Special Day Class Teacher (Mild/Mod or Mod/Sev - Extensive Support Needs - Therapeutic

Christopher High School; Gilroy (CA); On-site; USD 70,000 - 123,000; Full time

Job summary

Christopher High School in Gilroy, CA seeks a Special Day Class Teacher for Mild/Mod or Mod/Sev with Extensive Support Needs. The role involves planning individualized programs, delivering targeted language and academic instruction, and collaborating with parents and SST teams to support pupil progress.

Responsibilities include implementing IEPs, coordinating with staff, and maintaining accurate records. Requires CA teaching credential and readiness to engage in district initiatives and

Qualifications

• Possession of a valid California teaching credential authorizing teaching services to designated teaching assignment.
• Ability to motivate students and communicate with individuals from varied educational and cultural backgrounds.
• Ability to direct and supervise support personnel and evaluate performance.

Responsibilities

• Teaches special education pupils in a special day class with intensive language and speech program and other subjects as appropriate.
• Assess and plan individualized instruction respecting IEPs and least restrictive environment.
• Consult with parents and staff on pupil progress and participate in SSTs.
• Maintain accurate attendance and records; participate in meetings and professional development.

Skills

Motivating students

Communication with diverse backgrounds

Supervising support staff

Evaluation of performance

Education

California teaching credential

Job description

Special Day Class Teacher (Mild/Mod or Mod/Sev - Extensive Support Needs - Therapeutic)

Gilroy Unified School District, Christopher High School - Gilroy, California. Open in Google Maps

Job Details

Job ID: 5916097

Application Deadline: Posted until filled

Posted: Sep 04, 2026 7:00 AM (UTC)

Starting Date: Immediately

Job Description

Brief Description of Position: Provides an educational program for identified special education pupils who have academic, neurological and/or cognitive problems which hinder progress in the regular classroom and who are placed in a special day class.

• Teaches special education pupils in a special day class an intensive language and speech program, the basic learning skills, and other subject matter commensurate with the social, physical and intellectual needs of the pupil, with emphasis on appropriate learning processes and behavior.
• Assesses the needs of individual pupils in order to plan an appropriate program of individualized instruction.
• Provides and implements appropriate individualized educational program for each pupil in accordance with Federal, state and local regulations and procedures with the goal of the least restrictive environment and independence for the pupil.
• Develops student skills with the goal that the child will eventually be able to work independently and follow directions as required in a regular classroom.
• Establishes and maintains, with the cooperation and aid of the school administrator, standards of student behavior needed to provide an orderly, productive classroom environment.
• Provides appropriate physical and psychological environment to establish and reinforce acceptable pupil behavior, attitudes and social skills.
• Integrates the program for pupils within the Special Day Class with the total school program of each assigned school.
• Arranges with staff for integration of students into regular classes as determined by the student’s Individual Educational Plan (IEP).
• Confers with parents and professional staff members on each pupil’s progress.
• Serves as a member of the Student Study Team (SST) as required.
• Participates in the assessment, planning and identification process for appropriate pupils.
• Evaluates and monitors pupil progress and makes periodic reports on the achievement and personal adjustment of EH/SDC pupils, in cooperation with the administration support and teaching staff, through the provision of appropriate pupil assessments.
• Maintains accurate attendance and other required records.
• Attends meetings at District Office and school site(s), including in-service training.
• Complies with District and school site policies and procedures.
• Implements Federal, State and local regulations relative to special education pupils.
• Maintains standards of professionalism and abides by the tenets of the State of California “Code of Ethics of the Teaching Profession”.

Other Duties and Responsibilities

• Operates flexibly within the school environment.
• Provides in-service training when required.
• Provides continual supervision on an “on call” basis for students assigned to his/her group, as necessary, when problem situations arise elsewhere in the school.
• Maintains professional competence through participation in in-service education activities provided and supported by the District and in other professional growth activities.
• Recommends to appropriate staff committee or administrator various books, instructional aids, supplies and equipment which may be ordered for special education pupils.
• Keeps abreast of curriculum requirements for grades and subjects in all areas studied by pupils assigned.
• Seeks and uses new teaching techniques and special equipment adapted to the nature of disability of student.
• Shares in the sponsorship and/or supervision of students activities.
• Communicates with parents to interpret contemporary methods of teaching with other appropriate staff and agencies to discuss the individual student’s progress.
• Plans and coordinates work of assigned Special Education Paraprofessional, Special Needs Paraprofessionals and/or Behavior Support Assistants.
• Maintains current knowledge of regulations and procedures related to programs and services for special education students.
• Other duties as assigned by the site administrator or Director – Student Services or designee.

PHYSICAL EFFORT AND WORK ENVIRONMENT:

• Physical, mental, and emotional stamina to perform the duties and responsibilities of the position.
• Mental acuity to collect and interpret data, evaluate, reason, define problems, establish facts, draw valid conclusions, make valid judgments and decisions.
• Manual dexterity sufficient to write, use the telephone, computer, calculator, and office machines at required speed and accuracy.
• Vision sufficient to read handwritten and printed materials and the display screen of various office equipment including computer equipment.
• Hearing sufficient to communicate in person and hold telephone conversations in normal range (approximately 60 decibels)
• Speaking ability in an understandable voice with sufficient volume to be heard in normal conversational distances on the telephone and addressing groups.
• Physical agility to sit, stand, kneel, walk, push/pull, squat, twist, turn, bend, stoop, and to reach overhead.
• Physical stamina sufficient to sustain light physical labor of up to 8 hours, sit and/or walk for prolonged periods of time.
• Physical mobility sufficient to move about the work environment (office, district, school site to site) for sustained periods of time on hard flooring, climbing slopes, stairs, ramps, and to respond to emergency situations.
• Physical strength sufficient to periodically lift and/or carry 40 pounds of materials of supplies; occasionally lift 80 or more pounds with assistance.
• Occasionally push and/or pull a variety of tools, equipment, or objects weighing 80 or more pounds.
• Typically indoor work environment.

REQUIRED QUALIFICATIONS

• Possession of a valid California teaching credential authorizing teaching services to designated teaching assignment.
• To perform the job successfully, an individual must be able to satisfactorily perform each essential duty.
• The requirements listed on the job description are representative of the knowledge, skills and abilities required.
• Reasonable accommodations may be made to enable individuals with disabilities to perform the essential duties.
• Maintain valid TB skin test on file at the District Office, Human Resources Department.

Skills to motivate students, communicate with individuals from varied educational and cultural backgrounds, direct support personnel, evaluate performance.

Knowledge of age appropriate teaching methods, state curriculum framework, education code, appropriate instructional subjects.

Abilities to stand and walk for prolonged periods, perform a variety of specialized and responsible tasks, maintain records, establish and maintain cooperative working relationships with students, parents, other school personnel, meet schedule and deadlines. Significant physical abilities include lifting/carrying, reaching/handling, talking/hearing conversations, near-far visual acuity/depth perception/ accommodation/field of vision.

Nondiscrimination Statement

The Gilroy Unified School District prohibits discrimination, intimidation, harassment (including sexual harassment) or bullying based on a person’s actual or perceived ancestry, color, disability, gender, gender identity, gender expression, immigration status, nationality, race or ethnicity, religion, sex, sexual orientation, or association with a person or a group with one or more of these actual or perceived characteristics. For questions or complaints, contact Equity Compliance Officer, Title IX Coordinator and Section 504 Coordinator: Paul Winslow, Ed.D., Assistant Superintendent, Human Resources, 7810 Arroyo Circle, [phone], [e-mail].

Position Type: Full-Time
Salary: $69,898 to $123,207 Per Year
Job Categories:

Special Education > Severe/Profound Disabilities