K-5 Elementary Special Education Teacher

Teton County School District #1; Jackson (WY); On-site; USD 52,000 - 76,000; Full time

Job summary

Teton County School District #1 in Jackson, WY is seeking a K-5 Elementary Special Education Teacher to provide specially designed instruction and manage IEPs across inclusive and co-taught settings.

The role emphasizes collaboration with families, data-driven instruction, and adherence to IDEA, with responsibilities spanning IEP development, progress monitoring, and professional practice in a 187‑day contract.

Qualifications

• Wyoming certification or ability to obtain teaching certificate with K-6 or K-12 Exceptional Generalist endorsement.
• Knowledge of IDEA and Wyoming rules governing special ed programs.
• Evidence of effective classroom and behavior management skills.
• Knowledge of explicit instruction and curriculum-based measurement.
• Excellent communication, problem-solving, and collaborative skills.

Responsibilities

• Develop, implement, and monitor IEPs for assigned students.
• Serve as IEP case manager ensuring compliance with safeguards and timelines.
• Facilitate IEP meetings with families and multidisciplinary team members.
• Monitor progress toward IEP goals and Wyoming standards.
• Provide specially designed instruction across academic, behavioral, communication, and social-emotional domains.
• Collaborate with general education teachers to design inclusive learning environments.
• Maintain accurate confidential records and prepare required reports.

Education

Wyoming State Certification with K-6 or K-12 Exceptional Generalist Endorsement

Bachelor's/Master's/Doctorate degree

Job description

K-5 Elementary Special Education Teacher JobID: 829

• Position Type: Student Support Services
• Date Posted: 9/14/2026
• Location: Colter Elementary School
• Date Available: 09/14/2026

K-5 ELEMENTARY SPECIAL EDUCATION TEACHER

187 DAY CONTRACT*Days prorated to start date

INSURANCE, RETIREMENT BENEFITS, AND PAID TIME OFF

REPORTS TO

Building Administration, Director of Special Education

Position Summary

The Elementary Special Education Teacher provides specially designed instruction and coordinated support to students with disabilities in accordance with the Individuals with Disabilities Education Act (IDEA), state regulations, and district policy. The teacher serves as the case manager for assigned students and supports learners across a continuum of services and settings, including inclusive general education classrooms, co-taught environments, small-group instruction, and individualized settings. This position focuses on ensuring access to grade-level standards, promoting foundational academic and functional skill development, and supporting students' social, emotional, behavioral, and adaptive growth within a positive and inclusive school community.

IEP Development and Case Management

• Develop, implement, and monitor Individualized Education Programs (IEPs), including present levels of academic achievement and functional performance (PLAAFP), measurable annual goals, accommodations, modifications, specially designed instruction, related services, and supplementary aids and services.
• Serve as IEP case manager for assigned students, ensuring compliance with federal, state, and district procedural safeguards, timelines, and documentation requirements.
• Facilitate IEP meetings and collaborate with families and multidisciplinary team members to design programming that supports academic, functional, behavioral, and social-emotional development.
• Monitor and document student progress toward IEP goals and Wyoming Content and Performance Standards, using data to inform instructional adjustments.

Instruction and Student Support

• Provide specially designed instruction tailored to individual student strengths and needs across academic, behavioral, communication, executive functioning, adaptive, and social-emotional domains.
• Deliver services across a variety of settings, including inclusive classrooms, co‑teaching models, resource settings, and small‑group or individualized instruction.
• Provide explicit, systematic, and evidence‑based instruction in the foundations of reading, including phonemic awareness, phonics, fluency, vocabulary, and comprehension, consistent with the science of reading and district literacy frameworks.
• Differentiate instruction and implement evidence‑based practices to ensure access to grade‑level curriculum and meaningful participation in the general education environment.
• Develop and implement positive behavior supports and intervention plans in collaboration with classroom teachers and support staff.
• Establish and maintain a safe, structured, and inclusive learning environment that promotes engagement, independence, and self‑advocacy skills.

Collaboration and Consultation

• Collaborate with general education teachers to design inclusive learning environments and implement accommodations, modifications, and instructional strategies aligned to student IEPs.
• Provide consultation regarding differentiated instruction, assistive technology, sensory supports, behavior strategies, and accessible instructional materials.
• Schedule and participate in team meetings, including child study and multidisciplinary team meetings.
• Confer regularly with families, administrators, school psychologists, related service providers, and other specialists to coordinate services and monitor student progress.
• Develop and maintain effective systems for communication, monitoring, and follow‑up for students receiving services in inclusive settings.

Documentation and Compliance

• Maintain accurate, confidential, and timely records in accordance with state and district policies.
• Prepare required reports related to eligibility, progress monitoring, reevaluation, and service delivery.
• Participate in evaluation and reevaluation processes, including reviewing data and contributing to eligibility determinations and team reports.

Professional Practice

• Participate in professional learning communities, staff development, and curriculum alignment activities.
• Maintain professional competence through ongoing training in inclusive practices, evidence‑based interventions, and legal compliance.
• Perform other related duties as assigned in support of student learning and district initiatives.

EDUCATION, LICENSE, CERTIFICATION OR FORMAL TRAINING

• Wyoming State Certification - Applicants must have or be able to obtain a Teaching Certificate issued by the Wyoming Professional Teaching Standards Board (http://wyomingptsb.com/) with a K-6 or K-12 Exceptional Generalist Endorsement, required.
• Proficient knowledge of IDEA and Wyoming rules that govern the operation of special education programs and services provided to students with disabilities.
• Evidence of effective classroom and behavior management skills.
• Knowledge of explicit instruction, curriculum‑based measurement, and ability to plan comprehensive academic and behavioral interventions.
• Evidence of excellent communication, problem solving, and collaborative decision‑making skills.

The School District places employees on salary schedules on the basis of:

• Wyoming experience.
• Out-of-state experience up to 7 years.
• Degree – Bachelor's, Masters, or Doctorate.
• Semester Graduate Credits beyond Degree.

26/27 Compensation package can be found here.

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 frequently required to stand and talk or hear and sometimes walk and sit on the floor depending on the age of the children. While performing the duties of this job, the employee may occasionally push or lift up to 50 lbs; this may involve the lifting of a student. Occasionally the employee will bend or twist at the neck more than the average person, may need to lift arms to write on chalk or marking board and occasionally stoop, kneel, crouch and reach 0 - 24 inches and up to 36 inches above the head. The employee is directly responsible for the safety, well‑being and work output of other people. Specific vision abilities required by this job include close vision such as to read handwritten or typed material,the ability to adjust focus, and exposure to screen(s) via technology. Hearing ability to monitor activity and presence of students and respond to communication with students and adults is required. The position requires the individual to meet multiple demands from several people and interact with the public and other staff.

WORK ENVIRONMENT

The work environment characteristics 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. The noise level in the work environment is normally low to moderate but may become loud when large groups are together in a room. The employee may be required to move from room to room to provide instruction and may have to maneuver in crowded hallways. Duties are typically performed indoors and occasionally outdoors, such as playground duty or when students are boarding or unloading buses. The employee may be exposed to unpredictable weather conditions. This position is typically performed in a hazard free, clean, and healthy environment.

DISCLAIMER

This job description identifies primary responsibilities and is not intended to be a complete list of all tasks and activities. This job description is subject to change in response to student demographics, staffing factors, funding variables, modified operating procedures, and/or program/curriculum changes as directed by the Superintendent(s) or designee(s) of Teton County School District #1.

NOTICE OF NONDISCRIMINATION

The Teton County School District does not discriminate on the basis of age, sex, race, color, religion, national origin, sexual orientation, gender identity or disability in admission or access to, or treatment or employment in, its programs and activities. Any person having inquiries concerning the school's compliance with the regulations implementing the Americans with Disabilities Act (ADA) or Section 504 of the Rehabilitation Act of 1973 (Section 504) is directed to contact the Civil Rights Compliance Officer (Communications Coordinator), at the office of the School District , 307-733-2704, [e-mail] or PO Box 568, 1235 Gregory Lane, Jackson, WY 83001.