Special Education Teacher (Elementary) - Colorado Springs School District 11

Colorado Springs School District 11; Colorado Springs (CO); On-site; USD 50,000 - 70,000; Full time

Job summary

Anova Education is seeking a dedicated Special Education Teacher for Stratton Elementary School in Colorado Springs. This role involves providing specialized instruction, developing and implementing IEPs, and collaborating effectively with staff and families. Candidates must have a Bachelor's degree in education, a valid Colorado Teaching License, and a commitment to equity and inclusion. The position promotes a supportive and engaging learning environment for students with diverse needs and requires strong communication and collaborative skills.

Qualifications

• Teachers must design and deliver evidence‑based, individualized instruction.
• Collaboration with IEP teams to develop measurable goals is essential.
• Regular communication with families about student progress is required.

Responsibilities

• Provide specialized instruction to students with disabilities.
• Develop and implement Individualized Education Programs (IEPs).
• Monitor and assess student progress through data collection.

Skills

Individualized instruction

Data analysis

Collaborative practices

Behavior management

Communication skills

Education

Bachelor’s degree in education or related field

Valid Colorado Teaching License

Tools

Assistive technology

Job description

Position Profile

Position: Special Education Teacher (26-27 SY)

Department/School: Stratton Elementary School

Reports To: Principal

FTE: 1.0

Days/Year: 187

Salary Schedule: 2025-2026 Teacher/SSP Salary Schedule, School Based Positions (Group A)

FLSA Status: Exempt

Applicants must be legally authorized to work in the United States.

Position Summary

Teachers at Colorado Springs School District 11 are professional educators who ensure that every student has access to rigorous, engaging, and equitable learning opportunities. They embody the district’s values of innovation, inclusion, collaboration, and excellence, and are key contributors to creating a thriving school culture that supports academic and social‑emotional success.

Core expectations include designing and implementing standards‑aligned instruction, maintaining an inclusive learning environment, integrating technology effectively, using data to inform teaching, collaborating with colleagues, and engaging families as partners in education. Teachers also serve as reflective practitioners who continuously seek to improve through professional learning and feedback.

Essential Job Functions

Provide Specialized Instruction

• Design and deliver individualized, evidence‑based instruction aligned with each student’s Individualized Education Program (IEP).
• Adapt curriculum materials and teaching strategies to meet diverse learning, behavioral, and social‑emotional needs.

Develop and Implement IEPs

• Collaborate with IEP teams to develop measurable goals and appropriate accommodations and modifications.
• Ensure compliance with all federal, state, and district requirements under the Individuals with Disabilities Education Act (IDEA).

Monitor and Assess Student Progress

• Collect and analyze data on student performance to inform instructional decisions and interventions.
• Maintain accurate records, progress reports, and documentation to support ongoing evaluation of student growth.

Collaborate with Staff and Families

• Partner with general education teachers, related service providers, and administrators to support inclusive practices and coordinated instruction.
• Communicate regularly with families and caregivers to share progress, celebrate successes, and address student needs.

Promote Inclusive and Supportive Learning Environments

• Implement positive behavior supports and proactive strategies to foster student engagement and independence.
• Advocate for equitable access to general education settings and resources.

Ensure Legal and Ethical Compliance

• Maintain confidentiality and adhere to all legal and ethical standards related to special education services and student records.
• Participate in IEP meetings, eligibility determinations, and compliance reviews as required.

Engage in Professional Growth and Collaboration

• Participate in professional learning communities, training, and development opportunities to enhance instructional practices.
• Reflect on teaching effectiveness and contribute to school and district initiatives promoting inclusive, student‑centered education.

Knowledge, Skills, and Abilities

Knowledge of:

• Federal and state laws governing special education, including the Individuals with Disabilities Education Act (IDEA) and Section 504.
• Principles and practices of individualized instruction, differentiation, and Universal Design for Learning (UDL).
• Methods for developing and implementing Individualized Education Programs (IEPs), including goal setting, progress monitoring, and documentation.
• Evidence‑based instructional and behavioral interventions for students with a range of disabilities.
• Strategies to promote social‑emotional learning, self‑regulation, and independence among students.
• Assessment tools and data collection methods used to evaluate student learning and inform instructional decisions.
• Collaborative and inclusive practices that support effective partnerships between general and special education staff.
• Ethical and professional standards related to confidentiality, equity, and student advocacy.

Skills in:

• Designing and delivering individualized instruction that addresses students’ academic, behavioral, and social‑emotional needs.
• Writing clear, compliant, and measurable IEP goals aligned with student strengths and needs.
• Collecting, analyzing, and interpreting student performance data to guide instruction and interventions.
• Managing and documenting multiple caseloads, deadlines, and compliance requirements efficiently.
• Communicating effectively and empathetically with students, families, colleagues, and community partners.
• Implementing positive behavior supports and proactive classroom management strategies.
• Using assistive technology, digital tools, and adaptive resources to support student learning and access.
• Working collaboratively within multidisciplinary teams to ensure cohesive and inclusive support for students.

Ability to:

• Foster a supportive, inclusive classroom environment that promotes respect, engagement, and student growth.
• Adapt curriculum and instruction to accommodate individual learning differences and cultural backgrounds.
• Maintain accurate, organized, and timely records consistent with district and legal requirements.
• Build trusting relationships with students and families to encourage advocacy, communication, and partnership.
• Apply problem‑solving and critical thinking skills to address academic and behavioral challenges.
• Reflect on professional practice and actively pursue ongoing learning and development.
• Uphold confidentiality, integrity, and professionalism in all aspects of special education service delivery.
• Demonstrate commitment to equity, inclusion, and the district’s mission to inspire every mind through student‑centered education.

Qualifications

• Bachelor’s degree in education or related field.
• Valid Colorado Teaching License with appropriate Special Education endorsement (e.g., Mild/Moderate Needs, Generalist, or equivalent).
• Preferred qualifications include a master’s degree, prior K–12 special education teaching experience, and/or bilingual proficiency (English/Spanish or other district‑identified languages).

Working Conditions & Physical Demands

Work is performed primarily in a classroom or small‑group instructional setting and requires regular, punctual attendance. The position involves frequent standing, walking, and movement throughout the school building, with occasional sitting. Special Education teachers may need to assist students with mobility or adaptive needs and lift and carry instructional materials or equipment up to 100 pounds. Duties may include bending, reaching, and physically supporting or restraining students in accordance with district policy and training. The work requires sufficient physical ability, manual dexterity, vision, hearing, and verbal communication to effectively support student learning and safety. Occasional evening events may be required. Duties must be performed with or without reasonable accommodation.

EQUAL EMPLOYMENT OPPORTUNITY

School District 11 is committed to a policy of nondiscrimination in relation to disability, need for special education services (whether actual or perceived), race, creed, color, sex, marital status, sexual orientation, transgender status, gender identity, gender expression, national origin, religion, ancestry, age, genetic information, or protected activity in its programs and activities and provides equal access to the Boy Scouts and other designated youth groups. Any harassment/discrimination of students and/or staff, based on the aforementioned protected areas, will not be tolerated and must be brought to the immediate attention of the school principal, D11 administrator/supervisor or D11 nondiscrimination compliance/grievance coordinator.

NONDISCRIMINATION COMPLIANCE COORDINATOR, the Office of Equal Opportunity Programs and Ombudservices, has been designated to coordinate compliance with: Equal Pay Act of 1963, Civil Rights Act of 1964, as Amended, and others. For additional information, please contact the District 11 Office of Equal Opportunity Programs & Ombudservices at 1115 North El Paso Street, Colorado Springs, CO 80903-2599, Phone: 719‑520‑2288, FAX: 719‑520‑2442.

The following Board policies address nondiscrimination in District 11: AC, AC‑R, GBA, GBAA, JBB, JBB‑R.