SPED Inclusion Teacher

Esc3; Bay City (MI); On-site; USD 50,000 - 75,000; Full time

Job summary

Bay City Junior High School is seeking a Special Education Inclusion Teacher to collaborate with regular education teachers in planning, presenting lessons, and differentiating instruction to meet diverse student needs. The role focuses on scaffolding activities and supporting all learners within the classroom.

The successful candidate will develop IEPs, provide necessary accommodations, and work with families and staff to align instruction with curriculum standards while maintaining high

Qualifications

• Bachelor’s degree from accredited university.
• State Certification as a Special Education Teacher.
• Knowledge of core academic subjects and delivery of instruction.

Responsibilities

• Provide direct support to students in a classroom with co‑teaching models.
• Develop IEPs for students and ensure compliance with federal/state regulations.
• Provide accommodations to curriculum, lessons, and learning environment.
• Design engaging, differentiated lessons to ensure accessibility for all students.
• Assess student learning beyond standardized tests to inform programs.
• Set high expectations and tailor assessments to individual plans.
• Collaborate with Lead Co‑Teacher and teams to align with standards.
• Engage families and encourage active participation in learning.

Skills

Collaboration with teachers

Differentiated instruction

Classroom management

Instructional planning

Communication with families

Education

Bachelor's degree

State Certification as Special Education Teacher

Job description

Please contact the district or school with any questions regarding this position.

Job Title: Special Education Inclusion Teacher

Exemption Status/Test: Exempt/Professional

Reports to: Campus Principal

Dept./School: Bay City Junior High School

As an Inclusion Teacher, you must collaborate with a regular education teacher or multiple teachers to plan and present lesson plans, create assessments and make sure the needs of all students in the classroom are being met. While your focus may be on planning with your special education students in mind, the goal of an inclusion classroom is to keep special education students from feeling singled out. The inclusion teacher focus is on scaffolding activities and differentiating instruction to meet the needs of all students, not just the special education students.

Qualifications:

Education/Certification:

Bachelor’s degree from accredited university

State Certification as a Special Education Teacher

Special Knowledge/Skills:

Knowledge of core academic subject assigned

Knowledge of curriculum and instruction

Ability to instruct students and manage their behavior

Strong organizational, communication, and interpersonal skills

Experience:

Student teaching, approved internship, or related work experience

Major Responsibilities and Duties:

Essential Duties and Responsibilities

• Provide direct support to students in a classroom by delivering instruction and ensuring learning through a variety of co‑teaching models and strategies.
• Develop Individualized Student Programs (IEP) for students; maintain compliance with all Federal Regulations and State Policies regarding the education of students with disabilities.
• Ensure appropriate accommodations to the curriculum, lessons and learning environment. Instruction may be provided within the regular classroom setting, resource setting, and/or small classroom setting.
• Design engaging classroom activities and differentiated lessons so that all students may access the curriculum and benefit from the educational experience.
• Formally and informally assess the student learning (rather than relying solely on standardized curriculum) to create a comprehensive learning program.
• Set high expectations that are suitable for the students. Assessments may be differentiated based on each individual student plan. This may require developing alternative assessments.
• Work collaboratively with Lead Co‑Teacher, teaching and grade‑level teams and other staff, especially instructional support team, to plan, share student work and ensure that instruction is aligned with identified curriculum and standards.
• Build a partnership with families, encouraging their active participation in students’ learning.
• Perform other duties as assigned by the Principal and Director of Special Services.

Preferred Skills

• Knowledge of Special Education principles, theories, testing, methods, etc. as well as proven methods of maximizing the educational experience of students with special needs.
• Knowledge of differentiated instruction based upon student learning styles.
• Knowledge of data information systems, data analysis and the formulation of action plans.
• Knowledge of applicable federal and state laws regarding education and students.
• Ability to use computer network system and software applications as needed.
• Ability to organize and coordinate work.
• Ability to communicate effectively with students and parents.
• Ability to engage in self‑evaluation with regard to performance and professional growth.
• Ability to establish and maintain cooperative working relationships with others contacted in the course of work.
• Adhere to a high level of professional and ethical standards.

Supervisory Responsibilities:

Direct the work of assigned instructional aide(s).

Mental Demands/Physical Demands/Environmental Factors:

Tools/Equipment Used: Personal computer and peripherals; standard instructional equipment; [P.E. teachers: automated external defibrillator (AED)]

Posture: Prolonged standing; frequent kneeling/squatting, bending/stooping, pushing/pulling, and twisting

Motion: Frequent walking

Lifting: Regular light lifting and carrying (less than 15 pounds); may lift and move textbooks and classroom equipment

Environment: Work inside, may work outside; regular exposure to noise

Mental Demands: Maintain emotional control under stress; work prolonged or irregular hours

This document describes the general purpose and responsibilities assigned to this job and is not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.