26/27 SY Special Education Teacher (Functional Skills)

Anova Education; Phoenix (AZ); On-site; USD 45,000 - 60,000; Full time

Job summary

A local school district is seeking a Special Education Teacher to work with students with behavioral and cognitive disabilities. This role involves developing and implementing individualized education plans (IEPs), collaborating with general education staff, and creating adaptive learning strategies. Candidates must hold Arizona Special Education Certification and demonstrate strong communication and teaching skills. The position emphasizes a supportive and inclusive learning environment. Competitive salary and benefits offered.

Qualifications

• Ability to write and implement IEPs for students with disabilities.
• Knowledge of TEACCH methodologies and PECS.
• Ability to work collaboratively with general education teachers.

Responsibilities

• Writes individualized IEP plans for students with disabilities.
• Creates adaptations for the sensory needs of students.
• Monitors progress by collecting data through IEP goals.

Skills

Teaching strategies with visual aids

Communication with parents

Individualized IEP planning

Behavior management techniques

Education

Arizona Special Education Cross Categorical Certification

Highly qualified in Elementary Education K-8

Job description

PENDERGAST SCHOOL DISTRICT

Job Description

Special Education Teacher

EXEMPT: Yes JOB CODE:

SALARY LEVEL: Teacher Salary Schedule DEPARTMENT: Special Education

LOCATION: Copper King School TERM OF EMPLOYMENT: 10 Month

REPORTS TO: Building Principal DATE APPROVED:

POSITION LEVEL:

SUMMARY

Under general direction of the school principal the teacher will work with students who have behavioral and cognitive disabilities providing specific instructional and behavioral strategies and techniques. The teacher will be able to write and implement IEPs to fit the needs of the students in the program.

REQUIRED QUALIFICATION

• Arizona Special Education Cross Categorical Certification
• Highly qualified in Elementary Education K-8 classroom
• Provisional SEI or ESL Endorsement
• Arizona Fingerprint Clearance Card

PREFERRED QUALIFICATIONS

• Knowledge of TEACCH methodologies
• Knowledge of Picture Exchange Communication System (PECS)
• Knowledge of teaching social skills (i.e. Social Stories)
• Knowledge of Applied Behavior Analysis
• Knowledge of Functional Behavioral Analysis and Behavior Intervention Plan(s)
• Knowledge of Structure Teaching Model (STM)

Such alternatives to the above required & preferred qualifications as the Superintendent/Designee may find appropriate and acceptable

ESSENTIAL DUTIES AND RESPONSIBILITIES

1. Writes individualized IEP plans for students with disabilities
2. Communicates frequently with parents
3. Creates picture schedules for students to utilize within the structured teaching model
4. Creates adaptations for the sensory needs of students
5. Uses teaching strategies that encompass visual pictures and objects
6. Supervises and manages teaching assistants in small group and individual instruction as well as daily jobs and routines
7. Provides differentiated academic and behavioral instruction for students
8. Creates and plans schedules that allow students to access general education curriculum and typical peers
9. Collaborates with general education teachers, administration, and related services through Professional Learning Communities
10. Monitors progress by the collection of data through IEP goals
11. Attends professional development in alignment with the district initiatives

1. Perform such other duties and assumes such other responsibilities as may be assigned by the Superintendent/Designee

EVALUATION

At least once annually in accordance with Governing Board Policy

LANGUAGE SKILLS

Ability to read, analyze, and interpret education materials and programs. Ability to write reports, procedure manuals, and correspondence. Ability to effectively present information and respond to questions from groups of teachers, students, administration, and the community.

MATHEMATICAL SKILLS

Ability to work with mathematical such as probability and statistical inference. Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations.

REASONING ABILITY

Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.

PHYSICAL DEMANDS

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is required to talk and hear. The employee frequently is required to stand, walk, sit, and use hands to handle, or feel objects, or controls; and reach with hands and arms. The employee is occasionally required to climb or balance and stoop, kneel, crouch, or crawl. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of the job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment is usually moderate.

SUPERVISION

Building Principal