Long-Term Substitute High School Special Education (Life Skills Support) Teacher

Pine-Richland School District; Pine Township (Allegheny County); Sur place; USD 44 000 - 58 000; Plein temps

Résumé du poste

Pine-Richland School District is seeking a Long-Term Substitute High School Life Skills Support Teacher to cover the 2026-2027 school year at Pine-Richland High School. The role offers $277/day plus access to medical, dental and vision insurance at the individual level, with the assignment expected ASAP through the end of the school year.

The teacher will design and implement instructional plans aligned to IEPs, collaborate with staff, participate in IEP meetings, and provide specialized life

Qualifications

• Bachelor or advanced degree in special education or related field.

Responsabilités

• Implement goals and objectives of students on caseload in accordance with IEPs in both an inclusive and pull-out setting, as needed.
• Participate in IEP meetings and assist in the drafting and design of IEPs of students on caseload.
• Assess, evaluate and timely report student academic progress.
• Teach Board-approved curriculum and participate in regular curriculum review and mapping processes.
• Meet and instruct assigned students in the locations and at the times designated.
• Create an environment that is safe and conducive to learning and appropriate to the individualized needs of the students.
• Possess a full understanding of behavioral analysis, writing behavioral plans and implementing behavior plans.

Formation

Bachelor or advanced degree in special education or related field

Description du poste

Long-Term Substitute High School Special Education (Life Skills Support) Teacher JobID: 1112

• Position Type:
  High School Teaching/ Special Education
  
• Date Posted:
  10/7/2026
  
• Location:
  Pine-Richland High School
  
• Date Available:
  ASAP
  

Pine-Richland School District

Position Description

Position Title: Long-Term Substitute High School Life Skills Support Teacher
Reports To: Building Principal
Location: Pine-Richland High School
Compensation: $277/day + access to top-notch medical, dental and vision insurance at the individual level
Assignment Duration: This assignment is available ASAP, and will last the duration of the 2026-2027 school year.

SUMMARY

Responsible for designing, implementing and providing all required academic and related support for students in the district's special education / life skills support program, in accordance with the students' individualized education plans. Work schedules vary dependent upon building schedule and student needs. Work may be performed after school hours, as necessary.

ESSENTIAL DUTIES AND RESPONSIBILITIES

• Implement goals and objectives of students on caseload in accordance with IEP's in both an inclusive and pull-out setting, as needed.
• Participate in IEP meetings and assist in the drafting and design of IEP's of students on caseload.
• Assess, evaluate and timely report student academic progress.
• Teach Board-approved curriculum and participate in regular curriculum review and mapping processes.
• Meet and instruct assigned students in the locations and at the times designated.
• Create an environment that is safe and conducive to learning and appropriate to the individualized needs of the students.
• Possess a full understanding of behavioral analysis, writing behavioral plans and implementing behavior plans.
• Provide guidance and direction to support staff.
• Participate in and provide instruction to fellow staff members in de-escalation training and similar techniques.
• Work cooperatively with fellow staff and classroom students to achieve educational goals of IEPs.
• Attend meetings with students, parents and/or other professionals, as needed, to discuss individual student progress and needs.
• Develop and provide building and district-level in-service and professional development programs for staff relating to life skills program and needs of students in the program.
• Collaborate with building administration and staff to build a caring and supportive climate within the school.
• Participate in Intervention Team meetings, Crisis Intervention Teams, and IEP Teams, including attendance at respective team meetings.
• Communicate goals and objectives of life skills program to school staff, parents, and community members.
• Recognize individual social and developmental skill needs of students and facilitate social skills development groups.
• Maintain knowledge of current research and best-practices in the field of special education, including compliance with all applicable professional development requirements and participation in in-service and staff development activities.
• Participate in specific outside professional development opportunities and trainings related to teaching students with severe disabilities.
• Participate in building-level orientation activities.
• Serve as a member of department/building teams, as needed.
• Maintain effective working relationship with professional and administrative staff, students, parents and community groups.
• Maintain accurate and complete records, as required by law, and ensure that all activities comply with applicable federal, state and local laws, rules and regulations, as well as all Board policies and guidelines and all administrative requirements.
• Regular and timely attendance.
• Other duties as assigned by the Administration, Building Principal or Director of Special Education.

Marginal Job Duties: Participate in extra-curricular activities in the school community with students.

SUPERVISORY RESPONSIBILITIES

Supervises students in accordance with the Discipline Code. Coordinates the work of instructional assistants and para-educators. Takes all reasonable precautions to protect students, district equipment, materials and facilities.

QUALIFICATION REQUIREMENTS

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

EDUCATION AND EXPERIENCE

Bachelor or advanced degree from an accredited institution in special education or related field; experience working with individuals, particularly minor children, with severe disabilities. Demonstrated high academic achievement.

CERTIFICATES, LICENSES, REGISTRATIONS

Valid Pennsylvania Instructional Level I or II certification, endorsed for Special Education PK-12 (or secondary equivalent). Additional certification in content area preferred, but not required.

CONFIDENTIALITY

Respects and maintains the confidentiality of student records, personal communication and family background at all times. Knowledge of and strict adherence to requirements of federal, state and local confidentiality laws and requirements, including the Federal Educational Rights Privacy Act.

LANGUAGE SKILLS

Ability to read, analyze, and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals. Ability to effectively present information and respond to questions from groups of managers, clients, customers, and the general public.

COMPUTER SKILLS

Ability to use and provide instruction in a PC or Mac environment, while assisting students.

MATHEMATICAL SKILLS

Ability to work with mathematical concepts such as probability and statistical inference, and fundamentals of plane and solid geometry and trigonometry. Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations.

REASONING ABILITY

Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form.

OTHER SKILLS and ABILITIES

Ability to develop effective working relationships with students, staff and the school community. Ability to communicate clearly and concisely, both orally and in writing. Ability to perform duties with awareness of and in compliance with all district requirements and school district policies.

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.

During a typical workday, teachers are required to stand approximately 30-35% of the day on flat surfaces. Periods of continual standing can be up to 30 minutes at one time, but are at the teacher's discretion. Teachers may change position as desired. While standing, teachers write on the chalk/marker board or instruct students from a central location in the classroom. Standing is performed intermittently with sitting and walking. Teachers walk about the classroom while instructing and throughout the school day.

Lifting/carrying requirements are moderate. Teachers are required to lift books and classroom supplies weighing less than 10-15 lbs.; heavier objects weighing up to 25 lbs. (AV or computer equipment) on a rare basis. Carts are available to transport heavier items. This position may be required to physically assist in the lifting or moving of student weighing in excess of 100 lbs.

Pushing/pulling – Teachers are required to push/pull file cabinets or desk drawers. Climbing/balancing – No significant amount of climbing or balancing is expected. Stooping, kneeling, bending at waist/knees – not significant; however, teachers may stoop or kneel (such as at a student's desk) while engaged in special projects.

Reaching – Teachers may reach on frequent basis while performing typical job functions, primarily between the knee and shoulder levels. This position may be required to physically assist in the lifting or moving of students' with disabilities.

Dexterity – Fine manipulation is a requirement of this position while operating a computer. Teachers must also demonstrate legible handwriting, which can be understood by students and adults. Specific vision abilities required include close vision such as to read handwritten or typed material, and the ability to adjust focus. The position requires the individual to meet multiple demands from several people and interact with the public and other staff. The employee is directly responsible for safety and well being of students in their charge. The noise level in the work environment is moderate to loud.

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 information contained in this job description is for compliance with the American with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. Additional duties may be assigned.