 High Incidence position in South High School, United States, adjusted for part-time employment." }, "location" : "South High School", "locations" : [ "South High School", "701 W. 33rd S.", "67217" ], "timestamp" : "2026-06-16T01:53:16.877", "fingerprint" : "ef88f13abdfd8e3108fc5ae19dd33bb1cb5fabef20418153d7e2983aba2cdb84", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=98173", "externalId" : "98173", "industryFunction" : { }, "structuredLocations" : [ { "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "United States", "employmentType" : "PART_TIME", "minimumEducation" : "High School", "coreResponsibilities" : "Supervise students in class, Manage 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, Setup classroom for instruction, Integrate technology into classroom, Participate in effective teaming, Provide individual instruction, Provide group instruction, 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 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, 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 student information, Maintain confidentiality of staff information, Model appropriate behavior, 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, Make decisions, Prioritize assignments, 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, Accept responsibility for travel, 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; 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). Supervise students in class. Manage classroom routines", "createdAt" : "2026-06-14T20:42:36.727", "lastUpdated" : "2026-06-16T01:53:16.877", "ingestTimestamp" : "2026-06-14T20:42:36.727", "mongoId" : "69fd35614c40e2acd1b31efd", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 25000, "salaryAnnualMax" : 35000, "salaryBand" : "<30k", "hasSalary" : true, "allSkills" : [ "Cognitive disabilities", "Communication disabilities", "Social disabilities", "Behavioral disabilities", "Emotional disabilities", "Academic instruction", "Adaptive behavior skills", "Child development", "Language acquisition", "Individual Education Plan", "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "skillCount" : 16, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Entry", "dataQualityScore" : 0.6666667, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 } ], "status" : 200, "message" : "virtual special education teacher 2026 2027 school year jobs", "metadata" : { "title" : "virtual special education teacher 2026 2027 school year" }, "pagination" : { "page" : 0, "limit" : 50, "totalCount" : 14295, "totalPages" : 286, "hasNext" : true, "hasPrevious" : false } }

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Special Education Teacher

Middle School: Teacher Special Education Functional Living and School Health (FLaSH) 2026-2027

School Counselor - 2026-2027 School Year

Para Special Education High Incidence (2025-2026 School Year)

Para Special Education High Incidence (2025-2026 School Year)

Para Special Education Low Incidence (2025-2026 School Year)

Para Special Education High Incidence (2025-2026 School Year)

Virtual Special Education Teacher 2026 2027 School Year
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