Fort Worth - Special Education Teacher

Thrive Therapies; Fort Worth (TX); On-site; USD 50,000 - 70,000; Full time

Job summary

Thrive Therapies in Fort Worth, Texas is looking for a dedicated Special Education Teacher to deliver specialized instruction to K–12 students with disabilities. The role involves managing IEPs, collaborating with families and related services, and designing evidence-based instructional approaches that align with each student's individual goals.

The ideal candidate should possess a degree in Special Education and an active teaching license. A positive classroom environment and strong communication skills are crucial in supporting students' success.

Qualifications

• Bachelor’s or master’s degree in Special Education or related field.
• Active state Special Education teaching license or transfer initiation documented.
• Knowledge of IDEA, IEP development, and applicable regulations.
• Experience in evidence-based instructional approaches for disabilities.

Responsibilities

• Design and deliver specialized instruction to students K–12 with disabilities.
• Manage IEP development and implementation, collaborating with service providers.
• Establish a positive classroom environment to support engagement and independence.
• Communicate regularly with families about student progress and IEPs.

Skills

Knowledge of IDEA

Evidence-based instructional approaches

IEP development and case management

Collaboration with service providers

Education

Bachelor’s or master’s degree in Special Education

Active state Special Education teaching license

Tools

Behavior Intervention Plans (BIPs)

Job description

WHAT YOU'LL DO

As a Thrive Special Education Teacher you will design and deliver specialized instruction to students K–12 with disabilities. You will manage IEP development and implementation, collaborate with related services providers, communicate with families, and serve as an anchor member of the multidisciplinary team supporting your students. You are a full member of the community.

KEY RESPONSIBILITIES

IEP DEVELOPMENT & CASE MANAGEMENT

• Serve as the IEP case manager for an assigned caseload of students with disabilities — coordinating evaluation timelines, annual reviews, amendment meetings, and progress reporting in compliance with IDEA and state requirements
• Develop individualized IEP goals that are measurable, standards-aligned, and meaningful to each student’s educational participation and post-secondary trajectory
• Write IEP present levels, goals, accommodations, and services sections with clinical and legal precision; ensure all documentation is accurate, timely, and complete
• Coordinate with SLPs, OTs, PTs, BCBAs, school psychologists, and mental health clinicians to align related services goals with classroom instruction
• Facilitate IEP meetings with families, general education teachers, administrators, and related services providers in a collaborative, family-centered way

SPECIALIZED INSTRUCTION & CURRICULUM

• Design and deliver differentiated, evidence-based instruction aligned to each student’s IEP goals and grade-level standards across academic, functional, and communication domains
• Implement a range of instructional approaches — including explicit instruction, systematic phonics, structured literacy, task analysis, visual supports, and modified curricula — matched to each student’s disability profile
• Provide instruction across service delivery models: resource room pull-out, co‑teaching in general education, self‑contained classrooms, and community‑based instruction as appropriate
• Monitor student progress toward IEP goals through systematic data collection; use data to adjust instruction in a timely and documented manner
• Develop and implement accommodation and modification plans that allow students to access the general education curriculum

CLASSROOM MANAGEMENT & BEHAVIORAL SUPPORT

• Establish and maintain a structured, positive, and predictable classroom environment that supports student regulation, engagement, and independence
• Implement Behavior Intervention Plans (BIPs) developed by BCBAs with fidelity; collect required behavioral data and communicate patterns to the behavior team
• Apply trauma‑informed, positive behavior support approaches that prioritize teaching replacement behaviors and building student self‑regulation skills
• Supervise and direct paraprofessionals and instructional aides assigned to your classroom, providing clear direction and performance feedback

COLLABORATION & FAMILY COMMUNICATION

• Partner with general education teachers on co‑teaching, inclusion support, and co‑planning for students in the general education setting
• Communicate regularly with families about student progress, IEP implementation, and upcoming team decisions in a way that is warm, jargon‑free, and culturally responsive
• Coordinate with school administrators on scheduling, caseload management, eligibility decisions, and placement recommendations
• Collaborate with transition specialists and outside agencies for students approaching post‑secondary transition
• Participate in building‑level professional learning communities, PBIS teams, and RTI/MTSS problem‑solving processes

TRANSITION PLANNING

• Develop Transition Plans for students age 14 and older (or per state requirement) that are individualized, outcome‑oriented, and coordinated with community agencies and post‑secondary institutions
• Facilitate student‑led IEP meetings and self‑advocacy skill development as part of the transition process
• Connect students and families with community resources, vocational rehabilitation, supported employment, and adult services agencies

QUALIFICATIONS

REQUIRED

• Bachelor’s or master’s degree in Special Education or a related field from an accredited program
• Active state Special Education teaching license or certification in good standing, or documented initiation of licensure transfer prior to start date
• Knowledge of IDEA, IEP development and case management, special education eligibility categories, and applicable state regulations
• Experience or training in evidence‑based instructional approaches for students with disabilities

PREFERRED

• 1+ years of special education teaching experience in a K–12 school setting (student teaching or residency counts)
• Experience as an IEP case manager with a caseload of students with varied disability profiles
• Training or certification in structured literacy or Orton‑Gillingham‑based approaches
• Experience co‑teaching or providing inclusion support in general education settings
• Bilingual (Spanish) — bilingual SpEd teachers are strongly encouraged to apply
• Familiarity with transition planning, VR coordination, and post‑secondary planning for students with disabilities