High School Special Education Teacher- Functional Academics

Robinson ISD; Texas; On-site; USD 50,000 - 65,000; Full time

Job summary

Robinson ISD seeks an Intermediate Special Education Teacher- Functional Academics for a high school setting (Grades 9–12). The role focuses on IEP-based learning experiences, ARD processes, and collaborative curriculum adaptation to meet diverse needs.

The ideal candidate has a Texas teaching certificate with special education endorsements and strong communication skills to coordinate with families and staff. Aug 2025 start date is anticipated.

Qualifications

• Bachelor’s degree from an accredited university.
• Valid Texas teaching certificate with required special education endorsements for assignments.
• Ability to understand and address individualized needs of students assigned.
• Knowledge of ARD Committee process and IEP goal-setting and implementation.
• Effective communication skills.

Responsibilities

• Collaborate with students, parents, and staff to develop IEPs through the ARD process for each student.
• Document student progress and plan instructional activities and materials to support learning.
• Present subject matter to match IEP guidelines using varied instructional strategies and technology as appropriate.
• Modify curricula with classroom teachers to support students with special needs in general education.
• Create and report progress on individualized, standards-based goals/objectives.
• Participate in ARD meetings and serve as Case Manager for students assigned.

Skills

IEP goals and implementation

ARD process knowledge

Effective communication

Collaboration with staff

Education

Bachelor's degree

Texas teaching certificate with special education endorsements

Job description

Job Title: Intermediate Special Education Teacher- Functional Academics

Exemption Status/Test: Exempt/Professional

Date Revised: April-2025

Reports to: Principal

Dept./School: High SchoolCampus (Grades 9-12)

PositionWill Begin in August of 2025

Primary Purpose:

Provide IEP-based learning activities and experiences designed to help students with special needs fulfill their potential for intellectual, emotional, physical, and social growth. Develop and/or modify curricula in order to prepare lessons and other instructional materials to match students’ ability levels. Work in a self-contained, team, departmental, and/or itinerant capacity as assigned.

Qualifications:

Education/Certification:

Bachelor’s degree from an accredited university

Valid Texas teaching certificate with required special education endorsements for assignments

Special Knowledge/Skills:

Ability to understand and address individualized needs of students assigned

Knowledge of the Admission, Review, and Dismissal (ARD) Committee process and Individual Education Plan (IEP) goal-setting and implementation

Knowledge of how to adapt curriculum and instruction to address special needs

Effective communication skills

Experience:

2 years of teaching experience (preferred)

Major Responsibilities and Duties:

Instructional Strategies

1. Collaborate with students, parents, and staff to develop IEPs through the ARD Committee process for each student assigned.
2. Conduct consistent processes of documentation of student progress. Plan and use appropriate instructional and learning strategies, activities, materials, and equipment that effectively support student learning and progress.
3. Present subject matter effectively and according to guidelines established by IEP. Employ a variety of instructional techniques and media including technology to meet the needs and capabilities of each student assigned.
4. Work cooperatively with classroom teachers to modify curricula as needed and support the learning of students with special needs in general education classes.
5. Create and report progress on individualized, standard-based goals/objectives.
6. Participate in ARD Committee meetings and serve as the Case Manager for students assigned.

Student Growth and Development

1. Conduct ongoing assessments of student achievement through formal and informal measures.
2. Consult district and outside resources regarding the educational, social, medical, and personal needs of students.

Classroom Management and Organization

1. Create a classroom environment conducive to learning and appropriate for the physical, social, medical, and emotional development of students.
2. Manage student behavior and administer discipline including intervening in crisis situations and potentially physically restraining students as a last resort in order to maintain safety and well-being. Consult with classroom teachers regarding the management of student behavior according to IEP.
3. Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities at all times.
4. Plan and assign the work for teacher aide(s) and volunteer(s) and oversee completion.

Other

1. Maintain professional relationships with parents, students, and colleagues.
2. Participate in staff development activities to improve job-related skills.
3. Keep informed of and comply with federal, state, district, and school regulations and policies for special education teachers.
4. Compile, maintain, and file all physical and computerized reports, records, and other documents required.
5. Utilize equipment and strategies that support student progress, including physical supports, visual schedules, and communication boards.
6. Attend and participate in faculty meetings and serve on staff committees as required.

Supervisory Responsibilities:

Direct the work of instructional aide(s).

Mental Demands/Physical Demands/Environmental Factors:

Tools/Equipment Used: Personal computer and peripherals, positioning devices, assistive technology devices, and other instructional equipment

Posture:Prolonged standing; frequent kneeling/squatting, bending/stooping, pushing/pulling, and twisting

Motion:Frequent walking and bending

Lifting:May require regular heavy lifting (45 pounds or more) and positioning of students with physical disabilities, control behavior through physical restraint, assist non-ambulatory students, and lift and move adaptive and other classroom equipment; may work prolonged or irregular hours

Environment:Exposure to biological hazards

Mental Demands:Maintain emotional control under stress and a willingness to be collaborative