Special Education Teacher 2026-2027 School Year

Reports To: Keystone Administrators and Building Administrators in assigned buildings.  

PURPOSES: A Keystone high-incidence teacher collaborates with general education colleagues to provide support to the instructional process with specific responsibility for facilitating learning for students with an individual education plan (IEP); instructing, assessing, and program planning for students with learning disabilities; monitoring and evaluating student progress and behavior; researching, obtaining, and providing instructional materials for special education services; serving as a resource for students, parents, and district personnel; working within the general education setting to the greatest extent possible, and in the resource room when needed.   

I. Essential Functions: 

• Assume responsibility for management of appropriate programs for assigned students as dictated by the individual education plan. 

• Ongoing collaboration with the District to which they are assigned, and Keystone, outside agencies, and families, to provide appropriate special education services as dictated by the students’ IEP. 

• Create an environment conducive to learning social emotional skills through the implementation of a positive behavior system. 

• Supervises paraeducators (e.g. training, scheduling, supporting, etc.) for the purpose of monitoring performance and ensuring standards are achieved.

• Develop and maintain accurate records for assigned students, including the generation and implementation of IEPs’, Behavior Plans, Functional Behavioral Assessments, progress monitoring, charting, and reporting, and other special education records.

• Demonstrates methods required to perform classroom and subject specific assignments for the purpose of providing an effective program that addresses individual student requirements.

• Differentiates instruction (e.g. online curriculum, alternative curriculum, multimedia, assistive technology, modified content, multi-sensory, etc.) for the purpose of providing students with different instructional avenues that address individualized learning within established curriculum guidelines.

• Provide special services in environments as dictated by student IEP’s, including general education classroom (co-teach) special education resource room, other school and community environment. 

• Participate as a member of the school staff by attending required meetings, providing general supervision, and assuming other duties required of all teachers.

• Reports incidents and appropriate documentation (e.g. fights, suspected child abuse, suspected substance abuse, bullying, emergency safety intervention, etc.) for the purpose of maintaining personal safety of students, providing a positive learning environment, and adhering to the education code of ethics and school policies as a mandated reporter.

• Maintain professional license by attending staff development activities as requested. 

• Complete other duties as assigned.

II. Job Requirements: Minimum Qualifications: Skills, Knowledge and Abilities

SKILLS are required to perform single, technical tasks with a need to occasionally upgrade skills in order to meet changing job conditions. Specific skill-based competencies required to satisfactorily perform the functions of the job include: applying assessment instruments; operating standard office equipment including pertinent computer software; preparing and maintaining accurate records; writing professional documents; facilitating meetings; working with numbers; and problem solving.

KNOWLEDGE is required to perform advanced math; review and interpret highly technical information, write technical materials, and/or speak persuasively to implement desired actions; and analyze situations to define issues and draw conclusions. Specific knowledge-based competencies required to satisfactorily perform the functions of the job include: psychology and educational principles; pertinent codes, policies, regulations, and laws; stages of child development; assessment techniques; and learning strategies.

ABILITY is required to schedule activities, meetings, and/or events; routinely gather, collate, and/or classify data; and use job related equipment. Flexibility is required to independently work with others in a wide variety of circumstances; work with data utilizing defined but different processes; and operate equipment using standardized methods. Ability is also required to work with a significant diversity of individuals and/or groups; work with data of widely varied types and/or purposes; and utilize job-related equipment. Independent problem solving is required to analyze issues and create action plans. Problem solving with data requires analysis based on organizational objectives; and problem solving with equipment is significant. Specific ability-based competencies required to satisfactorily perform the functions of the job include: adapting to changing work priorities; communicating with diverse groups; maintaining confidentiality; meeting deadlines and schedules; working as part of a team; working with detailed information; displaying patience; and maintaining effective working relationships.

III. Work Environment: 

The usual and customary methods of performing the job's functions require the following physical demands: occasional lifting and carrying up to twenty (20) pounds, some pushing, and/or pulling, some stooping, kneeling, crouching, and/or crawling and significant fine finger dexterity. Generally, the job requires 80% sitting, 15% walking, and 5% standing. The job is performed in a generally hazard free environment.

Core requirements: 

• Experience: Direct teaching experience, student teaching assignments, related professional experience preferred. 

• Education: Bachelor’s and/or Master’s degree aligned with or in pursuit of the required teaching license.

• Equivalency: Required Testing Certificates and Licenses

• Driver’s License and Evidence of Insurability

• Continuing Education / Training Clearances