Resource Teacher

Clark-Pleasant Community School; Whiteland (IN); On-site; USD 45,000 - 60,000; Full time

Job summary

A leading educational institution in Whiteland is seeking a dedicated Resource Teacher to deliver specially designed instruction to students with special needs. The role involves planning lessons, assessing student progress, and creating an inclusive classroom environment. Candidates should hold a relevant degree and demonstrate strong collaboration and communication skills. This position offers the opportunity to make a meaningful impact on students' academic and emotional development.

Qualifications

• Minimum B.A/B.S degree in teaching from an accredited institution.
• Ability to work collaboratively with students, parents, and staff.

Responsibilities

• Plans and delivers differentiated instruction in a resource room.
• Administers evaluations and assessments and records results.
• Creates a classroom environment for student involvement.

Skills

Collaboration

Communication

Data Analysis

Education

B.A/B.S degree in teaching

Job description

Position Type:
High School Teaching/ Special Education

Date Posted:
5/12/2025

Location:
Whiteland Community High School

Date Available:
07/28/2025

Plans, implements, and delivers differentiated academic, social, and emotional instruction in a resource room setting within a public school

Plans and prepares lessons, assignments, instructional materials

Establishes learning objectives consistent with an appraisal of student needs, curriculum framework, and knowledge of instructional development;

Administers evaluations and assessments and records results

Selects and uses appropriate instructional strategies including, but not limited to, small group instruction, scaffolding, modeling, visual supports, and multimedia teaching aids to present subject matter to students;

Provides ongoing evaluation of student progress using appropriate assessment techniques and methods;

Creates a classroom environment that provides for student involvement in the learning process and enables each student to achieve learning objectives and individualized goals;

Maintains accurate and complete records as required by law, Board Policy and Administrative Regulation;

Attends and actively participates and engages in staff/faculty meetings and weekly Professional Learning Communities (PLC);

Delivers high leverage, specially designed instruction and evidence-based interventions into all student lessons

Collect academic and behavioral data with fidelity; use data to drive instruction and lesson planning

Prepare and lead staffing, case conferences, and manifestation determination meetings

Review, Revise, and Implement Individualized Education Programs (IEPs), Behavior Intervention Plans (BIPs), and Safety plans with fidelity

Maintain a positive, safe, and secure environment for all students by instituting clear behavioral expectations

Demonstrate confidentiality and privacy

Serve as a resource to school personnel in the areas of instruction and behavior difficulties

Collaborate with related service providers and teaching staff to ensure the most optimal programming and instruction for students

Provide check in/check out procedures for students, organizational support, and address executive functioning needs in order for students to access instruction and support behavior/social emotional wellness and learning

Ability to work with all levels of handicapping conditions (i.e. autism, traumatic brain injury, other health impairment etc.)

Progress monitor IEP goals and strong adherence to timeline requirements as outlined in Article 7

Deliver functional academics in the area of math and reading.

Performs other related duties as assigned to accomplish the objectives of the total school program

Minimum B.A/B.S degree in teaching from an accredited institution in the appropriate special education area (Referred but not required). If non licensed must be willing to obtain licensure.

The preferred candidate will have multiple teaching areas on their valid special education license including Mild Intervention at the minimum

The preferred candidate will have experience working with students with special needs

The preferred candidate will have the ability to work collaboratively and cooperatively with students, parents, staff, administration, and general public

Ability to deliver and articulate oral presentations and written reports

Ability to effectively analyze needs and problems objectively

REPORTS TO: Building Principal
SUPERVISES: None
FLSA Status: Exempt
COMPENSATION: Based on Master Contract
WORK CALENDAR: 185 Days
STANDARD HOURS: 8 Hours/Day, 40 Hours/Week
CORP STATUS: Certified
PERF: CPCSC is a Non-PERF District POSITION PURPOSE:
The Resource Teacher (TOR) plans and delivers specially designed instruction to students by developing, selecting, and modifying instructional plans and materials. Particular focus will be given to our FLEX and Vlab alternative education environments. The resource teacher will use research-based materials to meet the unique needs of all students. The resource teacher provides an environment and atmosphere that is conducive to the intellectual, physical, social, and emotional development of students. This position will continuously monitor and evaluate student performance and data, maintain required records, and adhere to school policy and procedure and Article 7 and IDEA.

ESSENTIAL FUNCTIONS:

• Plans, implements, and delivers differentiated academic, social, and emotional instruction in a resource room setting within a public school
• Plans and prepares lessons, assignments, instructional materials
• Establishes learning objectives consistent with an appraisal of student needs, curriculum framework, and knowledge of instructional development;
• Administers evaluations and assessments and records results
• Selects and uses appropriate instructional strategies including, but not limited to, small group instruction, scaffolding, modeling, visual supports, and multimedia teaching aids to present subject matter to students;
• Provides ongoing evaluation of student progress using appropriate assessment techniques and methods;
• Creates a classroom environment that provides for student involvement in the learning process and enables each student to achieve learning objectives and individualized goals;
• Maintains accurate and complete records as required by law, Board Policy and Administrative Regulation;
• Attends and actively participates and engages in staff/faculty meetings and weekly Professional Learning Communities (PLC);
• Delivers high leverage, specially designed instruction and evidence-based interventions into all student lessons
• Collect academic and behavioral data with fidelity; use data to drive instruction and lesson planning
• Prepare and lead staffing, case conferences, and manifestation determination meetings
• Review, Revise, and Implement Individualized Education Programs (IEPs), Behavior Intervention Plans (BIPs), and Safety plans with fidelity
• Maintain a positive, safe, and secure environment for all students by instituting clear behavioral expectations
• Demonstrate confidentiality and privacy
• Serve as a resource to school personnel in the areas of instruction and behavior difficulties
• Collaborate with related service providers and teaching staff to ensure the most optimal programming and instruction for students
• Provide check in/check out procedures for students, organizational support, and address executive functioning needs in order for students to access instruction and support behavior/social emotional wellness and learning
• Ability to work with all levels of handicapping conditions (i.e. autism, traumatic brain injury, other health impairment etc.)
• Progress monitor IEP goals and strong adherence to timeline requirements as outlined in Article 7
• Deliver functional academics in the area of math and reading.
• Performs other related duties as assigned to accomplish the objectives of the total school program

QUALIFICATIONS :

• Minimum B.A/B.S degree in teaching from an accredited institution in the appropriate special education area (Referred but not required). If non licensed must be willing to obtain licensure.
• The preferred candidate will have multiple teaching areas on their valid special education license including Mild Intervention at the minimum
• The preferred candidate will have experience working with students with special needs
• The preferred candidate will have the ability to work collaboratively and cooperatively with students, parents, staff, administration, and general public
• Ability to deliver and articulate oral presentations and written reports
• Ability to effectively analyze needs and problems objectively

AAP/EEO/DIVERSITY STATEMENT

Clark-Pleasant Community School Corporation believes in equal employment opportunity for all without regard to race, color, religion, sex, gender, sexual orientation, age, national origin, disability, or veteran status.

The policy extends to recruiting and hiring, working conditions, training programs, promotions, and all other terms, conditions, and privileges of employment.

As an equal opportunity employer, CPCSC actively supports and seeks to implement all federal and state legislation and rules pertaining to the employment process. CPCSC expects and requires its employees to comply with this policy in every respect.

People with disabilities, people of color, indigenous people, Hispanic/Latinx, and LGBTQ, regardless of age are encouraged to apply. We are committed to developing a diverse and talented team. If you are excited about this role, but are you unsure whether you meet 100% of the requirements, we encourage you to inquire and/or apply online.