Frontline Applicant Tracking - Mesa County Valley School District 51

Openings as of 3/31/2025

Assistant Principal

JobID: 11449

Position Type:
  Administration-Assistant Principal/Assistant Principal


Date Posted:
  3/26/2025


Location:
  Orchard Mesa Middle School


Closing Date:
  4/4/2025


  Additional Information:  Show/Hide
Description:
Orchard Mesa Middle School Assistant Principal

About Orchard Mesa Middle School:
OMMS is a middle school in D51 on the southern end of the greater Grand Junction community. OMMS serves a diverse body of over 560 students with the goal of implementing the OMMS vision of Equipping Students for Life. OMMS is seeking an Assistant Principal who will support implementation of the school vision and goals while also collaborating with the admin team and staff in fostering an empowering school community and culture for students and staff. High value placed on candidates who have a breadth of secondary experiences and a history working with diverse student populations and needs. Additionally, candidates should have a mix of skills, experiences, and mindsets related to instructional leadership, Professional Learning Communities (PLC), student support systems, student services, school continuous improvement, strategic planning, communication, and community partnership.   

Job Summary:
Middle School Assistant Principal

As Orchard Mesa's Middle School Assistant Principal, you will be responsible for increasing student achievement by supporting an aligned and coherent system that includes the District 51 Learning Model, and Instruction-Based standards and in accordance with Board of Education (BOE) policies.  The Assistant Principal is involved with many aspects of the assigned school’s management and oversight including curriculum delivery, programming effectiveness, and operational responsibilities.

Educational Delivery:
This position supports the District’s initiatives to develop academic programming, post-secondary education, District, and community partnerships that provide educational experiences for students through multi-faceted education and career exploration.  Working collaboratively with community and school stakeholders, the Assistant Principal works with the Principal:
• Supporting dynamic, innovative programming to align with student needs as well as current post-secondary demands and trends;
• Continuously monitor and be knowledgeable of current and future post-secondary vocational and academic programs, opportunities, demands/trends locally, regionally, and nationally;
• Monitoring and ensuring the behavioral expectations, curriculum and of instructional programs within the school, and recognizes the contributions of diverse groups and fosters success for all students regardless of gender, sex, and/or disability;
• Promoting and leading the use of technology in performance based instructional programs;
• Using data to analyze student attendance trends, truancy interventions, and to serve as a catalyst for, and benchmark of growth and continuous student engagement improvements. Assistant Principal is often the administrative representative for investigating incidents involving students and as such must balance the need for sensitivity, consideration of any public relation impact, and to be knowledgeable of and adhere to the applicable laws, policies, statues, and procedures.
• As assigned the AP oversees the school’s community outreach regarding safety and welfare including contact with students, parents, businesses, community agencies organizations and others.

Instructional Curriculum:
Leadership in this dynamic field requires an understanding of the philosophy of standards based education, the D51 Learning Model, the Teaching and Learning Model, for instructors and its effectiveness in the school.  Supports provided by the AP include:
• Assisting the implementation, monitoring effectiveness, and helping to grow the school’s adopted instructional programs;
• Collecting and analyzing student assessment or performance data for a variety of purposes including but not limited to meeting regulatory requirements, recommending changes or updates to curricula, and identifying staff Professional Learning needs;
• Supporting efforts to develop student performance-based standards that are relevant and applicable to the D51 Learning Model and current environments;  
• Implementing agreed upon instructional and assessment strategies through collaboration, leadership teams, and assisting in planning Professional Learning.

Staff Supervision and Development:
• As a leader in the District, the Assistant Principal is charged with supporting a staff development program that recognizes:
  • Student success as the primary focus;
  • Applied principles of collaborative adult learning.
• Assistant Principal promotes and oversees that professional learning follows the District 51 Learning Model and is incorporated throughout classrooms and content areas according to the school plan.
• As assigned the AP directly oversees the supervision of all school personnel in accordance with the District policies and applicable laws.  Supervising and evaluating teachers, counselors and support staff is conducted in the framework of instructional program goals and expectations including a variety of human resources responsibilities but not limited to:
  • Interviewing, hiring, training, promoting, planning, and assigning work,
  • Conducting performance evaluations, rewarding and disciplining employee conduct,
  • Addressing employee/student complaints and resolving problems.
• Assistant Principal will assume supervisory responsibilities as assigned by the Principal and in accordance with human resource management training and skills development. 

Campus and Building Operations:
Assistant Principal provides operational support to the Principal as assigned.  Duties may include but are not limited to:
• Collaborating with a wide variety of stakeholders to develop the school’s annual master schedule; 
• Working with custodial and grounds staff, support personnel, teachers and others to implement the school-wide safety and emergency protocols;
• Creating partnerships with parents, guardians, community members, youth-based organizations and other stakeholders to provide support all students’ learning, development, and well-being.;
• Coordinating a variety of school-based projects, events, and activities.

504 Accommodations:
Building Leaders support the 504 accommodation processes appointing a 504 Coordinator for their building and consistently participating in the initial and triannual meetings.  Principals are required to attend all Special Education Manifestation Determination meetings for their students.  This role further supports the 504 process in their building by observing student progress, gaining feedback, and maintaining a full understanding of the impact of 504 accommodations to the 504 student, their peers, staff, and the school community at large.  They are also responsible for ensuring all staff understand 504 laws and provides guidance in implementing 504 plans.  Reviewing and approving each plan in Synergy is the responsibility of the Principal/Assistant Principal.

Qualifications:
• Master’s degree in education plus additional coursework required for certification or licensure
• Minimum of three years of experience in building administration or instructional leadership role;
• Minimum of three years of teaching experience in a classroom setting and demonstrated leadership experience. 
• Attend and successfully complete all staff development training as required by state law or as directed by the District.
  • Acceptable equivalent will be at the sole discretion of the District.
• Valid Colorado Principal/Administrator's License
  • Or expectation for the Assistant Principal to obtain Administrative Licensure within one year of hire.
Working Conditions:
207 days

Application Procedure:
Apply Online

Selection Procedure:
Position will be posted Wednesday, March 26th and will close Friday, April 4th @ 11:59pm

Salary & Benefits:
$94,498 - $131,928 *Salary placement commensurate upon experience.
View all salary schedules for the current school year at: https://www.d51schools.org/departments111/human-resources/salary-schedules
Information regarding D51 Benefits can be found here: https://www.d51schools.org/departments111/human-resources/employee-benefits




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Openings as of 3/31/2025

Dean of Students

JobID: 11436

Position Type:
  Administration-Assistant Principal/Dean of Students


Date Posted:
  3/24/2025


Location:
  Grand Junction High School


Closing Date:
  4/4/2025


  Additional Information:  Show/Hide
Description:
Dean of Students

Administration Delivery:
This position supports students and staff at the assigned school managing students’ behavioral expectations and upholding the district’s goals and initiatives regarding social emotional learning, student engagement, and discipline policies.  The Dean is the primary contact for student attendance or discipline issues and acts as a technical resource to school staff, parents, law enforcement, other agencies, and stakeholders regarding these topics.  Working collaboratively with students, community and school stakeholders, the Dean is responsible for:
• Monitoring and ensuring the behavioral expectations, curriculum and instructional programs recognize the contributions of diverse groups and foster success for all students regardless of gender, sex, and/or disability;
• Receiving and managing behavioral referrals and confers with students, teachers, community agencies, and law enforcement;
• Using the Response to Intervention process, collaborating and communicating with staff, parents, and administrators 
• Conferring with students regarding behavioral consequences 
• Compiling data to analyze student attendance trends, truancy interventions, and to serve as a catalyst for, and benchmark of growth and continuous student engagement improvements. Dean is often the administrative representative for investigating incidents involving students and as such must balance the need for sensitivity, consideration of any public relation impact, and to be knowledgeable of and adhere to the applicable laws, policies, statues, and procedures.
• Assisting in maintaining the school’s Crisis Management Plan and school safety requirements; 
• Participating in the school’s community outreach regarding safety and welfare including contact with students, parents, businesses, community agencies organizations and others. 

Educational Support and Delivery:
Leadership in this dynamic field requires an understanding of the philosophy of standards based education, the D51 Learning Model, Response to Intervention (RtI) Social Emotional Learning (SEL) the processes of transiting to post-secondary careers and pathways and their effectiveness in the school.  Responsibilities within this area include:
• Collaborating with the school counselor and personnel to create and maintain research-based behavioral interventions;
• Assisting staff in creating and aligning of classroom student behavior plans with their classroom management plans;
• Working closely with classroom staff in the development and execution of individual student behavior plans; 
• Attending meetings as appropriate regarding student growth, struggles, and successes; i.e. Individual Education Plans including 504 cases, conferences, parent/faculty meetings, expulsion hearings, etc.);
• Responding to and resolving parent, student, and staff concerns/complaints regarding student related policies;
• Serving on discipline and/or expulsion panels and actively participating in the development and coordination of educational alternatives for students in need;
• Documenting, collecting and analyzing student attendance and behavioral data for a variety of purposes including but not limited to meeting regulatory requirements, recommending changes or updates to behavior plans, and identifying staff Professional Learning needs;
• Implementing Professional Learning for staff in RtI, SEL, and other behavioral management instruction.

Campus and Building Activities:
High School Dean position holds an expectation for work outside of the regular schedule to include evenings and weekends supervising working at and/or attending a variety of activities including sports, academic clubs, meetings and other student based extra-curricular activities.  Employee strives to balance level of attendance at such events in conjunction with all other duties, obligations, and personal life.  Duties may include but are not limited to:
• Acting as a liaison to after school programs in collaboration with school staff and/or personnel from outside agencies;
• Working with custodial and grounds staff, support personnel, teachers and others to implement the school-wide safety and emergency protocols
• Creating partnerships with parents, guardians, community members, youth-based organizations and other stakeholders to provide support all students’ learning, development, and well-being.;
• Coordinating with Athletic Department and Band Boosters to support a variety of school-based projects, events, and activities. 

Staff Supervision and Development:
The Dean position currently has no direct staff supervisory duties however, is still considered a District leader that promotes the District’s efforts to ensure: 
• Student success as the District’s primary focus and;
• The applied principles of collaborative adult learning;
Dean may be assigned direct supervision of personnel in accordance with licensure requirements, District policies and applicable laws.  Supervising and evaluating staff, is conducted in the framework of the organization’s and school’s goals and expectations include a variety of human resources responsibilities but not limited to:
• Interviewing, hiring, training, promoting, planning, and assigning work, 
• Conducting performance evaluations, rewarding and disciplining employee conduct, 
• Addressing employee complaints/concerns and resolving problems.

Job Summary:
As a member of the school’s instructional and building leadership team, the Dean of Students is responsible for building student supports that create a positive and safe school environment.  The Dean supports student achievement through the coordination and administration of student activities and programs including overseeing student conduct and attendance.  In addition, the Dean supports the Athletic Director in the oversight of all extra-curricular athletics and activities.   All duties are performed in accordance with Board of Education (BOE) policies and as part of the school’s leadership team, the Dean may be assigned responsibilities involving aspects of the assigned school’s management and oversight. 

Qualifications:
• Bachelor’s degree in education or related field*; preference given for Master’s Degree;
• Minimum of five years of experience in teaching position with demonstrated increasing instructional leadership roles;
• Demonstrated experience in the use and implementation of successful student intervention and support strategies; 
  • *Acceptable equivalent will be at the sole discretion of the District.
• Preference given for candidates with valid Administrator Certification or License* or ability to obtain within one-year; 

Working Conditions:
207 days/year

Application Procedure:
Apply Online
Position is posted Monday, March 24th and will close Friday, April 4th @ 11:59pm

Salary & Benefits:
$68,734 - $103,640
View all salary schedules for the current school year at: https://d51schools.org/employment/job_opportunities/salary_schedules 
Information regarding D51 Benefits can be found here: https://www.d51schools.org/employment/current_employees/employee_benefits

 




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Openings as of 3/31/2025

Principal

JobID: 11393

Position Type:
  Administration-Principal/Principal


Date Posted:
  3/14/2025


Location:
  Chatfield Elementary


Closing Date:
  03/30/2025


  Additional Information:  Show/Hide
Description:
Chatfield Elementary Principal
https://chatfield.d51schools.org/

Job Summary:
Elementary Principal

About Chatfield Elementary:
Every Student Counts. Every Moment Matters. 

Chatfield has high expectations, are data driven, embraces best practices and emphasize positive student teacher relationships.
Chatfield has consistent SOPS and instructional expectations, and provides targeted support to meet the needs of all learners.
Chatfield works hard, take care of each other, and has fun along the way!
• Performance Ranking on Colorado School Performance Framework (SPF) – 2021-Present
• D51 Foundation Outstanding School Growth Awards in Reading and Math – 2021, 2022, 2023, 2024
• CDE Promising Practices School – 2021
• Governor’s Bright Spot Award in Reading and Math – 2022

Educational Delivery:
This position supports the development of academic, community and alternative partnerships that provide educational experiences for students through experiential learning opportunities, career and job exploration and the development of social emotional awareness.  Working collaboratively with community and school stakeholders, Principal is responsible for:
• Developing dynamic, innovative programming to align with student needs and current educational demands and trends;
• Continuously monitor and be knowledgeable of current and future experiential, explorative, academic, vocational programs, opportunities, demands/trends locally and regionally;
• Managing the development of curriculum and instructional programs that recognize the contributions of diverse groups and foster success for all students regardless of gender, sex, and/or disability;
• Understanding and leading the use of technology in performance based instructional programs;
• Championing a curricula that includes student’s social-emotional learning and growth exploration; 
• Using data to analyze the current status of student learning and to serve as a catalyst for, benchmark of growth and continuous improvement.

Instructional Curriculum:
Leadership in this dynamic field requires an understanding of the philosophy of standards-based education, the D51 Learning Model, the Teaching and Learning Framework, the processes of curriculum development and how to measure its effectiveness in the school.  Responsibilities within this area include:
• Developing, implementing, monitoring the effectiveness, maintaining unified instructional standards, and growing the school’s instructional programs;
• Collaborating with academia, community employers, industry professionals, vocational teachers and others to develop student performance-based standards that are relevant and applicable to the D51 Learning Model and current environments;   
• Implementing supervisory and evaluative processes for staff that includes applicable measures of student learning and promotes the unique goals of each curricula or program and its instructional influences/outcomes.

Staff Supervision and Development:
As a leader in our District, the Principal is charged with designing a staff development program for certified and
classified staff that recognizes:
• Student success as the primary focus;
• Applied principles of collaborative adult learning;
Principals directly oversee the supervision of all school personnel in accordance with the District policies and applicable laws.  Supervising and evaluating vocational and academic teachers, counselors, support staff and administrators is conducted in the framework of instructional program goals and expectations including a variety of human resources responsibilities but not limited to:
• Interviewing, hiring, training, promoting, planning, and assigning work, 
• Conducting performance evaluations, rewarding and disciplining employee conduct, 
• Addressing employee/student complaints and resolving problems.
Principal may delegate some supervisory responsibilities to the Assistant Principal as members are trained in human resource management skills and as appropriate.

Qualifications:
• Must have or be eligible for Colorado Principal License
• Master’s degree in education
• Minimum of two years’ experience as building leader
• Minimum of five years of teaching experience in a classroom setting and demonstrated leadership experience.

Working Conditions:
207 days / year

Application Procedure:
Apply Online

Selection Procedure:
Position will be posted Friday, March 14th and will close Sunday, April 6th @ 11:59pm
*In person interviews are tentatively scheduled TBD

Salary & Benefits:
$105,535 - $147,337 * Salary Placement Commensurate with Experience
View all salary schedules for the current school year at: https://d51schools.org/employment/job_opportunities/salary_schedules 
Information regarding D51 Benefits can be found here: https://www.d51schools.org/employment/current_employees/employee_benefits
 




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Openings as of 3/31/2025

Administrative Assistant, Music

JobID: 11406

Position Type:
  Administrative Support Staff/Administrative Assistant


Date Posted:
  3/25/2025


Location:
  New Emerson Elementary


Date Available:
  2025-26


Closing Date:
  06/30/2025


  Additional Information:  Show/Hide
Job Title:           Administrative Assistant, Music
Pay Program:    Support Staff, Non-Exempt
Pay Range:        Range 12 $23.19 - $25.78
Work Year:         9 months
Reports to:        Coordinator, Music
Direct Reports: This position has no supervisory responsibilities. 
 
---

Summary
Under the general direction of the Music Coordinator, this position provides organizational, financial, and logistical support to ensure the smooth operation of music programs and events across the district.  This position facilitates music festivals, schedules department activities, and manages communications with staff, students,  adjudicators,and community members.  The position also ensures accurate financial records, maintains the district-wide music inventory, and provides critical logistical support to the department and Coordinator.

Essential Responsibilities - To perform this job successfully, an individual must be able to perform each essential responsibility 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. Frequency of responsibility, percent of time and work year may vary based on department or building assignment.
                              
Job Responsibility Description
Public Relations and Communication Serve as the first point of contact for inquiries, directing concerns to the appropriate department or personnel. Respond to internal and external communications, ensuring timely and professional interactions with staff, parents, and community members.
Event and Training Coordination Plan and coordinate music festivals and other department events, including scheduling venues, managing competition software, and providing on-site support. Present at department in-services and meetings, covering topics such as festival logistics, inventory management, recordkeeping, and online resources. Arrange accommodations (airfare, hotel, transportation) for guest clinicians, adjudicators, teachers and students. Manage festival finances, including billing participants, collecting payments, and coordinating judging panel logistics.
Administrative Support Manage the department and Coordinator’s schedule, including calendar coordination, meeting logistics, and travel arrangements. Draft, review, and distribute correspondence, communications, and announcements on behalf of the Coordinator. Facilitate forms and requests between the Coordinator, administrators, and teachers. Maintain confidential records and documentation in compliance with district policies. Create, update, and maintain the department website and shared drives.
Financial and Budget Support Monitor department budgets, track expenditures, and generate financial reports to ensure compliance with state, federal and district policies. Process financial transactions, including mileage reimbursement, purchase orders, invoices, P-Card reconciliations, and other required payments. Manage festival and event payments, including processing entry fees for festivals and marching bands and collecting fees from parents attending activities. Reconcile budget accounts, including department funds allocated to schools and tracking school spending for instrument savings budgets. Process instrument repair invoices, evaluate charges, and coordinate with schools on necessary repairs. Reconcile theater community usage fee, ensuring accurate payment to staff and funding for equipment replacement or purchases.
Records and Inventory Management Maintain and update the district-wide music inventory database for music equipment, instruments, uniforms and curriculum. Track and manage inventory requests, repairs, and distribution. Purchase music equipment and instruments as needed.
Other Duties Additional tasks, duties, and responsibilities may be assigned as needed/requested.
 
 

Education and Experience 
Acceptable demonstration of acceptable education and/or experience will be at the sole discretion of the District.
• High school diploma required
• Minimum two years prior experience in office management required
• Post-secondary courses in bookkeeping/accounting and office-productivity software preferred
• Inventory management experience preferred

Licenses, Registrations or Certifications
• Criminal background check required for hire
• Valid Colorado driver’s license or valid Colorado identification required

Knowledge, Skills and Abilities
• Operating knowledge of the district's competition software program within 1 year of hire.
• Operating knowledge of the district's inventory software within 6 months of hire.
• Operating knowledge of the district's fee collecting software within 6 months of hire.
• Knowledge of budget management, purchasing procedures, and financial tracking
• Exceptional office computer software skills including publishing, and internet based shared document systems
• Proficiency in office management, records retention, and compliance procedures
• Ability to be adaptable and flexible with collaborative critical thinking and problem-solving capabilities
• Clear and effective written and verbal communication skills
• Strong customer service skills, with the ability to provide support in a professional and approachable manner
• Commitment to handling sensitive and confidential information with the highest ethical standards
• Strong interpersonal skills to collaborate with staff and various stakeholders
• Ability to lead, communicate, interact and work effectively and cooperatively with people from diverse ethnic and educational backgrounds
• Ability to follow applicable federal, state, local laws and Board of Education policies, in addition to building and department procedures
• Ability to recognize the importance of safety in the workplace, follow safety rules, practice safe work habits, utilize appropriate safety equipment and report unsafe conditions to the appropriate administrator
• Proficient in Microsoft Office Suite, Google Workspace, financial systems, and facility management platforms.
• Strong attention to detail, problem solving, collaborative decision-making and analytical skills
• Well-developed knowledge and research skills/experience and presenting complex data in an understandable format
• Well-developed writing, organizational, scheduling, report writing and record keeping skills
• Ability to manage multiple priorities and frequent interruptions in a timely manner
• Ability to use de-escalation skills to diffuse and manage stressful and fluid situations
• Ability to adapt to changing priorities while maintaining a high level of professionalism
• Strong ability to display complex data in an understandable format; contract administration experience desirable

Salary & Benefits:
View all salary schedules for the current school year at: https://www.d51schools.org/departments111/human-resources/salary-schedules
Information regarding D51 Benefits can be found here: https://www.d51schools.org/departments111/human-resources/employee-benefits
 




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Openings as of 3/31/2025

Secretary, Special Education

JobID: 11409

Position Type:
  Administrative Support Staff/Secretary


Date Posted:
  3/25/2025


Location:
  Basil T Knight Center (BTK)


Date Available:
  2025-26


Closing Date:
  06/30/2025


  Additional Information:  Show/Hide
                  
Job Title:          Secretary, Special Education
Pay Program:  Support Staff	FLSA Status: Non-Exempt
Reports to:      Special Education Coordinator	Pay Range:  CH 8 $19.39 - $21.64
Work Year:      177 Days / 8 Hours
 
 

VISION:  To Engage, Equip, and Empower Each and Every Student, Each and Every Day. 

SUMMARY: Operating under the general direction of the Director of Special Education and the assigned the Special Education Coordinator this position supports the Special Education Team at the assigned school completes a variety of scheduling, clerical, and secretarial duties.  Coordinating and developing a Team meeting and IEP master calendar at the assigned building is a responsibility as well as preparing and posting notices of meetings, compiling and distributing meeting documents, reports and any other relevant items to staffing meeting attendees.  Employee is also responsible for keeping caseload reports up to date and entering some Individual Education Plan (IEP) data and information into special education software system.  This role works with a variety of confidential and compliance driven information and the highest regard for professionalism and confidentiality is required.  

ESSENTIAL DUTIES AND RESPONSIBILITIES: 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.
                              
Job Tasks Descriptions
Supporting the Special Education team within their school building(s) the SpEd Secretary completes a variety of scheduling, clerical, and secretarial duties in order to ensure all relevant special education team members and family are included in communications and to assist in required and extensive special education compliance topics.   Primary responsibilities include preparing and posting notices of meetings, compiling and distributing meeting documents, reports and any other relevant items to staffing meeting attendees.  Scheduling Individual Education Meetings and staffings is the responsibility of this Secretarial role.  Meetings may be via Google or may be in-person and employee books appropriate meeting spaces accordingly.  Other responsibilities include contacting parents/guardians with reminder calls for IEP meetings and to answer any questions regarding the meeting logistics.
Coordinating and developing the Team meeting and IEP master calendar at the assigned building is a responsibility of this employee.  Secretary oversees an in-building master calendar for all special education meetings overlaying any conflicting district level meetings and/or obligations.   Employee is the Secretary of record for special education team meetings compiling and distributing agendas and complying other appropriate or needed documents.  As requested SpEd Secretary may also attend a variety of SpEd Department or other meetings.  In addition, employee maintains a record of SpEd teacher caseloads and provides regular reporting for individual caseload changes.  In addition, and as directed, this employee will attend District level SpEd Secretary meetings in order to receive trainings, updated information, forms, and notifications.
Assisting Special Education staff by entering appropriate data and information into special education software.  Examples of information the Secretary will process include student progress monitoring and the logging of services rendered into IEP software; other items may be added as appropriate and commiserate with employee’s training and skill level. These responsibilities come with a high expectation for the employee to perform data entry in a timely manner and with a high level of accuracy.
Preparing for student transitions especially at year-end is a role of this Secretary.  Employee coordinates the student’s transition through scheduled meetings, contacting in-coming and out-going schools and updating caseload reports.
Special Education Administrators may assign other limited duties as needed and appropriate
 
 

EDUCATION AND RELATED WORK EXPERIENCE:
• High school diploma or equivalent, including courses in business, office management or other related field;
• Minimum of two years’ experience in clerical or administrative support role required; preference for prior school district experience;  
*Acceptable demonstration of education and/or experience is at the sole discretion of the District.

LICENSES, REGISTRATIONS or CERTIFICATIONS:
• Valid Colorado driver’s license or identification required;
• Successful passing of criminal background check required for hire;
• Attend and successfully complete all staff development training as required by state law or as directed by supervisor.

TECHNICAL SKILLS, KNOWLEDGE & ABILITIES:
• Exceptional oral communication and phone etiquette skills in English;
  • Ability to use Spanish oral communication skills is desirable;
• Strong working knowledge of special education and medical information privacy laws and statutes as outlined in the:
  • Every Student Succeeds Act (ESSA, 2015),
  • Exceptional Children’s Education Act (ECEA, 2013), 
  • Health Insurance Portability and Accountability Act (HIPAA, 1996),
  • Family Educational Rights and Privacy Act (FERPA, 1974, 2016),
  • Individuals with Disabilities Act (IDEA),
  • Americans with Disabilities Act (ADA),
• Well-developed customer service, public relations, and interpersonal relationship building skills;
• Strong professional written communication skills;
• Strong ability to apply basic math & bookkeeping skills and calculations with a high-degree of accuracy;
• Ability to maintain confidentiality in all aspects of the job; especially related to student, and compliance issues;
• Ability to work independently as needed with minimal direction and/or supervision;
• Ability to manage multiple priorities and frequent interruptions in a timely manner;
• Ability to be adaptable and flexible with critical thinking and problem solving capabilities;
• Ability to promote and follow Board of Education policies, District building and department policies and procedures;
• Ability to communicate, interact and work effectively and cooperatively with people from diverse ethnic and educational backgrounds;
• Ability to recognize the importance of safety in the workplace, follow safety rules, practice safe work habits, utilize appropriate safety equipment and report unsafe conditions to the appropriate administrator;
• Knowledge and enforcement of District rules and regulations is required to protect District people and property and to prevent safety concerns before they happen.

MATERIALS AND EQUIPMENT OPERATING KNOWLEDGE:
• Operating knowledge of and experience with personal computers and peripherals;
• Operating knowledge of and experience with typical office equipment, such as scanner, copier, fax machine, etc.
• Operating knowledge of and experience with software programs for word processing, spreadsheets, email, and online computing platforms including G+ Suite and Office 365 integrated educational packages;
• Operating knowledge of student tracking and special education software within 60 days of hire.

Salary & Benefits:
View all salary schedules for the current school year at: https://www.d51schools.org/departments111/human-resources/salary-schedules
Information regarding D51 Benefits can be found here: https://www.d51schools.org/departments111/human-resources/employee-benefits

 




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Openings as of 3/31/2025

Digital Media Content Specialist

JobID: 11071

Position Type:
  Administrative Support Staff/Secretary


Date Posted:
  10/18/2024


Location:
  Administration Compound


Date Available:
  2024-25


Closing Date:
  06/30/2025


  Additional Information:  Show/Hide
         
Job Title: Digital Media Content Specialist
Pay Program: Support Staff	FLSA Status: Non-Exempt
Reports to: Public Information Officer	Pay Range: CH 14 $25.04 - $27.88
Work Year: 207 Days / 4 Hours
 
VISION:  To Engage, Equip, and Empower Each and Every Student, Each and Every Day.
 
SUMMARY:  Operating under the general direction of the Public Information Officer and with District Administrators, the Digital Media Content Specialist oversees the content and all updates to the District’s web page including 46± school-based sites/pages.  This employee works continuously with Building Leaders and/or Secretaries to lead process changes while honoring customization, and also ensuring universal policies and procedures are followed.  Supports include designing projects to include flyers, video, newsletters, notices, and more.   The Specialist may also assist with writing content and messaging optics.  Position also is the district’s administrator for Peachjar software – used to send weekly flyers and communications to parents, students, and staff.  Media Content role will be assigned to District level committees and projects for instance, facilitating a Steering Committee charged with researching and making recommendations for  improvements to the District’s two-way communication platform.  In addition, working with the Technology Department to convert our Portable Document Format (PDF) files to be compliant with the Americans with Disabilities Act (ADA) accessibility regulations and statutes.  Note: As a new position to the District these responsibilities are under development and may evolve over time. 
 
ESSENTIAL DUTIES AND RESPONSIBILITIES: 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.                     
Job Responsibility Descriptions
The District’s Digital Media Content Specialist oversees the content and all updates to the District’s web page including 46± school-based sites/pages.  Employee is charged with creating and implementing a system for regular submissions and content updates that includes the entirety of Media needs for our departments, schools, and the District on whole.  This employee works continuously with Building Leaders and/or Secretaries to lead process changes while honoring customization, and also ensuring universal policies and procedures are followed.  Employee applies WEB analytics and marketing tools working to improve the visibility and search rankings of our websites/pages. School-based requests this role supports are both routine and non-routine and with each requiring differing timelines and District base-line knowledge.  The Specialist works to support as many of these requests as scheduling allows.  Supports include designing projects to include flyers, video, newsletters, notices, and more.   The Specialist may also assist with writing content and messaging optics.  This role also regularly completes and tests any needed updates to the District’s web-page foreign language (7) links, confirming functionality.    Position also is the district’s administrator for Peachjar software – used to send weekly flyers and communications to parents, students, and staff.  D51 receives content submissions from other non-profit agencies, businesses and individuals and the Specialist vets each item for appropriateness and adherence to D51 policies.  Controversial or questionable items may be discussed with Supervisor and/or D51 in-house legal counsel for a resolution.
Launching and facilitating a District steering committee that includes but is not limited to Technology, Legal, Area Director(s), and end-users and is charged with researching and recommendations for  improvements to the District’s two-way communication platform.  Used primarily by and between schools (teachers), students, and families (parents) this employee organizes and brings together staff to address deficiencies, inconsistencies, and needed improvements to software functionality including security/access.  Duties assigned under this responsibility may evolve as the project advances and moves into a testing and implementation phase.  As the facilitator, this employee holds expectations for professional supportive communications assisting each participant through their project responsibilities.
Working with the Technology Department to convert our Portable Document Format (PDF) files to be compliant with the Americans with Disabilities Act (ADA) accessibility regulations and statutes.  Government ADA regulations are currently being refine and finalized and this role stays current and is a resource for the most recent status updates.  ADA updates to be addressed include for instance, all websites and pages are to be screen reader friendly, videos will have a closed caption option, and forms will be accessible.
This position includes a responsibility to provide back-up for the department’s Communications Specialist sharing in the duties and responsibilities when that person is unavailable.  While not expected to perform all responsibilities, the employee will cross train on general operations and be knowledgeable of the duties of that position.  This expectation is reciprocal and the Communications support positions require collaboration sharing internal processes, information, and current projects appropriately.
Perform other duties as assigned.  Note: As a new position to the District these responsibilities are under development and may evolve over time.
 
EDUCATION AND RELATED WORK EXPERIENCE: 
• Associate’s Degree in Communications, Marketing, Digital Media, Public Relations, or relevant field/industry required*;
• Minimum two years’ experience in multi-media, public relations, communications or other relevant field/industry*;
• *Acceptable demonstration of acceptable education and/or experience will be at the sole discretion of the District
 
LICENSES, REGISTRATIONS or CERTIFICATIONS:
• Criminal background check required for hire;
• Valid Colorado driver’s license required for hire;
• Requirement to obtain District’s small vehicle Permit within 60 days of hire; must maintain driving record to meet District’s minimum insurance requirements;
• Personal transportation that would allow for travel to and from the District’s 50+ sites;
• Attend and successfully complete all staff development training as required by state law or as directed by Supervisor.
 
TECHNICAL SKILLS, KNOWLEDGE & ABILITIES:
Legal Knowledge – Digital Media Content Specialist must possess a working knowledge of and promote and enact federal, state, and District education policies, standards, and procedures.  This position is responsible for supporting District systems in understanding and abiding by legal and ethical boundaries as outlined in the:
• Every Student Succeeds Act (ESSA 2015)
• Individuals with Disabilities Education Act (IDEA 2004)
• Family Educational Rights and Privacy Act (FERPA 1974)
• Children’s Online Privacy Protection Act (COPPA 1998)
Cultural Awareness – Videographer holds a basic knowledge expectation regarding local cultural diversity and how District services are best provided.  Other knowledge expectations include but are not limited to:
• Exceptional writing skills with consultive abilities to conceptualize and design media content;
• Well-developed customer service and public relations skills for a diverse audience;
• Well-developed oral and written English communication skills; Spanish language skills are desirable;
• Well-developed interpersonal relationship building skills;
• Ability to be adaptable and flexible with collaborative critical thinking and problem-solving capabilities;
• Ability to manage competing priorities with frequent interruptions in a timely manner;
• Ability to maintain confidentiality in all aspects of the job; especially as it relates to external communications;
• Ability to promote and follow Board of Education policies and building and department procedures;
• Ability to communicate, interact and work effectively and cooperatively with people from diverse ethnic and
  educational backgrounds;
• Ability to recognize the importance of safety in the workplace, follow safety rules, practice safe work habits, utilize appropriate safety equipment and report unsafe conditions to the appropriate administrator.
 
MATERIALS AND EQUIPMENT OPERATING KNOWLEDGE:
• Operating knowledge of District’s web-page design software within 30 days of hire and providing technical supports within 6months of hire.
• Operating knowledge of Production and post production editing and other presentation software required within 60 days of hire;
• Operating knowledge of and experience with non-linear editing system (i.e. Premiere Pro/Final Cut Pro) required upon hire;
• Operating knowledge of and experience with personal computers and peripherals;
• Operating knowledge of and experience with typical office equipment, such as scanner, copier, fax machine, etc.
• Operating knowledge of and experience with Microsoft Operating Systems, Microsoft Word, Excel, PowerPoint, Access, Outlook, G+, and personal device OS;

Salary & Benefits:
View all salary schedules for the current school year at: https://www.d51schools.org/departments111/human-resources/salary-schedules
Information regarding D51 Benefits can be found here: https://www.d51schools.org/departments111/human-resources/employee-benefits
 




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Openings as of 3/31/2025

Head Poms Coach

JobID: 11190

Position Type:
  Athletics/Coaching/Coaching


Date Posted:
  1/8/2025


Location:
  Grand Junction High School


  Additional Information:  Show/Hide
Description:

Job Summary:

Qualifications: 
Coach will need to have current CPR/AED/1st Aide card and a CHSAA coaching certificate or a current Colorado Teaching License.
Driving test may or may not be required depending on coaching position. 

Working Conditions:

Application Procedure:
Apply Online

Selection Procedure:




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Openings as of 3/31/2025

Head Football Coach

JobID: 11340

Position Type:
  Athletics/Coaching/Coaching


Date Posted:
  2/25/2025


Location:
  Central High School


  Additional Information:  Show/Hide
Description:

Job Summary:

Qualifications: 
Coach will need to have current CPR/AED/1st Aide card and a CHSAA coaching certificate or a current Colorado Teaching License.

Working Conditions:

Application Procedure:
Apply Online

Selection Procedure:




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Openings as of 3/31/2025

(.5) Counselor / (.5) Work Based Learning Coordinator

JobID: 11413

Position Type:
  Counseling/School Counselor


Date Posted:
  3/11/2025


Location:
  Career Center


Closing Date:
  3/17 or open until filled


  Additional Information:  Show/Hide
Description:
(Half-time) High School Counselor / (Half-time) Work Based Learning Coordinator 

Job Summary:
Operating under the general direction of the assigned building leader and the Coordinator of School Counselors, this position functions as a District representative working to empower all students to acquire academic, social/emotional, and career competencies within the D51 Teaching and Learning Framework.  School Counselors draw on the tools and examples as outlined in the American School Counselor Association’s (ASCA) Mindsets and Behaviors for Student Success in order to provide programming that supports education, prevention, and intervention activities

Essential Responsibilities - To perform this job successfully, an individual must be able to perform each essential responsibility 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. Frequency of responsibility, percent of time and work year may vary based on department or building assignment.
                              
Job Responsibility Description	Frequency Daily Weekly Monthly Annually Ongoing	% of Time 0-100%
Direct Services Design and implement instruction aligned to ASCA Student Standards: Mindsets & Behaviors for Student Success in large-group, classroom, small-group and individual settings. Deliver classroom lessons, small group sessions, and one-on-one short-term counseling to support students’ academic, social-emotional, and career development needs. Follow District 51 School Counselor master calendar to deliver district-required school counseling lessons. Respond to student crisis situations in a non-disciplinary role (e.g. Suicide Risk Screeners, dysregulated students) and report or refer to appropriate professionals or agencies.	Daily	40%
Indirect Services Referral/Recommendations: When a student's needs extend beyond the training and/or responsibilities of the school counseling role, School Counselors connect students and families to district and/or community-based resources. Consultation: With administrators, parents/guardians, staff, and community partners to implement appropriate tiers of culturally-responsive and trauma-sensitive interventions within the Multi-Tiered System of Support (MTSS) framework. Collaboration: With administrators, parents/guardians, staff, and community partners regarding student needs and concerns to support student achievement and social-emotional learning. To provide leadership and expertise in creating a positive school culture and climate that integrates diverse backgrounds, strengths, and needs. To support transition activities, Play a key role in supporting students through important transitions, including from PK to Kindergarten, 5th to 6th grade, 8th to 9th grade, and from 12th grade to post-secondary education or career paths. Counselors provide guidance, resources, and personalized support to help students navigate these transitions successfully, ensuring they are prepared both academically and emotionally for the next stage of their educational journey	Daily	40%
Program Planning and School Support The School Counselor will gather and interpret multiple sources of data, including academic, attendance, perception, mental health and well-being, and discipline data to develop goals for their school counseling program. Counselors will use data to inform and adjust evidence-based counseling strategies and interventions. Act as advocates on educational support teams such as: Crisis Team, MTSS, 504s, Master Scheduling, and Special Education teams. Support fair-share duties and responsibilities based on ASCA recommendations. Provide leadership and expertise in creating a positive school culture and climate that integrates diverse backgrounds, strengths, and needs.  Middle / High / Other - Provide purposeful course advisement as students strive to develop skills and behaviors essential to their academic and postsecondary success.	Daily	10%
ASCA / Professional Foundation Adhere to the ASCA National Model, incorporating ASCA Student Standards: Mindsets & Behaviors for Student Success, ASCA School Counselor Professional Standards & Competencies, and ASCA Ethical Standards for School Counselors. Apply developmental, learning, counseling and education theories. Demonstrate understanding of educational systems, legal issues, policies, research and trends in education. Demonstrate understanding of the impact of cultural, social and environmental influences on student success and opportunities. Demonstrate leadership through the development and implementation of a school counseling program. Demonstrate advocacy for a school counseling program. Create systemic change through the implementation of a school counseling program. Strive to focus 80% of their time on direct and indirect services based on the ASCA National Model. Strive to focus 20% of their time on Program Planning and School Support. Attend work and arrive in a timely manner. Attend district learning committee (LC) meetings for professional growth opportunities. Ability to manage multiple priorities and frequent interruptions in a timely manner. Some expectations for work outside of the regular schedule (e.g. school events, parent teacher conferences, award ceremonies, student meetings, training etc.).	Ongoing	5%
Other Duties Additional tasks, duties, and responsibilities may be assigned as needed/requested.	Ongoing	5%


Education and Experience 
Acceptable demonstration of acceptable education and/or experience will be at the sole discretion of the District.
• Preferred Master’s or higher degree in School Counseling as defined by accreditation by the Council for Accreditation of Counseling for Related Educational Programs (CACREP)
• Minimum of a Bachelor’s degree and eligible for appropriate Colorado license
  • Additionally, candidates are enrolled in a program to meet initial special service provider requirements within 3 years.

Work Based Learning Coordinator:
Operating under the general direction of building administration and in partnership with the Career & College Readiness Department, this position oversees the daily operations for Work Based Learning Programs such as Career Fairs, Hiring Events, Mock Interviews, WBL Readiness education and student Job Shadows, Internships and Apprenticeships throughout the building the employee is assigned to.  Employee provides an expertise regarding the Work Based Learning Program and is a primary resource to facilitate student recruits.  Employee is also the primary in-field contact for students participating and is available for any training needs, ongoing coaching and in addressing performance issues or Program conflicts.  As a primary point of contact for student Internships and Apprenticeships issues there is an expectation of excellent customer service skills and to work cooperatively to facilitate these interactions. As a leader in the District, this role has the accountability to understand, work within, and improve the complex and comprehensive 

Leadership and Administration Delivery:
Leadership in our dynamic educational organization requires an understanding of the philosophy of performance-based education, the D51 Learning Model, and the processes of program evaluation, research, and development.  The CCR and Industry Credentialing Coordinator is considered a technical expert regarding college preparations and industrial credentialing, and how available resources work to ensure student learning is in alignment with District’s initiatives.  This employee:
• Works with the Career & College Readiness Team, specifically the District-Level WBL Coordinator, to provide a consistent approach to Work Based Learning with the employee ensuring resources and supports are available for students,
• Actively champions and works directly with the Director regarding the approval process for new courses supporting these initiatives,
• Collaborates and facilitates secondary student WBL readiness by teaching employability skills,
• Analyzes career & college readiness of students in order to better understand the effectiveness of innovative curriculum, teaching frameworks, and student engagement;
• Consults with the Director, building Principal and other leadership regarding program evaluations, indicators of success, and how it relates to supporting district and building initiatives to maximize engagement and achievement for ALL students;
• Develops and maintains systems, timeframes, processes and procedures that ensures new and ongoing programming and the evaluation thereof are compliant with federal and state laws and regulations and District policies;
• Evaluates instructional and project-based programs using data integration, evidence based decision-making, data analysis, and evidence-based practices.

In addition, this role actively works with local Business and Industry to provide and tap into innovative programs and processes that are relevant and applicable to Work Based Learning.  As Career and College pathways are developed this positon will have opportunities to participate in and present at a variety of initiatives, community and school based. 

Collaborations – Career and College Readiness and Work Based Learning Curriculum
The Building-Level WBL Coordinator collaborates with CTE Teachers, content specialists, school counselors, and building leaders in the development and implementation of systematic systems that ensure student success.  The Coordinator champions these activities ensuring leadership’s understanding how the District’s mission results in students attaining mastery of the D51 Standards and career readiness;

Supporting Work Based Learning:
• Regularly researches and collects Colorado economic data, workforce trends, and employer skill needs,
• Supports the development and adoption of Career & Technical Education Standards,
• Provides oversight of approved/adopted D51 WBL offerings,
• Works to balance students’ interests and ability to explore unknown options with business and industry employment trends, hiring needs including employable skillsets, and known career paths,
• Works with school staff and students to understand academic graduation requirements, career interests, level of previous work or career exploration experiences and most importantly to engage students with the opportunities offered through WBL Program.Employee is expected to have contact with or provide informational materials to 100% of eligible or potential student candidates.The employee also works to inform school-based staff on WBL Program goals, opportunities, accessibility, and processes,
• Oversees short term Job Shadows and Internships that help students gain real world experience and allow for students to explore careers thought unattainable or not previously considered.Aspects of internship(s) such as assigning mentors/supervisors, coaching of students, communicating clear expectations, internship timeframe components, and other logistics require some flexibility on the part of all concerned and employee works to document and facilitate these interactions with a high degree of tact and professionalism,
• Maintains a schedule of regular administrative duties including data gathering, reporting, analysis and making recommendations regarding all aspects of the WBL Program.Areas of administrative responsibilities include but are not limited to accurate and timely inputting of student information, and performance reports.Some customized reporting may be required,
• Develops collaborative partnerships with District Level Work-Based Learning Coordinator, local business and industry, and student’s pursuing focused career options,
• Manages and organizes the D51 Career Development Program,
• Sustains a high level of technical knowledge regarding state and nation-wide workforce initiatives and legislation,
• Participate in training and workshop opportunities offered through the state or other outside entities,
• Sharing data and other industry or CCR relevant data with CTE Advisory Board, building leaders, and other stakeholders as requested.

Qualifications:
• Master’s degree in school counseling required including Council for Accreditation of Counseling & Related Educational Programs (CACREP) coursework required for certification or licensure*
• Attend and successfully complete all staff development training as required by state law or as directed by their Supervisor.
• Valid Colorado driver’s license or valid Colorado Identification required.
• Current valid Colorado Special Service Provider License with School Counseling endorsement required;
• Willingness to obtain WBL Coordinator credential through CDE;

Working Conditions:
High School Counselor: 208 days / year
Work Based Learning Coordinator: 188 days / year

Application Procedure:
Apply online

Selection Procedure:
Position is posted to internal transfers for a minimum of seven (7) calendar days or open until filled.  

Salary & Benefits:
Teacher Base Pay Salary Schedule Range:
$50,015 - $104,432 based on one (1) FTE at one hundred eighty eight (188) days.

Hiring Range for External Candidates:
$50,015 - $85,857 
*Teachers are initially placed according to experience. Teachers new to the District may be granted up to 15 years of experience, provided the experience occurred within the last 20 years in accordance with the MVEA Agreement.

View all salary schedules for the current school year at: https://www.d51schools.org/departments111/human-resources/salary-schedules
Information regarding D51 Benefits can be found here: https://www.d51schools.org/departments111/human-resources/employee-benefits




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Openings as of 3/31/2025

Instructional Coach - Culturally and Linguistically Diverse

JobID: 11401

Position Type:
  Curriculum/Instructional/Instructional Coach


Date Posted:
  3/7/2025


Location:
  Compass Building


Closing Date:
  3/13 or open until filled


  Additional Information:  Show/Hide
Description:
Culturally and Linguistically Diverse - Instructional Coach

Job Summary:
The Instructional Coach operates from a solution oriented stance to ensure the success of ESL/ELL teachers at the individual educator, site, and district levels.  As a change/catalyst leader in our District this role works to support system alignments as teachers apply ESL curriculum and development plans.  This role requires an understanding of the philosophy of standards based education, the D51 Learning Model, Teaching & Learning Framework including the processes of curriculum development and its effectiveness in the school.  In addition, the employee provides a high level of knowledge regarding current English Language Learners and teaching English as a Second Language educational trends, programs and opportunities.  Responsibilities within this area include designing, developing, implementing, monitoring the effectiveness and ensuring continuous improvements of the District’s comprehensive English Language Learners Program.  Programing components include but are not limited to:
 
• Working as a liaison between the D51 ESL Specialist, school sites, Learning Communities, and educators to document required standards, adopt curriculum, and plan for     instruction delivery;
• Collaborating with Special Populations departments to ensure equitable programming and continued academic progress for English language learners with specialized  learning needs;
• Developing and adjusting curriculum supporting resources that assist ESL teachers in supporting student mastery of content-specific standards and Colorado English Language Proficiency Standards (CELP);
• Developing and maintaining systems of support for building Learning Communities regarding strategies for working with English language learners;
• Providing support to ESL teachers and schools in terms of accountability, collection, and review of paperwork that assure compliance with state and federal laws;
• Responding to teacher, school, parent, and community needs including informal requests regarding policies, procedures, and programming for English language learners.
Directly coaching and working with teachers on the essential and best practices of the D51 Learning Model and English as a Second Language teaching methodologies using a variety of coaching roles including but not limited to:
• Teaching methodologies and best practices that align to the Teaching and Learning Framework and are effective in improving outcomes for English language learners;
• Sharing research, information and or resources (articles, materials, etc.) for teachers that align to D51 Standards, the Teaching and Learning Framework, World Class Instructional Design and Assessment (WIDA)’s key issues, and support language acquisition;
• Supporting ESL teachers in writing language centered instructional goals for identified students and facilitating the development of processes for dually identified students and for like-peer comparisons;
• Facilitating ESL teachers to work collaboratively with other teachers and support staff sharing learned strategies for working with English language learners;
• Assisting with the coordination of the 5th, 8th, and 12th grade Seal of Biliteracy programs;
• Supporting student assessments including WIDA Screener/ACCESS with results used as a catalyst for program improvements; 
• Coordinating data collection and analysis to monitor English Language Development (ELD) programming and student academic success during and after receiving English language development services. 
Using the data from student leaning the Instructional Coach facilitates professional learning throughout the District designing, delivering, and facilitating learning experiences around the unique needs of ESL/ELL teachers in each cohort.  Instructional Coach maintains and develops professional skills related to English language learners by attending district meetings, conferences, researching, networking, reading, and through continuing education.  Professional Development delivery expectations include providing a menu of differentiated professional development courses for English language development practitioners, general education teachers, administrators, and special service providers.

Staff Supervision and Development:
This position currently has no direct staff supervisory duties however, is still considered an instructional leader that promotes District efforts to ensure: 
• Student success as the primary focus;
• And intertwines the applied principles of collaborative adult learning;
Note: While not a direct supervisor the Instructional Coach does hold considerable influence regarding the professional development needs of ESL/ELL teachers.  The Coach works with the Director of Professional Learning and site Leaders: 
• Assisting leadership providing crucial information regarding each new teacher’s practice(s), professional learning needs, and providing input,
• Working with other Instructional Coaches, the Professional Learning Director, and site leaders to assess the professional learning needs of ESL/ELL teachers in the school/district.
• Coordinating with the Curriculum and Learning Design and Professional Learning Directors to align professional learning for the continuous improvement of all our instructional staff. 
• Leading and/or participating in meetings, workshops and seminars with responsibilities to remain up to date on research based teaching and learning practices and current trends.

Qualifications:
• Valid Colorado Teacher’s license with English Language Acquisition or other acceptable endorsement*;
• Valid Colorado driver’s license 
• Master’s degree in education plus additional English Language Learners coursework required for certification or licensure*
• Minimum of five years’ experience in Classroom Teacher role;
• Minimum two years of demonstrated professional learning facilitation experience in Performanced/Competency-Based system;
• Attend and successfully complete all staff development training as required by state law or as directed by their Supervisor.
  • (Acceptable education and experience equivalent will be at the sole discretion of the District) 

Working Conditions:
199 days/year

Application Procedure:
Apply Online

Selection Procedure:
Position is posted to internal transfers for a minimum of seven (7) calendar days or open until filled.  Position is posted to external applicants until filled.

Salary & Benefits:
Teacher Base Pay Salary Schedule Range:
$50,015 - $104,432 based on one (1) FTE at one hundred eighty eight (188) days.

Hiring Range for External Candidates:
$50,015 - $85,857 
*Teachers are initially placed according to experience. Teachers new to the District may be granted up to 15 years of experience, provided the experience occurred within the last 20 years in accordance with the MVEA Agreement.

View all salary schedules for the current school year at: https://www.d51schools.org/departments111/human-resources/salary-schedules
Information regarding D51 Benefits can be found here: https://www.d51schools.org/departments111/human-resources/employee-benefits
 




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Openings as of 3/31/2025

Technician, HVAC Certified

JobID: 11438

Position Type:
  Maintenance/Custodial/Warehouse


Date Posted:
  3/25/2025


Location:
  Administration Compound


Date Available:
  2024-25


Closing Date:
  04/04/2025


  Additional Information:  Show/Hide
                    
Job Title: Technician, HVAC Certified
Pay Program: Support Staff	FLSA Status: Non-Exempt
Reports to: Mechanical Supervisor	Pay Range:  CH 20 $30.70 - $34.16
Work Year: 260 days / 8 hours (Year Round)
 
 

VISION:  To Engage, Equip, and Empower Each and Every Student, Each and Every Day

SUMMARY: Responsible for repair, maintenance and installation of all district heating, ventilation, air conditioning and refrigeration systems.  Develops and promotes good community relations among various community and school clientele.

ESSENTIAL DUTIES AND RESPONSIBILITIES: 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.
                              
Job Responsibility Description
Repair, maintain and install various types of HVAC equipment and control systems including direct digital controls, boilers, pumps and piping systems.
Repair, maintain and install all types of refrigeration equipment.  Maintain knowledge and certification about handling of current refrigerants and new refrigerants as well as other relevant HVAC chemicals as necessary.
Perform electrical troubleshooting and installation from 24 volts to 480 volts 3 phase.
Perform sheet metal fabrication and installation.
Install gas pipes and perform repairs.  Provide emergency response to gas leaks and smells.
Perform pipe fitting plumbing work on all heating systems to include hot water, steam and radiant.
Perform preventative maintenance on all systems.
Perform other duties as assigned.
 
 
EDUCATION AND RELATED WORK EXPERIENCE:
• High school diploma or equivalent required
• Specialized courses in HVAC refrigeration
• More than four years of experience in the trade or journeyman status for HVAC

LICENSES, REGISTRATIONS or CERTIFICATIONS:
• Criminal background check required for hire
• Valid Colorado driver’s license
• EPA Certification for stationary CFC’s required 
• EPA 16 hour O&M Asbestos training required within 30 days of hire

TECHNICAL SKILLS, KNOWLEDGE & ABILITIES:
• Possess strong communication skills, both oral and written
• Possess strong interpersonal relations skills
• Possess basic math skills
• Strong customer service and public relations skills as well as the ability to use critical thinking and problem solving skills
• Strong organizational skills
• Ability to maintain confidentiality in all aspects of the job
• Ability to manage multiple tasks with frequent interruptions
• Ability to manage multiple priorities
• Ability to diffuse and manage volatile and stressful situations
• Ability to work with students with diverse backgrounds and abilities
• Ability and willingness to be on call and/or respond to calls 24/7
• Ability to promote and follow Board of Education policies, building and department procedures
• Ability to communicate, interact and work effectively and cooperatively with people from diverse ethnic and educational backgrounds
• Ability to recognize the importance of safety in the workplace, follow safety rules, practice safe work habits, utilize appropriate safety equipment and report unsafe conditions to the appropriate administrator

MATERIALS AND EQUIPMENT OPERATING KNOWLEDGE:
• Operating knowledge of building automation systems-computer controlled required 
• Operating knowledge of refrigerant handling and recovery required
• Operating knowledge of forklift, scissor lift, and boom truck required 
• Operating knowledge of and experience with personal computers and peripherals
• Operating knowledge of and experience with typical office equipment, such as telephones, copier, fax machine, E-mail, 10 key calculator, etc.
• Operating knowledge of and experience with Microsoft Office to include Word and Excel
 

Salary & Benefits:
View all salary schedules for the current school year at: https://www.d51schools.org/departments111/human-resources/salary-schedules
Information regarding D51 Benefits can be found here: https://www.d51schools.org/departments111/human-resources/employee-benefits
 





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Openings as of 3/31/2025

Custodian, Substitute

JobID: 11425

Position Type:
  Maintenance/Custodial/Warehouse/Custodian


Date Posted:
  3/13/2025


Location:
  Custodians


Date Available:
  2024-25


Closing Date:
  Open until filled


  Additional Information:  Show/Hide
Job Title:         Custodian (Substitute to Trainee level)
Pay Program:  Substitute Salary Schedule
Pay Range:      Custodian Substitute/Custodian Trainee
Work Year:        As Needed/Year-Round
Reports to:        Custodial Supervisor/Building Administrator
Direct Reports: This position has no supervisory responsibilities.  
---

Custodial Progression and Transition from Substitute to Trainee

Substitute Custodian
Substitute Custodians are assigned to different locations daily based on District needs.  This entry-level position requires individuals to pass specific job-related assessments to advance to the Trainee Custodian role.  Substitute Custodians are paid as needed and are not benefit-eligible.

Trainee Custodian
Upon meeting assessment requirements, Substitute Custodians transition to Trainee Custodian, continuing to float between schools as needed.  Trainees gain eligibility to apply for permanent site-based custodial positions as they become available.  Trainee Custodians are benefit-eligible. 
---

Summary
Working under the general direction of the Custodial Supervisor or designee and assigned Building Administration, this position is responsible for maintaining a clean, safe, and secure environment within the assigned building.  Duties include daily cleaning and sanitation of classrooms, offices, restrooms, hallways, and entryways, as well as minor building maintenance and supply management.  This position plays a key role in ensuring the facility remains well-maintained, presentable, and functional for students, staff, and visitors.

Essential Responsibilities - To perform this job successfully, an individual must be able to perform each essential responsibility 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. Frequency of responsibility, percent of time and work year may vary based on department or building assignment. 
                              
Job Responsibility Description
General Cleaning and Sanitation Clean and maintain classrooms, offices, restrooms, hallways, and common areas, including floors, carpets, windows, sinks, furniture, and fixtures. Sanitize high-touch surfaces, such as chalkboards, whiteboards, computer monitors, keyboards, door handles, and light switches. Empty and clean waste containers, ensuring proper trash removal. Perform restroom cleaning, including mirrors, fixtures, floors, dispensers, and graffiti removal. Maintain hallways and entryways, ensuring clear walkways, trash removal, and spill cleanup. Clean entry doors, windows, mats, overhangs, and light fixtures. Pick up and dispose of debris from parking lots and outdoor areas.
Building Monitoring and Security Secure doors, windows, gates, and parking lots. Conduct a walkthrough before departure, turning off lights and setting alarms as needed. May perform building and site safety checks, including inspecting for hazards, graffiti and vandalism. This duty may be performed independently without other staff or custodians present.
Event Set-up and Take-down Set-up and take down of equipment for building activities and outside usage.
Other Duties Additional tasks, duties, and responsibilities may be assigned as needed/requested.
 
 
Education and Experience 
Acceptable demonstration of acceptable education and/or experience will be at the sole discretion of the District.
• High school diploma, completion of G.E.D., or equivalent vocational school

Licenses, Registrations or Certifications
• Criminal background check required for hire
• Valid Colorado driver’s license
• Must be able to lift 50 pounds - Lift test required at time of hire
• Training on handling bodily fluids and spills required within 30 days of hire

Knowledge, Skills and Abilities
• Operating knowledge of equipment used in custodial equipment including gym floor applicator, floor buffer, water vacuum, extractor, and auto scrubbers
• Ability to interpret and implement OSHA’s Safety & Data Sheet protocols and regulations
• Thorough understanding of custodial methods, processes, procedures, chemicals, and equipment
• Familiarity with building operations, district scheduling systems and security procedures
• Knowledge of Body Fluid Spills training required within 30 days of hire
• Ability to be adaptable and flexible with collaborative critical thinking and problem-solving capabilities
• Clear and effective written and verbal communication skills
• Strong customer service skills, with the ability to provide support in a professional and approachable manner
• Commitment to handling sensitive and confidential information with the highest ethical standards
• Strong interpersonal skills to collaborate with staff and various stakeholders
• Ability to lead, communicate, interact and work effectively and cooperatively with people from diverse ethnic and educational backgrounds
• Ability to follow applicable federal, state, local laws and Board of Education policies, in addition to building and department procedures
• Ability to recognize the importance of safety in the workplace, follow safety rules, practice safe work habits, utilize appropriate safety equipment and report unsafe conditions to the appropriate administrator
• Operating knowledge of and experience with personal computers and peripherals, Microsoft Office Suite, as well as typical office equipment such as telephones, copiers, fax machine, email, etc.
 
Salary & Benefits:
View all salary schedules for the current school year at: https://www.d51schools.org/departments111/human-resources/salary-schedules
Information regarding D51 Benefits can be found here: https://www.d51schools.org/departments111/human-resources/employee-benefits
 




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Openings as of 3/31/2025

Nutrition Services Substitute

JobID: 10893

Position Type:
  Nutrition Services


Date Posted:
  7/11/2024


Location:
  Nutrition Services


Date Available:
  2024-25


Closing Date:
  Open Until Filled


  Additional Information:  Show/Hide
         
Job Title:     Nutrition Services Culinary Associate Substitute
Pay Program:   Support Staff	FLSA Status:       Non-Exempt
Reports to:    Culinary Manager, Nutrition Services	Pay Range:     $16.75 per hour
Work Year:   School Year - Variable Hours
 
SUMMARY:  Operating under the general supervision of the school’s Culinary Manager, employee is a member of the school’s culinary team working to create and serve scratch produced meals to the District’s students.  Performs scratch food production duties utilizing all components of the Healthy Hunger Free Kids Act and the Live Well School Meal Initiative. Employee is charged with providing well-balanced nutritious meals per approved USDA & Live Well recipe & production records.  Serving high risk populations, school food service activities require the highest degree of customer service skills, and production & sanitation practices.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES: 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.
                     
Job Duties
1.       Using highly technical scratch meal production techniques employee cooks daily to provide well-balanced, nutritious, and tasteful meals to students.  Employee uses a wide range of commercial kitchen equipment including but not limited to food processors, steamers, kettles, immersion blenders, and convection ovens as part of the scratch cooking environment.  Cooking skills required include basic cooking principles for prep work, baking, stove top, and knife work. District follows United States Department of Agriculture (USDA) standardized recipes, maintains production records, and incorporates Live Well training into employees daily responsibilities.
2.       Serving prepared meals as part of the school’s culinary team in a friendly, tactful, and professional manner, employee must adhere to the school’s established mealtime schedules and maintain compliance with correct portion size and correct USDA Offer versus Serve regulations.  In addition, employee is aware of and follows the USDA Counting & Claiming procedures as part of the Healthy Hunger Free Kids Act.
3.       Ensuring the health and safety of students and staff is paramount as scratch ingredients are used at each site, including raw proteins and produce products, and employee must incorporate a high degree of food safety knowledge and procedures.  Employee must be knowledgeable of and maintain compliance with all District, Colorado Department of Education, and USDA, state and federal laws, statutes and guidelines.  Employee is also responsible for monitoring proper food and equipment temperatures using Health Analysis Critical Control Point (HAACP) standards and when necessary taking proper protocols for foods outside the safe range.
4.       Focusing on the highest hygiene and sanitation standards, employee performs cleaning tasks including, but not limited to; dishwashing, cleaning and sanitizing all food contact surfaces used for preparation, cleaning all non-food contact surfaces such as floors, shelving, walls, windows, kitchen restroom facilities, laundering of linens, and towels etc.
5.       Rotating and cross-training in all scratch meal production and serve stations within the kitchen employee is able to easily adjust and change assigned tasks to ensure food quality, safety, and customer service standards are met. Duties will include point of sale (POS) and time clock computer usage as well as cash handling and daily deposit preparations.
6.       Assisting the Culinary Manager, employee uses First-In, First-Out (FIFO) and the Institute of Food and Agricultural Sciences (IFAS) guidelines to rotate stock and manage inventory.
7.       Other duties as assigned
 
EDUCATION AND RELATED WORK EXPERIENCE:
 
• High school diploma or equivalent required or current D51 student 16years of age working towards diploma*
 
(Acceptable education will be at the sole discretion of the District)
 
LICENSES, REGISTRATIONS or CERTIFICATIONS:
 
• Criminal background check required for hire;
• Current Mesa County School Nutrition Association Certification required within 90 days of hire;
  • NOTE:  District offers a salary differential for Certified versus Non-Certified Associates.
• A variety of lift tests, including carrying liquids, of up to 50# is required at time of hire with recertification every three years;
• Attend and successfully complete all staff development training as required by law or as directed by the Director of Nutrition Services.
 
TECHNICAL SKILLS, KNOWLEDGE & ABILITIES:
 
• Conversational oral and written communication skills in English with oral bi-lingual skills English/Spanish desirable 
• Ability to learn and comply with components of the Healthy Hunger Free Kids Act;
• Ability and passion for culinary training in order to develop and grow their role with the District;
• Ability to manage multiple priorities with frequent interruptions in a timely manner;
• Ability to maintain confidentiality in all aspects of the job;
• Ability to work collaboratively within a team setting;
• Ability to follow and comply with the current Colorado Department of Education and District policies and guidelines regarding food preparation, delivery, and storage;
• Ability to communicate, interact and work effectively and cooperatively with students and people from diverse ethnic and educational backgrounds;'
• Ability to recognize the importance of safety in the workplace, follow safety rules, practice safe work habits, utilize appropriate safety equipment and report unsafe conditions to the appropriate administrator
 
MATERIALS AND EQUIPMENT OPERATING KNOWLEDGE:
 
• Operating knowledge of and experience with institutional food service equipment; ovens, warmers, mixers, steamers, kettles, meat slicers, food processors, sectionizers, and immersion blenders etc.
• Operating knowledge of and experience with mechanical dishwasher and three compartment sinks
• Operating knowledge of and experience with personal computers and peripherals
• Operating knowledge of and experience with typical office equipment, such as telephones, copier, fax machine, E-mail, etc.

Salary & Benefits:
View all salary schedules for the current school year at: https://www.d51schools.org/departments111/human-resources/salary-schedules
Information regarding D51 Benefits can be found here: https://www.d51schools.org/departments111/human-resources/employee-benefits
 




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Openings as of 3/31/2025

Paraprofessional, Vocational – Compact Engine Repair

JobID: 11415

Position Type:
  School Support Staff


Date Posted:
  3/25/2025


Location:
  Career Center


Date Available:
  2025-26


Closing Date:
  06/30/2025


  Additional Information:  Show/Hide
Work Job Title:     Paraprofessional, Vocational – Compact Engine Repair
Pay Program:      Support Staff                                                                      FLSA Status:    Non-Exempt
Reports to:           Building Leader                                                                 Pay Range       CH 6 $17.57 - $19.97                                                                                                                                       
Work Year:           175 Days / 6.5 Hours
 
VISION:  To Engage, Equip and Empower Each and Every Student, Each and Every Day.
 
SUMMARY: Responsible for assisting instruction in the Compact Engines Repair Program at the Career Center.  Develops and promotes good community relations among various community and school clientele.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES:  To perform this job successfully, and 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.
           
Job Responsibility Descriptions

Assist, supervise and provide direction for students in compact engine repair.  Assist with the delivery of instructional activities as assigned and developed by the Compact Engine Repair teacher.   This position oversees daily operations helping students experience hands-on learning in the Compact Engine Repair Program.This program consists of three levels; Basic, Intermediate and Advanced.The course covers the fundamentals of all four cycle engine operation, hands-on training in performing complete overhauls of four stroke L-heads and OHV engines (Briggs & Stratton) including diagnostics and failure analysis.Students will also learn general repair of engines including lawn mowers, weed whackers, rototillers, power washers and other types of small engines.All students will receive a Briggs and Stratton technician account and access to Briggs and Stratton Power Portal.Para-professional may need to assist and problem solve logging in and accessing the portal, as well as assist in creating the technician accounts.

Assist, as directed, in maintaining student and program files and records.

Assists the program Teacher in locating, obtaining donations of, purchasing, and picking up supplies and materials for this program.  This position may be responsible for establishing and monitoring an inventory control system for the supplies and program equipment.

Assist, as directed, in maintaining financial records for the program.

Perform other duties as assigned

EDUCATION AND RELATED WORK EXPERIENCE:
• High school diploma or equivalent required and*;
• Minimum two years of experience working with students; preference given for prior school district experience;
• Preference given for one to two years of experience in the vehicle repair industry;
• Bilingual oral and written skills, English/Spanish, are desirable;
• *Acceptable demonstration of education and/or experience is at the sole discretion of the district.
 
LICENSES, REGISTRATIONS or CERTIFICATIONS:
• Valid Colorado driver’s license or other form of identification required;
• Successful passing of criminal background check required for hire;
• Valid School District Vehicle Permit (within three months of hire);
• Must successfully pass a 35 lbs. lift test upon hire with recertification every three years;
• Attend and successfully complete all staff development training as required by state law or as directed by supervisor.
TECHNICAL SKILLS, KNOWLEDGE AND ABLIITIES;
• Working knowledge of the mechanics of sport vehicles, troubleshooting and repair
• Well-developed oral communication and phone etiquette skills in English;
• Well-developed customer service, public relations, and interpersonal relationship building skills;
• Strong ability to use de-escalation techniques and to defuse stressful and possibly volatile situations;
• Strong professional written-communication and group presentation skills;
• Strong working knowledge of laws and statutes as outlined in the:
  • Every Student Succeeds Act (ESSA, 2015),
  • Americans with Disabilities Act (ADA),
  • Health Insurance Portability and Accountability Act (HIPPA, 1996);
• Strong ability to apply basic math skills and calculations with a high-degree of accuracy;
• Ability to apply and explain the application of Human Resources’ policies regarding employment including benefits;
• Ability to maintain confidentiality in all aspects of the job, especially as related to personal issues;
• Ability to work independently as needed with minimal direction and/or supervision;
• Ability to manage multiple priorities and frequent interruptions in a timely manner;
• Ability to be adaptable and flexible with critical thinking and problem-solving capabilities;
• Ability to promote and follow Board of Education policies, building and department procedures;
• Ability to communicate, interact, and work effectively and cooperatively with people from diverse ethnic and educational backgrounds;
• Ability to recognize the importance of safety in the workplace, follow safety rules, practice safe work habits, utilize appropriate safety equipment, and report unsafe conditions to the appropriate administrator.
 
MATERIALS AND EQUIPMENT OPERATING KNOWLEDGE:
• Operating knowledge of and experience with personal computers and peripherals;
• Operating knowledge of and experience with office software such as word processing and spreadsheets;
• Operating knowledge of and experience with typical office equipment, such as telephones, copier, fax machine, E-mail, etc.
• Compact Engine Repair:  Operating knowledge of general automotive engines and repair
Salary & Benefits:
View all salary schedules for the current school year at: https://www.d51schools.org/departments111/human-resources/salary-schedules
Information regarding D51 Benefits can be found here: https://www.d51schools.org/departments111/human-resources/employee-benefits

 




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Openings as of 3/31/2025

School Health Assistant

JobID: 11390

Position Type:
  School Support Staff/Health Assistant


Date Posted:
  3/25/2025


Location:
  Hawthorne Building


Date Available:
  2025-26


Closing Date:
  06/30/2025


  Additional Information:  Show/Hide
                    
Job Title:         School Health Assistant
Pay Program: Support Staff	FLSA Status: Non-Exempt
Reports to:     School Principal and Registered Nurse	Pay Range:    CH 7 $18.45 - $20.57
Work Year:      School Year Calendar
 
 

VISION: To Engage, Equip, and Empower Each and Every Student Each and Every Day. 

SUMMARY:  Working under the direct supervision and guidance of the assigned Registered Nurse (RN) and/or school Principal this position assists in meeting the health needs of students according to district policies and school procedures.  The Health Assistant (HA) may assist with providing an array of medical/health care including but not limited to emergent, injured, sick, and medically fragile students and according to current needs.  Duties include coordinating mandated annual screenings, maintaining medical documentation and an assortment of regulated or compliance related tasks.  In addition, this position is often a first point of contact for community agencies, students, and parents regarding student and or public health concerns and as such this position must work cooperatively to facilitate and promote positive relations while maintaining a high level of professionalism.

ESSENTIAL DUTIES AND RESPONSIBILITIES: 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.                    
Job Responsibility Description

Provides appropriate medical care for sick and/or injured students at the assigned school.  All first aid/medical care is provided according to federal and state laws, statutes, and the District’s policies and per direct instruction from the school’s Registered Nurse (RN).  The care provided for emergent first aid cases can vary widely and require the employee hold a base knowledge for a variety of situations and employee is expected to manage stressful and fluid situations calmly while performing these tasks/duties.

Performs specific medical tasks and care for individual students as delegated by the RN. Examples of typical medical care include; medication administration, monitoring diabetes care and procedures, regular medical care procedures, and other tasks related to chronic health needs that require RN delegation and oversight.

Inputs information and data entries to student health care records assisting the RN in maintaining student medical records and other health office paperwork according to standards and protocols.  Information may be entered manually, electronically and/or both according specific to the type and nature of the information.  Note:  Health Assistant is responsible for adhering to all HIPAA and FERPA regulations especially as it relates to protecting the privacy and sensitivity of students’ medical information.

Communicates with RN, building Administrator, parents, and/or designated person in a timely manner as appropriate in cases of a major illness, serious injury or other health-related issues. Completes and forwards incident reports to the Risk Management department per established protocols.  In addition, the Health assistant participates in routine communications in collaboration with the school RN regarding student health needs, current community health concerns, teacher referrals, referrals from other disciplines, parent concerns and other communication needs as determined.

Maintains an organized, well-stocked, clean and organized School Health Office.  Under the general direction of the R.N. the Health Assistant oversees the inventory, ordering and stocking of health and first aid supplies.  This responsibility includes the proper labeling, documentation, and storage for student medications including but not limited to epi-pens and, inhalers.  In addition, the HA regularly disinfects the entire Health Office including cots, sinks, counter tops, door knobs, light switches, telephone receivers per established nursing services protocols.

Assists the school’s compliance with federal and state laws and with D51 policies as it relates to student vision and hearing screenings, immunization records, communicable disease reporting, and any other health related mandates. Responsibilities include overseeing the logistical arrangements for the school-site screenings, entering screening data and student information into database(s) in a timely manner and screening follow-up communications.  In rare cases, the Registered Nurse may request the Health Asst. to assist other schools with mandated screenings activities as well.

As the workload for this position can fluctuate depending on student health care needs there is some expectation for the Health Assistant to provide support to the general school office staff when possible; i.e. answering front counter questions, in-coming telephone calls, directing office traffic, and providing general information.

Performs other duties as assigned/directed.
 
 

EDUCATION AND RELATED WORK EXPERIENCE:
• High school diploma or equivalent required*, preference for additional courses in medical caregiving or other relevant topics; 
• Preference given for applicants with prior experience in the medical field or other first-aid experience.
• *(Acceptable equivalent will be at the sole discretion of the District)

LICENSES, REGISTRATIONS or CERTIFICATIONS:
• Criminal background check required for hire;
• Valid Colorado driver’s license or identification required for hire;
• CPR/AED/First Aid Certification required for hire;
• Health Assistant Work Keys Assessment passing score required for hire; 
• Registered Nurse skills check off confirmation, including audiometer & vision screening assistance within 30 days of hire;
• Attend and successfully complete all staff development training as required by RN, Principal, by law or as assigned.

TECHNICAL SKILLS, KNOWLEDGE & ABILITIES:
• Exceptional oral communication and phone etiquette skills in English;
  • Ability to use Spanish oral communication skills is desirable;
• Strong working knowledge of special education and medical information privacy laws and statutes as outlined in the:
  • Every Student Succeeds Act (ESSA, 2015)
  • Exceptional Children’s Education Act (ECEA, 2013) 
  • Health Insurance Portability and Accountability Act (HIPAA, 1996)
  • Family Educational Rights and Privacy Act (FERPA, 1974, 2016)
• Exceptional customer service, public relations, and interpersonal relationship building skills;
• Strong ability to take calm action in emergency situations that may involve injury or severe illness;
• Strong professional written communication skills;
• Strong data entry, basic accounting, and math skills;
• Ability to maintain confidentiality in all aspects of the job; especially related to financial, student, and personnel issues;
• Ability to work independently as needed with minimal direction and/or supervision;
• Ability to manage multiple priorities and frequent interruptions in a timely manner;
• Ability to be adaptable and flexible with critical thinking and problem solving capabilities;
• Ability to promote and follow Board of Education policies, District building and department policies and procedures;
• Ability to communicate, interact and work effectively and cooperatively with people from diverse ethnic and educational backgrounds;
• Ability to recognize the importance of safety in the workplace, follow safety rules, practice safe work habits, utilize appropriate safety equipment and report unsafe conditions to the appropriate administrator;
• Knowledge and enforcement of District rules and regulations is required to protect District people and property and to prevent safety concerns before they happen.

MATERIALS AND EQUIPMENT OPERATING KNOWLEDGE:
• Operating knowledge of and experience with personal computers and peripherals;
• Operating knowledge of and experience with office software such as word processing, spreadsheets, and email;
• Operating knowledge of and experience with typical office equipment, such as copier, scanner, fax machine, etc.;
• Operating knowledge of early childhood and student tracking system required within 30 days of hire;
• Ability to operate a audiometer, automated external defibrillator (AED),  assist with vison screenings, and read a thermometer required within 30 days of hire;
• Upon appropriate training and under the direct supervision of the School Nurse, the Health Assistant may perform procedures that include but are not limited to catheterizations and feeding tube clearings, toileting, oral suctioning, and care, anaphylactic injections, insulin reactions and other similar activities.

Salary & Benefits:
View all salary schedules for the current school year at: https://www.d51schools.org/departments111/human-resources/salary-schedules
Information regarding D51 Benefits can be found here: https://www.d51schools.org/departments111/human-resources/employee-benefits
 




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Openings as of 3/31/2025

Paraprofessional, Classroom - Challenge Program/GT Paraprofessional

JobID: 11423

Position Type:
  School Support Staff/Paraprofessional, Classroom


Date Posted:
  3/25/2025


Location:
  Orchard Mesa Middle School


Date Available:
  2025-26


Closing Date:
  06/30/2025


  Additional Information:  Show/Hide
                  
Job Title:         Paraprofessional, Classroom
Pay Program: Support Staff	FLSA Status: Non-Exempt
Reports to:     Assigned Building Leader	Pay Range:    CH 5 $16.77 - $19.07
Work Year:      174 Days / 4 Hours
 

The Challenge Program paraprofessional position is a specialized role that focuses on supporting students in the Challenge Program at OMMS. The Challenge Program is a magnet program for highly Gifted and Talented students who are also high achieving. This role should have or be able to quickly learn knowledge about Advanced Learning Plans (ALP), accelerated Middle and High School Math content, and executive functioning skills. Past experience working with secondary Gifted learners is preferred.  

VISION: To Engage, Equip, and Empower Each and Every Student, Each and Every Day.

SUMMARY: Operating under the general supervision of the school’s Principal and assigned Teacher, the employee will perform a variety of instructional support and clerical duties.  Employee acts as a teacher resource working directly with students and reinforcing the D51 Learning Model preparing and assisting with core lessons, participating in students’ reading or math programs, and other curriculum-based instruction.  The paraprofessional is an integral part of the District’s social emotional learning programs leading students through example.  This position is also often a point of contact for the staff, students, and parents entering the classroom environment and the employee must work cooperatively to facilitate these interactions.

ESSENTIAL DUTIES AND RESPONSIBILITIES: 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.                                
Job Responsibility Descriptions
Assisting the Teacher for the assigned classroom, the Classroom Paraprofessional works as a first point of contact helping the Teacher to deliver instructional curriculum and maintain the classroom learning environment.  Supporting the Teacher in implementing the D51 Learning Model, the paraprofessional can be assigned a wide variety of tasks and duties that include but are not limited to preparing and instructing core lessons, participating in students’ reading or math programs, developmentally appropriate social studies, and other curriculum based instruction.  This role reinforces the Teacher’s expectations for quality work by coaching and guiding students as assigned/appropriate.  Duties include communicating back to the Teacher any observations regarding participation levels and effectiveness of instructive programs for student’s performance based learning plan(s).
Monitoring student behaviors and social emotional skills in a variety of school environments including playgrounds, cafeteria, assemblies, group activities, one-on-one tutoring, and many other situations is a continuous responsibility of this position.  Paraprofessional may also be assigned before and/or after school bus stop monitoring duties as well.  Daily interactions with students give the employee an opportunity to provide guidance and impart self-management skills to enhance student(s) behavior(s) toward appropriate responses and choices.  The paraprofessional is often a first-point-of-contact for demonstrating D51 Social Emotional Learning with students and there is an expectation for the person in this role to promote the District’s mission for this topic.
Supporting the assigned Teacher preparing, creating, copying and compiling a wide variety of instructional and classroom materials and documents are typical duties for this paraprofessional role.  Para may be assigned oversight of student assignments, copying, tracking, reviewing, grading, etc. assisting students through the process of both in classroom and out of classroom work.  Para also assists the Teacher with classroom learning aids installing and maintaining bulletin board updates, visual aids, sensory learning tools, and other in class materials.
Aiding the teacher with testing session logistics and other clerical duties related to testing periods is an important aspect of the para’s duties.  Assigned tasks may be in classroom or one-on-one sessions and may include duties such as, scheduling, demographic data entry, and providing for testing make-up sessions.
Participating in staff meetings and/or building level in-service training programs as appropriate.  Classroom paraprofessional may also participate in and assist activities outside of the classroom including, field trips and off-site tours.  Note: The actual duties of this position may vary based on the current building assignment.
Perform other duties as assigned.
 
 

EDUCATION AND RELATED WORK EXPERIENCE:
• High school diploma or equivalent required and*;
• Minimum two years of experience working with children and/or students; 
• Preference given for credit hours in early-childhood education, education, or healthcare and/or prior school district experience; 
• Bilingual oral and written skills, English/Spanish, are desirable;
  • *Acceptable demonstration of education and/or experience is at the sole discretion of the district.

LICENSES, REGISTRATIONS or CERTIFICATIONS:
• Valid Colorado driver’s license or form of official identification required;
• Must successfully complete a criminal background check required for hire;
• Attend and successfully complete all staff development training as required by state law or as directed by supervisor.

TECHNICAL SKILLS, KNOWLEDGE & ABILITIES:
• Well-developed oral communication and phone etiquette skills in English;
• Well-developed knowledge of and interest in literature, language, linguistic units, and literacy;
• Well-developed interpersonal relationship building skills, especially as it relates to students and the school environment;
• Strong ability to use de-escalation techniques and to defuse stressful and possibly volatile situations;
• Strong working knowledge of laws and statutes as outlined in the:
  • Every Student Succeeds Act (ESSA, 2015),
  • Health Insurance Portability and Accountability Act (HIPPA, 1996),
  • Americans with Disabilities Act (ADA, 1990).
• Strong ability to maintain confidentiality in all aspects of the job, especially as related to student issues;
• Ability to work independently as needed with minimal direction and/or supervision;
• Ability to manage multiple priorities and frequent interruptions in a timely manner;
• Ability to be adaptable and flexible with critical thinking and problem-solving capabilities;
• Ability to promote and follow Board of Education policies, building, and department procedures;
• Ability to communicate, interact, and work effectively and cooperatively with people and students from diverse ethnic and educational backgrounds;
• Ability to recognize the importance of safety in the workplace, follow safety rules, practice safe work habits, utilize appropriate safety equipment, and report unsafe conditions to the appropriate administrator.

MATERIALS AND EQUIPMENT OPERATING KNOWLEDGE:
• Operating knowledge of and experience with personal computers and peripherals;
• Operating knowledge of and experience with office software such as word processing, spreadsheets, and email;
• Operating knowledge of and experience with typical office equipment, such as telephones, copier, fax machine, etc.

Salary & Benefits:
View all salary schedules for the current school year at: https://www.d51schools.org/departments111/human-resources/salary-schedules
Information regarding D51 Benefits can be found here: https://www.d51schools.org/departments111/human-resources/employee-benefits
 




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Openings as of 3/31/2025

Paraprofessional, Classroom

JobID: 11202

Position Type:
  School Support Staff/Paraprofessional, Classroom


Date Posted:
  1/27/2025


Location:
  Nisley Elementary
(High-Needs School)


Date Available:
  2024-25


Closing Date:
  02/02/2025


  Additional Information:  Show/Hide
Temporary for the 2024-25 School Year           
Job Title: Paraprofessional, Classroom
Pay Program: Support Staff	FLSA Status: Non-Exempt
Reports to: Assigned Building Leader	Pay Range: CH 5 $16.77 - $19.07
Work Year: 171 Days / 7 Hours
 
VISION: To Engage, Equip, and Empower Each and Every Student, Each and Every Day.
 
SUMMARY: Operating under the general supervision of the school’s Principal and assigned Teacher, the employee will perform a variety of instructional support and clerical duties.  Employee acts as a teacher resource working directly with students and reinforcing the D51 Learning Model preparing and assisting with core lessons, participating in students’ reading or math programs, and other curriculum-based instruction.  The paraprofessional is an integral part of the District’s social emotional learning programs leading students through example.  This position is also often a point of contact for the staff, students, and parents entering the classroom environment and the employee must work cooperatively to facilitate these interactions.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES: 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.                       
Job Responsibility Descriptions
Assisting the Teacher for the assigned classroom, the Classroom Paraprofessional works as a first point of contact helping the Teacher to deliver instructional curriculum and maintain the classroom learning environment.  Supporting the Teacher in implementing the D51 Learning Model, the paraprofessional can be assigned a wide variety of tasks and duties that include but are not limited to preparing and instructing core lessons, participating in students’ reading or math programs, developmentally appropriate social studies, and other curriculum based instruction.  This role reinforces the Teacher’s expectations for quality work by coaching and guiding students as assigned/appropriate.  Duties include communicating back to the Teacher any observations regarding participation levels and effectiveness of instructive programs for student’s performance based learning plan(s).
Monitoring student behaviors and social emotional skills in a variety of school environments including playgrounds, cafeteria, assemblies, group activities, one-on-one tutoring, and many other situations is a continuous responsibility of this position.  Paraprofessional may also be assigned before and/or after school bus stop monitoring duties as well.  Daily interactions with students give the employee an opportunity to provide guidance and impart self-management skills to enhance student(s) behavior(s) toward appropriate responses and choices.  The paraprofessional is often a first-point-of-contact for demonstrating D51 Social Emotional Learning with students and there is an expectation for the person in this role to promote the District’s mission for this topic.
Supporting the assigned Teacher preparing, creating, copying and compiling a wide variety of instructional and classroom materials and documents are typical duties for this paraprofessional role.  Para may be assigned oversight of student assignments, copying, tracking, reviewing, grading, etc. assisting students through the process of both in classroom and out of classroom work.  Para also assists the Teacher with classroom learning aids installing and maintaining bulletin board updates, visual aids, sensory learning tools, and other in class materials.
Aiding the teacher with testing session logistics and other clerical duties related to testing periods is an important aspect of the para’s duties.  Assigned tasks may be in classroom or one-on-one sessions and may include duties such as, scheduling, demographic data entry, and providing for testing make-up sessions.
Participating in staff meetings and/or building level in-service training programs as appropriate.  Classroom paraprofessional may also participate in and assist activities outside of the classroom including, field trips and off-site tours.  Note: The actual duties of this position may vary based on the current building assignment.
Perform other duties as assigned.
 
 
 
EDUCATION AND RELATED WORK EXPERIENCE:
• High school diploma or equivalent required and*;
• Minimum two years of experience working with children and/or students;
• Preference given for credit hours in early-childhood education, education, or healthcare and/or prior school district experience;
• Bilingual oral and written skills, English/Spanish, are desirable;
• *Acceptable demonstration of education and/or experience is at the sole discretion of the district.
 
LICENSES, REGISTRATIONS or CERTIFICATIONS:
• Valid Colorado driver’s license or form of official identification required;
• Must successfully complete a criminal background check required for hire;
• Attend and successfully complete all staff development training as required by state law or as directed by supervisor.
 
TECHNICAL SKILLS, KNOWLEDGE & ABILITIES:
• Well-developed oral communication and phone etiquette skills in English;
• Well-developed knowledge of and interest in literature, language, linguistic units, and literacy;
• Well-developed interpersonal relationship building skills, especially as it relates to students and the school environment;
• Strong ability to use de-escalation techniques and to defuse stressful and possibly volatile situations;
• Strong working knowledge of laws and statutes as outlined in the:
  • Every Student Succeeds Act (ESSA, 2015),
  • Health Insurance Portability and Accountability Act (HIPPA, 1996),
  • Americans with Disabilities Act (ADA, 1990).
• Strong ability to maintain confidentiality in all aspects of the job, especially as related to student issues;
• Ability to work independently as needed with minimal direction and/or supervision;
• Ability to manage multiple priorities and frequent interruptions in a timely manner;
• Ability to be adaptable and flexible with critical thinking and problem-solving capabilities;
• Ability to promote and follow Board of Education policies, building, and department procedures;
• Ability to communicate, interact, and work effectively and cooperatively with people and students from diverse ethnic and educational backgrounds;
• Ability to recognize the importance of safety in the workplace, follow safety rules, practice safe work habits, utilize appropriate safety equipment, and report unsafe conditions to the appropriate administrator.
 
MATERIALS AND EQUIPMENT OPERATING KNOWLEDGE:
• Operating knowledge of and experience with personal computers and peripherals;
• Operating knowledge of and experience with office software such as word processing, spreadsheets, and email;
• Operating knowledge of and experience with typical office equipment, such as telephones, copier, fax machine, etc.

Salary & Benefits:
View all salary schedules for the current school year at: https://www.d51schools.org/departments111/human-resources/salary-schedules
Information regarding D51 Benefits can be found here: https://www.d51schools.org/departments111/human-resources/employee-benefits
 




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Openings as of 3/31/2025

School Security Officer

JobID: 11441

Position Type:
  Security/School Security Officer


Date Posted:
  3/25/2025


Location:
  Administration Compound


Date Available:
  2024-25


Closing Date:
  Open until filled


  Additional Information:  Show/Hide
           
Job Title	School Security Officer
Pay Program	Support Staff
Reports to	Director of Safety
FLSA Status	Non-Exempt
Work Year	206 Days/ 8 hours
Pay Range	Classified Hourly Grade 19 Starts at $29.74 - $33.13
 

SUMMARY:   Operating under the general supervision of the Director of Safety, this position is often a first point of contact for the safety concerns of students, staff, public safety personnel, and others entering a District building and as such must work cooperatively to facilitate these interactions.  Primarily scheduled during regular school hours, this position responds to all levels of security and potential emergency needs by District employees, students and the public on Mesa County Valley School District property.  This position is primarily responsible for maintaining order and discipline while enforcing laws and District regulations on all campuses.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES: To be successful 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.
                     
Job Responsibility Descriptions
Patrols assigned school District buildings, parking lots, and grounds for illegal activities, suspicious behavior or dangerous situations.  Typical situations encountered may include detecting and/or interdicting vandalism, theft, burglary, drug incidents and other criminal activity including life safety threats.  Daily patrols occur on foot and in District vehicles and include daily touch-base conversations with the school Principal, building administrators, or designee.  A consistent presence is established in order to promote a positive rapport with students and staff.
Provides a safety resource to students and staff through relationship building skills and a consistent visible presence.  This position works in close proximity to students throughout the day and may intervene to halt or prevent fights, disturbances, or to diffuse threatening and confrontational situations.  The duties within this responsibility include but are not limited to general and regular communication with students, administering warnings to students, referrals to building administrators for disciplinary actions and school safety issues.  Coordinates with building administrators and police on the investigation of criminal incidents or discipline code violations.
Responds to all alarm activations and emergency situations during regular hours for assigned areas.  Duties under this responsibility include checking the security of the premises, noting any security concerns, and assisting responding police officers and/or District personnel.  While on duty and as needed, this position conducts a preliminary investigation and documents possible criminal activity on District property.  This position will rarely provide live court testimony however, will often file official incident reports used in criminal investigations.  Reports are provided in writing and/or verbally as circumstances dictate.
Monitors alarms, cameras, and other security systems equipment for designated District properties as directed and in the course of investigations.  Conducts preliminary investigations of code, policy, and law violations.  As it relates to District concerns this position often works closely with police officers during the initial stages of an investigation.  Rarely emergency situations may require administering first aid assistance until first responders arrive.
Assists building administration in the execution of fire drills, shelter in place drills, lock-down, evacuation, and all other safety drills.  Expectations include on-site presence and providing assistance to the staff and students while maintaining order.
Communicates with supervisor in a timely manner regarding on-going concerns, problems, or unresolved issues.  This position also completes investigative reports, recommendations, and summaries according to District policy and procedures.
Performs an annual review assessing the safety and security of all assigned District sites and property.  Accompanying annual report is completed per District standards and submitted in a timely manner.
As assigned this position provides security and assistance at school functions and sporting events.  These events often occur outside regular hours and are scheduled in cooperation with the supervisor and building administration.  Duties include but are not limited to walking among event spectators and others attendees to promote order and to provide a visible presence that deters safety issues.
Other duties as assigned.
 
EDUCATION AND RELATED WORK EXPERIENCE:
• Minimum age requirement is 21;
• High school graduate or GED equivalent required;
• Minimum 2 years prior experience in military police and/or law enforcement required;
• Previously held or currently have Colorado Peace Officer’s Standard Training (POST) Certification
• Colorado Firearms Conceal Carry Permit required within 60 days of hire 
LICENSES, REGISTRATIONS or CERTIFICATIONS:
• Criminal background check required for hire;
• Pre-employment psychological assessment is required prior to hire;
• Pre-employment physical fitness for duty assessment is required prior to hire;  
• Required to pass District’s firearm qualification test upon hire;
• Valid Colorado Driver’s License required;
• Must obtain District’s Small Vehicle Permit within 60 days of hire;
• CPR Certification and general first aid training required within 90 days of hire;
• Attend and successfully complete all staff development training as required by state law or as directed by the Director of Security.  Training includes but is not limited to District’s regularly scheduled firearms qualification test.

AVAILABILITY: 
• Position offers intermittent opportunities for hours scheduled outside of the normal work day.  Work may require nights and weekends as athletic events and school functions are scheduled. 
TECHNICAL SKILLS, KNOWLEDGE & ABILITIES:
• Exceptional verbal communication skills including de-escalation and conflict management skills
• Well-developed skills of observation, detailed oriented, not easily distracted, and able to identify threats quickly
• Ability to manage multiple priorities in a timely manner
• Ability to diffuse and manage volatile and stressful situations
• Ability to maintain confidentiality in all aspects of the job
• Ability to be adaptable and flexible with critical thinking and problem solving capabilities
• Ability to intervene in physical conflict and physically restrain persons to protect property or other persons
• Well-developed ability to promote and follow Board of Education policies, building and department procedures
• Ability to communicate, interact and work effectively and cooperatively with people from diverse ethnic and educational backgrounds
• Ability to recognize the importance of safety in the workplace, follow safety rules, practice safe work habits, utilize appropriate safety equipment and report unsafe conditions to the appropriate administrator
• Knowledge and enforcement of District rules and regulations is required to protect District people and property and to prevent safety concerns before they happen 
   
MATERIALS AND EQUIPMENT OPERATING KNOWLEDGE:
• Operating knowledge of and experience with typical office equipment, such as telephones, copier, fax machine, etc.
• Operating knowledge of and experience with office software to include Email, word processing and spreadsheets
• Operating knowledge of electronic surveillance systems preferred
• District approved uniform and equipment is required


Salary & Benefits:
View all salary schedules for the current school year at: https://www.d51schools.org/departments111/human-resources/salary-schedules
Information regarding D51 Benefits can be found here: https://www.d51schools.org/departments111/human-resources/employee-benefits
 




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Openings as of 3/31/2025

SPED Moderate Needs

JobID: 11316

Position Type:
  Special Education - Certified


Date Posted:
  2/19/2025


Location:
  Division of Youth Services


Closing Date:
  2/25 or open until filled


  Additional Information:  Show/Hide
Description:
SPED - Moderate Needs

Job Summary:
Special Education Teacher

Qualifications:
Must have or be eligible for Colorado Teaching License with Special Education Generalist endorsement

Working Conditions:
190 days/year

Application Procedure:
Apply Online

Selection Procedure:
Position is posted to internal transfers for a minimum of seven (7) calendar days or open until filled

Salary & Benefits:
Teacher Base Pay Salary Schedule Range:
$50,015 - $104,432 based on one (1) FTE at one hundred eighty eight (188) days.

Hiring Range for External Candidates:
$50,015 - $85,857
*Teachers are initially placed according to experience. Teachers new to the District may be granted up to 15 years of experience, provided the experience occurred within the last 20 years in accordance with the MVEA Agreement.

View all salary schedules for the current school year at: https://www.d51schools.org/departments111/human-resources/salary-schedules
Information regarding D51 Benefits can be found here: https://www.d51schools.org/departments111/human-resources/employee-benefits




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Openings as of 3/31/2025

SPED Early Childhood

JobID: 11286

Position Type:
  Special Education - Certified/Early Childhood Special Education


Date Posted:
  2/18/2025


Location:
  Basil T Knight Center (BTK)


Closing Date:
  2/24 or open until filled


  Additional Information:  Show/Hide
Description:
SPED Early Chidlhood
(ECSE)

Job Summary:
Early Childhood Special Education Teacher

Qualifications:
Must have or be eligible for Colorado Teaching License with Early Childhood Special Education endorsement

Working Conditions:
188 days/year

Application Procedure:
Apply Online

Selection Procedure:
Position is posted to internal transfers for a minimum of seven (7) calendar days or open until filled. 

Salary & Benefits:
Teacher Base Pay Salary Schedule Range:
$50,015 - $104,432 based on one (1) FTE at one hundred eighty eight (188) days.

Hiring Range for External Candidates:
$50,015 - $85,857
*Teachers are initially placed according to experience. Teachers new to the District may be granted up to 15 years of experience, provided the experience occurred within the last 20 years in accordance with the MVEA Agreement.

View all salary schedules for the current school year at: https://www.d51schools.org/departments111/human-resources/salary-schedules
Information regarding D51 Benefits can be found here: https://www.d51schools.org/departments111/human-resourc




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Openings as of 3/31/2025

.5 (Half-Time) SPED Moderate Needs

JobID: 11326

Position Type:
  Special Education - Certified/Teacher, SPED Generalist


Date Posted:
  3/5/2025


Location:
  Mesa View Elementary
(High-Needs School)


Closing Date:
  3/11 or open until filled


  Additional Information:  Show/Hide
Description:
.5 (Half-Time) SPED - Moderate Needs

Job Summary:
Special Education Teacher

Qualifications:
Must have or be eligible for Colorado Teaching License with Special Education Generalist endorsement

Working Conditions:
190 days/year

Application Procedure:
Apply Online

Selection Procedure:
Position is posted to internal transfers for a minimum of seven (7) calendar days or open until filled

Salary & Benefits:
Teacher Base Pay Salary Schedule Range:
$50,015 - $104,432 based on one (1) FTE at one hundred eighty eight (188) days.

Hiring Range for External Candidates:
$50,015 - $85,857
*Teachers are initially placed according to experience. Teachers new to the District may be granted up to 15 years of experience, provided the experience occurred within the last 20 years in accordance with the MVEA Agreement.

View all salary schedules for the current school year at: https://www.d51schools.org/departments111/human-resources/salary-schedules
Information regarding D51 Benefits can be found here: https://www.d51schools.org/departments111/human-resources/employee-benefits




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Openings as of 3/31/2025

SPED Moderate Needs

JobID: 11419

Position Type:
  Special Education - Certified/Teacher, SPED Generalist


Date Posted:
  3/24/2025


Location:
  Bookcliff Middle School


Closing Date:
  3/30 or open until filled


  Additional Information:  Show/Hide
Description:
SPED - Moderate Needs

Job Summary:
Special Education Teacher

Qualifications:
Must have or be eligible for Colorado Teaching License with Special Education Generalist endorsement

Working Conditions:
188 days/year

Application Procedure:
Apply Online

Selection Procedure:
Position is posted to internal transfers for a minimum of seven (7) calendar days or open until filled

Salary & Benefits:
Teacher Base Pay Salary Schedule Range:
$50,015 - $104,432 based on one (1) FTE at one hundred eighty eight (188) days.

Hiring Range for External Candidates:
$50,015 - $85,857
*Teachers are initially placed according to experience. Teachers new to the District may be granted up to 15 years of experience, provided the experience occurred within the last 20 years in accordance with the MVEA Agreement.

View all salary schedules for the current school year at: https://www.d51schools.org/departments111/human-resources/salary-schedules
Information regarding D51 Benefits can be found here: https://www.d51schools.org/departments111/human-resources/employee-benefits




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Openings as of 3/31/2025

SPED Moderate Needs

JobID: 11421

Position Type:
  Special Education - Certified/Teacher, SPED Generalist


Date Posted:
  3/24/2025


Location:
  Redlands Middle School


Closing Date:
  3/30 or open until filled


  Additional Information:  Show/Hide
Description:
SPED - Moderate Needs

Job Summary:
Special Education Teacher

Qualifications:
Must have or be eligible for Colorado Teaching License with Special Education Generalist endorsement

Working Conditions:
190 days/year

Application Procedure:
Apply Online

Selection Procedure:
Position is posted to internal transfers for a minimum of seven (7) calendar days or open until filled

Salary & Benefits:
Teacher Base Pay Salary Schedule Range:
$50,015 - $104,432 based on one (1) FTE at one hundred eighty eight (188) days.

Hiring Range for External Candidates:
$50,015 - $85,857
*Teachers are initially placed according to experience. Teachers new to the District may be granted up to 15 years of experience, provided the experience occurred within the last 20 years in accordance with the MVEA Agreement.

View all salary schedules for the current school year at: https://www.d51schools.org/departments111/human-resources/salary-schedules
Information regarding D51 Benefits can be found here: https://www.d51schools.org/departments111/human-resources/employee-benefits




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Openings as of 3/31/2025

SPED Moderate Needs

JobID: 11403

Position Type:
  Special Education - Certified/Teacher, SPED Generalist


Date Posted:
  3/8/2025


Location:
  Orchard Avenue Elementary


Closing Date:
  3/14 or open until filled


  Additional Information:  Show/Hide
Description:
SPED - Moderate Needs

Job Summary:
Special Education Teacher

Qualifications:
Must have or be eligible for Colorado Teaching License with Special Education Generalist endorsement

Working Conditions:
190 days/year

Application Procedure:
Apply Online

Selection Procedure:
Position is posted to internal transfers for a minimum of seven (7) calendar days or open until filled

Salary & Benefits:
Teacher Base Pay Salary Schedule Range:
$50,015 - $104,432 based on one (1) FTE at one hundred eighty eight (188) days.

Hiring Range for External Candidates:
$50,015 - $85,857
*Teachers are initially placed according to experience. Teachers new to the District may be granted up to 15 years of experience, provided the experience occurred within the last 20 years in accordance with the MVEA Agreement.

View all salary schedules for the current school year at: https://www.d51schools.org/departments111/human-resources/salary-schedules
Information regarding D51 Benefits can be found here: https://www.d51schools.org/departments111/human-resources/employee-benefits




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Openings as of 3/31/2025

SPED Moderate Needs (Monument Ridge / Rim Rock Elementary)

JobID: 11407

Position Type:
  Special Education - Certified/Teacher, SPED Generalist


Date Posted:
  3/11/2025


Location:
  Monument Ridge Elementary


Closing Date:
  3/17 or open until filled


  Additional Information:  Show/Hide
Description:
SPED - Moderate Needs (1/2 Time @ Monument Ridge, 1/2 Time @ Rim Rock Elementary)

Job Summary:
Special Education Teacher

Qualifications:
Must have or be eligible for Colorado Teaching License with Special Education Generalist endorsement

Working Conditions:
188 days/year

Application Procedure:
Apply Online

Selection Procedure:
Position is posted to internal transfers for a minimum of seven (7) calendar days or open until filled

Salary & Benefits:
Teacher Base Pay Salary Schedule Range:
$50,015 - $104,432 based on one (1) FTE at one hundred eighty eight (188) days.

Hiring Range for External Candidates:
$50,015 - $85,857 
*Teachers are initially placed according to experience. Teachers new to the District may be granted up to 15 years of experience, provided the experience occurred within the last 20 years in accordance with the MVEA Agreement.

View all salary schedules for the current school year at: https://www.d51schools.org/departments111/human-resources/salary-schedules
Information regarding D51 Benefits can be found here: https://www.d51schools.org/departments111/human-resources/employee-benefits




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Openings as of 3/31/2025

SPED Moderate Needs

JobID: 11398

Position Type:
  Special Education - Certified/Teacher, SPED Generalist


Date Posted:
  3/7/2025


Location:
  West Middle School


Closing Date:
  3/13 or open until filled


  Additional Information:  Show/Hide
Description:
SPED - Moderate Needs

Job Summary:
Special Education Teacher

Qualifications:
Must have or be eligible for Colorado Teaching License with Special Education Generalist endorsement

Working Conditions:
190 days/year

Application Procedure:
Apply Online

Selection Procedure:
Position is posted to internal transfers for a minimum of seven (7) calendar days or open until filled

Salary & Benefits:
Teacher Base Pay Salary Schedule Range:
$50,015 - $104,432 based on one (1) FTE at one hundred eighty eight (188) days.

Hiring Range for External Candidates:
$50,015 - $85,857
*Teachers are initially placed according to experience. Teachers new to the District may be granted up to 15 years of experience, provided the experience occurred within the last 20 years in accordance with the MVEA Agreement.

View all salary schedules for the current school year at: https://www.d51schools.org/departments111/human-resources/salary-schedules
Information regarding D51 Benefits can be found here: https://www.d51schools.org/departments111/human-resources/employee-benefits




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Openings as of 3/31/2025

.5 (Half-Time) SPED Moderate Needs

JobID: 11378

Position Type:
  Special Education - Certified/Teacher, SPED Generalist


Date Posted:
  3/5/2025


Location:
  Orchard Avenue Elementary


Closing Date:
  3/11 or open until filled


  Additional Information:  Show/Hide
Description:
.5 (Half-Time) SPED - Moderate Needs

Job Summary:
Special Education Teacher

Qualifications:
Must have or be eligible for Colorado Teaching License with Special Education Generalist endorsement

Working Conditions:
190 days/year

Application Procedure:
Apply Online

Selection Procedure:
Position is posted to internal transfers for a minimum of seven (7) calendar days or open until filled

Salary & Benefits:
Teacher Base Pay Salary Schedule Range:
$50,015 - $104,432 based on one (1) FTE at one hundred eighty eight (188) days.

Hiring Range for External Candidates:
$50,015 - $85,857
*Teachers are initially placed according to experience. Teachers new to the District may be granted up to 15 years of experience, provided the experience occurred within the last 20 years in accordance with the MVEA Agreement.

View all salary schedules for the current school year at: https://www.d51schools.org/departments111/human-resources/salary-schedules
Information regarding D51 Benefits can be found here: https://www.d51schools.org/departments111/human-resources/employee-benefits




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Openings as of 3/31/2025

SPED Moderate Needs

JobID: 11380

Position Type:
  Special Education - Certified/Teacher, SPED Generalist


Date Posted:
  3/5/2025


Location:
  Fruitvale Elementary
(High-Needs School)


Closing Date:
  3/11 or open until filled


  Additional Information:  Show/Hide
Description:
SPED - Moderate Needs

Job Summary:
Special Education Teacher

Qualifications:
Must have or be eligible for Colorado Teaching License with Special Education Generalist endorsement

Working Conditions:
190 days/year

Application Procedure:
Apply Online

Selection Procedure:
Position is posted to internal transfers for a minimum of seven (7) calendar days or open until filled

Salary & Benefits:
Teacher Base Pay Salary Schedule Range:
$50,015 - $104,432 based on one (1) FTE at one hundred eighty eight (188) days.

Hiring Range for External Candidates:
$50,015 - $85,857
*Teachers are initially placed according to experience. Teachers new to the District may be granted up to 15 years of experience, provided the experience occurred within the last 20 years in accordance with the MVEA Agreement.

View all salary schedules for the current school year at: https://www.d51schools.org/departments111/human-resources/salary-schedules
Information regarding D51 Benefits can be found here: https://www.d51schools.org/departments111/human-resources/employee-benefits
 




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Openings as of 3/31/2025

SPED Severe Needs Autism

JobID: 11399

Position Type:
  Special Education - Certified/Teacher, SPED Severe Needs Autism


Date Posted:
  3/7/2025


Location:
  West Middle School


Closing Date:
  3/13 or open until filled


  Additional Information:  Show/Hide
Description:
SPED Severe Needs Autism Teacher 

Job Summary:
Special Education Teacher

Qualifications:
Must have or be eligible for Colorado Teaching License w/ SPED Endorsement

Working Conditions:
188 days/year

Application Procedure:
Apply Online

Selection Procedure:
Position is posted to internal transfers for a minimum of seven (7) calendar days or open until filled.  

Salary & Benefits:
Teacher Base Pay Salary Schedule Range:
$50,015 - $104,432 based on one (1) FTE at one hundred eighty eight (188) days.

Hiring Range for External Candidates:
$50,015 - $85,857
*Teachers are initially placed according to experience. Teachers new to the District may be granted up to 15 years of experience, provided the experience occurred within the last 20 years in accordance with the MVEA Agreement.

View all salary schedules for the current school year at: https://www.d51schools.org/departments111/human-resources/salary-schedules
Information regarding D51 Benefits can be found here: https://www.d51schools.org/departments111/human-resources/employee-benefits




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Openings as of 3/31/2025

SPED Severe Needs Autism

JobID: 11445

Position Type:
  Special Education - Certified/Teacher, SPED Severe Needs Autism


Date Posted:
  3/26/2025


Location:
  Grand Junction High School


Closing Date:
  4/2 or open until filled


  Additional Information:  Show/Hide
Description:
SPED Severe Needs Autism Teacher

Job Summary:
Special Education Teacher

Qualifications:
Must have or be eligible for Colorado Teaching License w/ SPED Endorsement

Working Conditions:
190 days/year

Application Procedure:
Apply Online

Selection Procedure:
Position is posted to internal transfers for a minimum of seven (7) calendar days or open until filled.  

Salary & Benefits:
Teacher Base Pay Salary Schedule Range:
$50,015 - $104,432 based on one (1) FTE at one hundred eighty eight (188) days.

Hiring Range for External Candidates:
$50,015 - $85,857 
*Teachers are initially placed according to experience. Teachers new to the District may be granted up to 15 years of experience, provided the experience occurred within the last 20 years in accordance with the MVEA Agreement.

View all salary schedules for the current school year at: https://www.d51schools.org/departments111/human-resources/salary-schedules
Information regarding D51 Benefits can be found here: https://www.d51schools.org/departments111/human-resources/employee-benefits




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Openings as of 3/31/2025

SPED Significant Needs Behavior

JobID: 11400

Position Type:
  Special Education - Certified/Teacher, SPED Severe Needs Behavior


Date Posted:
  3/10/2025


Location:
  Chatfield Elementary


Closing Date:
  3/16 or open until filled


  Additional Information:  Show/Hide
Description:
SPED Significant Needs Behavior

Job Summary:
Special Education Teacher

Qualifications:
Must have or be eligible for Colorado Teaching License w/ SPED Endorsement

Working Conditions:
190 days/year

Application Procedure:
Apply Online

Selection Procedure:
Position is posted to internal transfers for a minimum of seven (7) calendar days or open until filled.  

Salary & Benefits:
Teacher Base Pay Salary Schedule Range:
$50,015 - $104,432 based on one (1) FTE at one hundred eighty eight (188) days.

Hiring Range for External Candidates:
$50,015 - $85,857
*Teachers are initially placed according to experience. Teachers new to the District may be granted up to 15 years of experience, provided the experience occurred within the last 20 years in accordance with the MVEA Agreement.

View all salary schedules for the current school year at: https://www.d51schools.org/departments111/human-resources/salary-schedules
Information regarding D51 Benefits can be found here: https://www.d51schools.org/departments111/human-resources/employee-benefits




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Openings as of 3/31/2025

SPED Significant Support Needs

JobID: 11396

Position Type:
  Special Education - Certified/Teacher, SPED Significant Support Needs


Date Posted:
  3/7/2025


Location:
  Grand Junction High School


Closing Date:
  3/13 or open until filled


  Additional Information:  Show/Hide
Description:
SPED Significant Support Needs

Job Summary:
Special Education Teacher

Qualifications:
Must have or be eligible for Colorado Teaching License w/ SPED Endorsement

Working Conditions:
190 days/year

Application Procedure:
Apply Online

Selection Procedure:
Position is posted to internal transfers for a minimum of seven (7) calendar days or open until filled.  

Salary & Benefits:
Teacher Base Pay Salary Schedule Range:
$50,015 - $104,432 based on one (1) FTE at one hundred eighty eight (188) days.

Hiring Range for External Candidates:
$50,015 - $85,857 
*Teachers are initially placed according to experience. Teachers new to the District may be granted up to 15 years of experience, provided the experience occurred within the last 20 years in accordance with the MVEA Agreement.

View all salary schedules for the current school year at: https://www.d51schools.org/departments111/human-resources/salary-schedules
Information regarding D51 Benefits can be found here: https://www.d51schools.org/departments111/human-resources/employee-benefits




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Openings as of 3/31/2025

SPED Significant Support Needs

JobID: 11350

Position Type:
  Special Education - Certified/Teacher, SPED Significant Support Needs


Date Posted:
  2/25/2025


Location:
  Rim Rock Elementary


Closing Date:
  3/3 or open until filled


  Additional Information:  Show/Hide
Description:
SPED Significant Support Needs

Job Summary:
Special Education Teacher

Qualifications:
Must have or be eligible for Colorado Teaching License w/ SPED Endorsement

Working Conditions:
190 days/year

Application Procedure:
Apply Online

Selection Procedure:
Position is posted to internal transfers for a minimum of seven (7) calendar days or open until filled.  

Salary & Benefits:
Teacher Base Pay Salary Schedule Range:
$50,015 - $104,432 based on one (1) FTE at one hundred eighty eight (188) days.

Hiring Range for External Candidates:
$50,015 - $85,857 
*Teachers are initially placed according to experience. Teachers new to the District may be granted up to 15 years of experience, provided the experience occurred within the last 20 years in accordance with the MVEA Agreement.

View all salary schedules for the current school year at: https://www.d51schools.org/departments111/human-resources/salary-schedules
Information regarding D51 Benefits can be found here: https://www.d51schools.org/departments111/human-resources/employee-benefits




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Openings as of 3/31/2025

SPED Significant Support Needs

JobID: 11359

Position Type:
  Special Education - Certified/Teacher, SPED Significant Support Needs


Date Posted:
  2/27/2025


Location:
  Pomona Elementary


Closing Date:
  3/5 or open until filled


  Additional Information:  Show/Hide
Description:
SPED Significant Support Needs

Job Summary:
Special Education Teacher

Qualifications:
Must have or be eligible for Colorado Teaching License w/ SPED Endorsement

Working Conditions:
190 days/year

Application Procedure:
Apply Online

Selection Procedure:
Position is posted to internal transfers for a minimum of seven (7) calendar days or open until filled.  

Salary & Benefits:
Teacher Base Pay Salary Schedule Range:
$50,015 - $104,432 based on one (1) FTE at one hundred eighty eight (188) days.

Hiring Range for External Candidates:
$50,015 - $85,857 
*Teachers are initially placed according to experience. Teachers new to the District may be granted up to 15 years of experience, provided the experience occurred within the last 20 years in accordance with the MVEA Agreement.

View all salary schedules for the current school year at: https://www.d51schools.org/departments111/human-resources/salary-schedules
Information regarding D51 Benefits can be found here: https://www.d51schools.org/departments111/human-resources/employee-benefits




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Openings as of 3/31/2025

SPED Significant Support Needs

JobID: 11312

Position Type:
  Special Education - Certified/Teacher, SPED Significant Support Needs


Date Posted:
  2/18/2025


Location:
  Redlands Middle School


Closing Date:
  2/24 or open until filled


  Additional Information:  Show/Hide
Description:
SPED Significant Support Needs

Job Summary:
Special Education Teacher

Qualifications:
Must have or be eligible for Colorado Teaching License w/ SPED Endorsement

Working Conditions:
190 days/year

Application Procedure:
Apply Online

Selection Procedure:
Position is posted to internal transfers for a minimum of seven (7) calendar days or open until filled.  

Salary & Benefits:
Teacher Base Pay Salary Schedule Range:
$50,015 - $104,432 based on one (1) FTE at one hundred eighty eight (188) days.

Hiring Range for External Candidates:
$50,015 - $85,857 
*Teachers are initially placed according to experience. Teachers new to the District may be granted up to 15 years of experience, provided the experience occurred within the last 20 years in accordance with the MVEA Agreement.

View all salary schedules for the current school year at: https://www.d51schools.org/departments111/human-resources/salary-schedules
Information regarding D51 Benefits can be found here: https://www.d51schools.org/departments111/human-resources/employee-benefits




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Openings as of 3/31/2025

SPED Significant Support Needs

JobID: 11255

Position Type:
  Special Education - Certified/Teacher, SPED Significant Support Needs


Date Posted:
  2/18/2025


Location:
  Wingate Elementary


Closing Date:
  2/24 or open until filled


  Additional Information:  Show/Hide
Description:
SPED Significant Support Needs

Job Summary:
Special Education Teacher

Qualifications:
Must have or be eligible for Colorado Teaching License w/ SPED Endorsement

Working Conditions:
190 days/year

Application Procedure:
Apply Online

Selection Procedure:
Position is posted to internal transfers for a minimum of seven (7) calendar days or open until filled.  

Salary & Benefits:
Teacher Base Pay Salary Schedule Range:
$50,015 - $104,432 based on one (1) FTE at one hundred eighty eight (188) days.

Hiring Range for External Candidates:
$50,015 - $85,857 
*Teachers are initially placed according to experience. Teachers new to the District may be granted up to 15 years of experience, provided the experience occurred within the last 20 years in accordance with the MVEA Agreement.

View all salary schedules for the current school year at: https://www.d51schools.org/departments111/human-resources/salary-schedules
Information regarding D51 Benefits can be found here: https://www.d51schools.org/departments111/human-resources/employee-benefits




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Openings as of 3/31/2025

SPED InSteps Program (2 Positions)

JobID: 11452

Position Type:
  Special Education - Certified/Teacher, SPED Significant Support Needs


Date Posted:
  3/31/2025


Location:
  Basil T Knight Center (BTK)


Date Available:
  7/29/2025


Closing Date:
  4/6 or open until filled


  Additional Information:  Show/Hide
Description:
Special Education (In Steps Program) - Teacher (2 Positions)

Job Summary:
Under the direction of the Director of Special Education, this position leads the Special Education In Steps Program, preparing high school students for life beyond school. The role focuses on developing individualized transition plans, supporting career exploration, vocational training, independent living skills, and community engagement. By partnering with families, employers, and outside agencies, the teacher ensures students gain real-world experiences and the skills needed for employment, further education, and independent living. This position also oversees support staff, curriculum development, and program effectiveness while maintaining compliance with federal, state, and district guidelines. As a key liaison between students, families, and community partners, this role plays a vital part in helping students successfully transition to adulthood.
                    
Job Responsibility Description	Frequency	% of Time
In-Steps Transition Program Develop individualized transition plans based on students’ needs, strengths, interests, and measurable postsecondary goals. Ensure a seamless transition from district services to adult programs by coordinating supports and resources. Implement transition services that extend beyond local community limitations, ensuring alignment with each student’s IEP and postsecondary goals. Collect, document, and review student progress data on IEP goals and behavioral objectives. Ensure transition services adhere to federal, state, and district regulations.	Daily	30%
Community-Based Transition Experiences Oversee and facilitate community experiences for transitioning young adults outside of the classroom setting. Coordinate opportunities provided by families, schools, employers, and support agencies to enhance student engagement. Support student participation in school-sponsored field trips, extracurricular activities, community organizations, unpaid and/or paid work experiences. Collaborate with outside agencies within the community to provide meaningful transition experiences.	Daily	20%
Work-Based Learning Experiences Implement IEP strategies to align employment experiences with students’ vocational aptitudes. Develop and maintain partnerships with employers to provide unpaid and direct-hire work experiences when applicable. Support students in career exploration through courses, job awareness training, and hands-on community vocational experiences. Guide students through the job application and interview process while overseeing support staff in on-the-job training. Collaborate with the Division of Vocational Rehabilitation (DVR) to facilitate successful employment outcomes. Establish referral procedures, maintain screening processes, and analyze data to track student progress and program effectiveness.	Daily	20%
Life Skills and Community Mobility Teach students personal hygiene, professional dress, and workplace expectations to prepare for employment. Train students in travel training, with a focus on safely using Grand Valley Transit (GVT) and other community transportation options. Guide students in developing independent living skills, such as meal planning, grocery shopping, and lunch preparation. Provide financial instruction, which may include money handling, personal safety, decision-making, and appropriate peer interactions. Assist students with personal banking and daily money monitoring to foster independence.	Daily	15%
Post-School Adult Living Skills Teach students essential adult living skills, which may include voter registration, tax preparation, renting a home, and accessing medical and government services. Support students in applying for benefits such as Social Security Income (SSI) and insurances. Promote the use of technology to enhance independence, career readiness, and access to educational resources.	Monthly	10%
Other Duties Additional tasks, duties, and responsibilities may be assigned as needed/requested.	As Needed	5%
	TOTAL=	100%
 
 

Qualifications:
• Bachelor’s degree in education plus additional special education coursework required for certification or licensure
• Minimum of two years’ experience in Classroom Teacher role
• Valid Colorado Teacher’s license with CDE Special Education endorsement required
• Quality Behavior Solutions certification (QBS) must be obtained within 60 days of hire
• Criminal background check required for hire
• Valid Colorado driver’s license or valid Colorado identification required

Working Conditions:
190 days/year

Application Procedure:
Apply Online

Selection Procedure:
Position is posted to internal transfers for a minimum of seven (7) calendar days or open until filled.  

Salary & Benefits:
Teacher Base Pay Salary Schedule Range:
$50,015 - $104,432 based on one (1) FTE at one hundred eighty eight (188) days.

Hiring Range for External Candidates:
$50,015 - $85,857 
*Teachers are initially placed according to experience. Teachers new to the District may be granted up to 15 years of experience, provided the experience occurred within the last 20 years in accordance with the MVEA Agreement.

View all salary schedules for the current school year at: https://www.d51schools.org/departments111/human-resources/salary-schedules
Information regarding D51 Benefits can be found here: https://www.d51schools.org/departments111/human-resources/employee-benefits




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Openings as of 3/31/2025

SPED InSteps (2nd Position NOT POSTED)

JobID: 11453

Position Type:
  Special Education - Certified/Teacher, SPED Significant Support Needs


Date Posted:
  3/26/2025


Location:
  Basil T Knight Center (BTK)


  


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Openings as of 3/31/2025

SPED Significant Support Needs

JobID: 11448

Position Type:
  Special Education - Certified/Teacher, SPED Significant Support Needs


Date Posted:
  3/26/2025


Location:
  Grand Mesa Middle School


Closing Date:
  4/1 or open until filled


  Additional Information:  Show/Hide
Description:
SPED Significant Support Needs

Job Summary:
Special Education Teacher

Qualifications:
Must have or be eligible for Colorado Teaching License w/ SPED Endorsement

Working Conditions:
190 days/year

Application Procedure:
Apply Online

Selection Procedure:
Position is posted to internal transfers for a minimum of seven (7) calendar days or open until filled.  

Salary & Benefits:
Teacher Base Pay Salary Schedule Range:
$50,015 - $104,432 based on one (1) FTE at one hundred eighty eight (188) days.

Hiring Range for External Candidates:
$50,015 - $85,857 
*Teachers are initially placed according to experience. Teachers new to the District may be granted up to 15 years of experience, provided the experience occurred within the last 20 years in accordance with the MVEA Agreement.

View all salary schedules for the current school year at: https://www.d51schools.org/departments111/human-resources/salary-schedules
Information regarding D51 Benefits can be found here: https://www.d51schools.org/departments111/human-resources/employee-benefits




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Openings as of 3/31/2025

Special Education Paraprofessional, Moderate Needs

JobID: 11231

Position Type:
  Special Education - Support Staff/Paraprofessional, SPED Moderate Needs


Date Posted:
  2/18/2025


Location:
  Thunder Mountain Elementary


Date Available:
  2024-25


Closing Date:
  02/23/2025


  Additional Information:  Show/Hide
Job Title: Paraprofessional, Special Education Moderate Needs
Pay Program: Support Staff Non-Exempt
Pay Range: Range 7 $18.45 - $20.57
Work Year: Student Contact Days (School Calendar)
Reports to: Building Leader/Special Education Coordinator
Direct Reports: This position has no supervisory responsibilities. 

 
---

Summary
This position supports students’ academic, social, and personal development by assisting with instructional activities, and implementing interventions under the direction of general and special education teachers.  Responsibilities include collecting and reviewing data on IEP and GenEd goals, supporting behavior and social-emotional learning, and providing personal care needs such as assistance with mobility, toileting, eating, and safety monitoring.  This role may also be responsible for providing delegated nursing services.  The role also involves supervising students, ensuring their safety.  This position requires effective communication, teamwork, and participation in planning to support student success.
Note: This position may be working one on one with a single student or may work with a group of students.

Essential Responsibilities - To perform this job successfully, an individual must be able to perform each essential responsibility 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. Frequency of responsibility, percent of time and work year may vary based on department or building assignment.
                              
Job Tasks Descriptions
Instructional Support Assist in the delivery of instructional activities under direction from the general and/or special education teachers. Support the teacher in designing and implementing an appropriate learning environment, incorporating assistive technologies and multi-sensory materials as needed. Create and implement various documents and materials (e.g. games, schedules, visual supports, observation and success logs) to document activities and promote student growth and development. Implement assigned interventions to support student learning outcomes.
Data Collection and Documentation Collect daily data on students’ General Education (GenEd) and Individual Education Plan (IEP) goals/objectives Review collected data with special education teacher to ensure IEP requirements are met.
Behavior and Social-Emotional Support Assist the teacher in implementing positive behavior plans tailored to individual students. Support social-emotional learning activities and strategies. Help maintain systems and routines that align with the students' needs.
Personal Care Support Assist students with personal care needs throughout the school day. Provide support with tasks such as toileting/diapering, eating, meal preparation, and mobility which may include a walker or wheelchair. Monitor student safety and well-being at all times.
Delegated Nursing Support Assist students with delegated nursing services as needed Provide support with tasks such as medication administration, gastrostomy tube feedings, seizure care, and catheterization.
Student Supervision and Oversight Supervise and oversee students during out-of-classroom activities, including recess, outdoor activities, passing periods, arrival, departure, and field trips, as assigned. Communicate frequently and effectively with other staff to track student movements, schedules, and locations. Travel with students during transportation to and from school/home as needed, adjusting schedules to accommodate these requirements.
Team Collaboration and Development Participate in team planning, meetings, and professional development activities as needed.
Other duties as assigned.
 
 

Education and Experience 
Acceptable demonstration of acceptable education and/or experience will be at the sole discretion of the District.
• High school diploma or equivalent required
• Preference given for prior experience working with children and/or prior school district experience
• Bilingual oral and written skills, English/Spanish, are desirable

Licenses, Registrations or Certifications
• Valid Colorado driver’s license or other form of identification required
• Successful passing of criminal background check required for hire
• Small Vehicle Permit preferred
• Must be able to lift 35 pounds. Lift test required at time of hire
• Quality Behavior Solutions certification (QBS) must be obtained within 60 days of hire
• CPR, First Aid preferred or receive within 90 days of employment
• May require other healthcare training to meet needs of assigned students

Knowledge, Skills and Abilities
• Ability to be adaptable and flexible with collaborative critical thinking and problem-solving capabilities
• Clear and effective written and verbal communication skills
• Strong customer service skills, with the ability to provide support in a professional and approachable manner
• Commitment to handling sensitive and confidential information with the highest ethical standards
• Strong interpersonal skills to collaborate with staff and various stakeholders
• Ability to lead, communicate, interact and work effectively and cooperatively with people from diverse ethnic and educational backgrounds
• Ability to follow applicable federal, state, local laws and Board of Education policies, in addition to building and department procedures
• Ability to recognize the importance of safety in the workplace, follow safety rules, practice safe work habits, utilize appropriate safety equipment and report unsafe conditions to the appropriate administrator
• Ability to diffuse and manage volatile and stressful situations with students
• Ability to manage multiple tasks with frequent interruptions
• Operating knowledge of district information technology systems and any other department specific software and equipment within 2 months after entering position
• Ability to be adaptable and flexible with critical thinking and problem-solving capabilities

Salary & Benefits:
View all salary schedules for the current school year at: https://www.d51schools.org/departments111/human-resources/salary-schedules
Information regarding D51 Benefits can be found here: https://www.d51schools.org/departments111/human-resources/employee-benefits
 




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Openings as of 3/31/2025

Paraprofessional, SPED – Significant Needs Behavior (SNB)

JobID: 11196

Position Type:
  Special Education - Support Staff/Paraprofessional, SPED SNB


Date Posted:
  1/16/2025


Location:
  Orchard Avenue Elementary


Date Available:
  2024-25


Closing Date:
  01/21/2025


  Additional Information:  Show/Hide
         
Job Title: Paraprofessional, SPED – Significant Needs Behavior (SNB)
Pay Program: Support Staff	FLSA Status: Non-Exempt
Reports to: SPED Teacher / Building Leader	Pay Range: CH 7 $18.45 - $20.57
Work Year: 173 Days / 7 Hours
 
VISION: To Engage, Equip, and Empower Each and Every Student, Each and every Day.
 
SUMMARY: Operating under the general supervision of the assigned teacher and school leadership, this employee coordinates with the assigned school’s SPED team to provide a variety of emotional, behavioral, and instructional support to students with significant behavioral development needs. Employee acts as a teacher resource working directly with students to instruct and demonstrate appropriate behavior as well as reinforce the D51 Learning Model through preparing and assisting with core lessons, participating in students’ reading or math programs, and other curriculum based instruction. This position provides an environment in which students can feel safe in order to inspire them to improve behavior and reach specific behavioral and educational goals. The SNB Paraprofessional is also often a point of contact for the staff and students entering the classroom environment and the employee must work cooperatively to facilitate these interactions.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES: 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.                     
Job Responsibility Descriptions
Assisting the teacher in the assigned classroom, the SNB Paraprofessional provides emotional, behavioral, and instructional support to students helping them to be engaged participants in classroom learning activities.  Students are assigned to the SNB classroom with a goal of working to return to their regular homeroom/classroom when possible.  This position works directly with students in small groups or often one-on-one providing individualized behavior modification guidance to students based on their Individual Education Plan (IEP).  Supervision of student behavior includes interactions that impart self-management skills enhancing the student(s) behavior(s) toward appropriate responses and choices.  This role sometimes includes the use of physical restraint to address the aggressive, erratic, and possibly dangerous conduct of a student(s).  The paraprofessional is often a first-point-of-contact for demonstrating D51 Social Emotional Learning with students and there is an expectation for the person in this role to promote the District’s model/mission for this topic.
Supporting the teacher in implementing the D51 Learning Model, the paraprofessional can be assigned a wide variety of tasks and duties that include but are not limited to copying, collating, and organizing core lesson materials and handouts.  The para may assist with a variety of academic subjects including a students’ reading or math programs, developmentally appropriate social studies, science, and other curriculum based instruction.  This role reinforces the Teacher’s expectations for quality work by coaching, guiding, and inspiring students to learn and overcome challenges as assigned/appropriate for their IEP.  Other duties under this responsibility may include the general clean-up, sanitation, and order of the classroom environment, furniture, and materials.  Working one-to-one with students the SNB Para provides feedback and on-going communication to the teacher regarding student observations, student engagement, areas of concern and the effectiveness of instructive techniques as it relates to the student’s performance based learning plan(s).
Working throughout the assigned school building/complex the paraprofessional monitors the SNB student’s behaviors and social responsiveness in a variety of environments that may be challenging to the student(s) including playgrounds, cafeteria, assemblies, physical education, group activities, and many other situations.  This position may also be assigned before and/or after school bus stop monitoring duties for the SNB classroom.  The para works with the student to learn and use a variety of self-soothing and calming techniques as well as providing positive behavior reinforcement in these settings.  In addition, this employee may work with a student participating in alternative classroom environments, including working with a volunteer student mentor, temporary classroom placements, and during a transition back to their homeroom.
Daily communication with assigned teacher and additional paraprofessional about individual student learning and behavior needs is a continuous responsibility of this position. This includes working together to create and implement specific behavior modification techniques for students based on individual needs.  While the paraprofessional may have some contact with a student’s parents and/or guardian there is minimal direct communication and inquiries are referred back to the primary classroom teacher.
Participating in staff meetings and/or building level in-service training programs as appropriate is an expectation of the SNB Paraprofessional.  Employee may also participate in and assist activities outside of the classroom including occasional field trips and off-site tours.  Note: The actual duties of this position may vary based on current needs and building assignment.
Perform other duties as assigned
 
EDUCATION AND RELATED WORK EXPERIENCE:
• High school diploma or equivalent required;
• Preference given for additional credit hours in early-childhood education, education, or healthcare;
• Minimum two years of experience working with pre-adolescent children required; preference given for prior school district experience;
• Direct experience or knowledge of students who have significant disabilities preferred;
• Bilingual oral and written skills, English/Spanish, are desirable;
• *Acceptable demonstration of education and/or experience is at the sole discretion of the district.
 
LICENSES, REGISTRATIONS or CERTIFICATION:
• Valid Colorado driver’s license or other form of identification required;
• Successful passing of criminal background check required for hire;
• Must be able to lift 35 pounds; Lift test required at time of hire and renewed every three years;
• Quality Behavioral Solutions certification (QBS) must be obtained within 60 days of hire;
• Cardiopulmonary Resuscitation (CPR) and Automated External Defibrillator (AED) certification required within 60 days of hire;
• Attend and successfully complete all staff development training as required by state law or as directed by supervisor.
 
TECHNICAL SKILLS, KNOWLEDGE & ABILITIES:
• Exceptional ability to stay calm and relaxed during situations in which student must be restrained or disciplined while demonstrating physically and/or verbally abusive behavior;
• Exceptional ability to be patient with and non-reactive to emotionally/verbally obloquy students;
• Strong ability to use de-escalation techniques and to defuse stressful and possibly volatile situations;
• Strong working knowledge of laws and statutes as outlined in the:
  • Every Student Succeeds Act (ESSA, 2015),
  • Americans with Disabilities Act (ADA),
  • Health Insurance Portability and Accountability Act (HIPPA, 1996);
• Well-developed oral communication skills in English, preference given for Spanish language skills;
• Well-developed interpersonal and relationship building skills with youth;
• Ability to maintain confidentiality in all aspects of the job, especially as related to student issues and information;
• Ability to work independently as needed with minimal direction and/or supervision;
• Ability to manage multiple priorities and frequent interruptions in a timely manner;
• Ability to be adaptable and flexible with critical thinking and problem-solving capabilities;
• Ability to promote and follow Board of Education policies, building and department procedures;
• Ability to communicate, interact, and work effectively and cooperatively with people from diverse ethnic and educational backgrounds;
• Ability to recognize the importance of safety in the workplace, follow safety rules, practice safe work habits, utilize appropriate safety equipment, and report unsafe conditions to the appropriate administrator.
 
MATERIALS AND EQUIPMENT OPERATING KNOWLEDGE:
• Operating knowledge of and experience with personal computers and peripherals;
• Operating knowledge of and experience with office software such as word processing and spreadsheets;
• Operating knowledge of and experience with typical office equipment, such as telephones, copier, fax machine, E-mail, etc.

Salary & Benefits:
View all salary schedules for the current school year at: https://www.d51schools.org/departments111/human-resources/salary-schedules
Information regarding D51 Benefits can be found here: https://www.d51schools.org/departments111/human-resources/employee-benefits
 




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Openings as of 3/31/2025

Paraprofessional, SPED – Significant Support Needs (SSN) 1-on-1 Designation

JobID: 11315

Position Type:
  Special Education - Support Staff/Paraprofessional, SPED SSN


Date Posted:
  3/27/2025


Location:
  Grand Junction High School


Date Available:
  2025-26


Closing Date:
  06/30/2025


  Additional Information:  Show/Hide
                  
Job Title: Paraprofessional, SPED – Significant Support Needs (SSN)
Pay Program: Support Staff	FLSA Status: Non-Exempt
Reports to: Building Leader / Teacher as designated	Pay Range: CH 7 $18.45 - $20.57
Work Year: 177 Days / 7 Hours
 
 

VISION: To Engage, Equip, and Empower Each and Every Student, Each and Every Day.

SUMMARY: Operating under the general supervision of the assigned teacher and school leadership, this employee coordinates with the assigned school’s SPED team to provide a variety of emotional, behavioral, and instructional support to students with significant support needs. Employee acts as a teacher resource working directly with students to instruct and demonstrate appropriate behavior as well as reinforce the D51 Learning Model through preparing and assisting with core lessons, participating in students’ reading or math programs, and other curriculum-based instruction. The SSN Paraprofessional is also often a point of contact for the staff and students entering the classroom environment and the employee must work cooperatively to facilitate these interactions. This position is an integral part of creating an environment that will facilitate successful learning for students with significant support needs as District 51 seeks to provide an equal opportunity for education to all students.

ESSENTIAL DUTIES AND RESPONSIBILITIES: 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.
                              
Job Tasks Descriptions
Assisting assigned teacher with instructional and physical student support is a primary responsibility of this position. This includes helping with the delivery of instructional activities according to the individual student’s Individual Education Plan (IEP) and as assigned and developed by certified/licensed staff.   which may include helping with the design and implementation of an appropriate learning environment while incorporating appropriate assistive technologies and multi-sensory materials. Instructional support will also involve helping students integrate into general education classrooms and requires some communication with general education teachers regarding student needs.  Imparting life skills such as self-hygiene and social/emotional skills are also a part of the Para’s responsibilities. This position will often use communication processes that sometimes requiring the Para to interpret non-verbal cues. Employee will also create and use a variety of instructional and other materials (e.g. games, schedules, visual supports, observation and success logs, etc.) that promote student growth and development. The paraprofessional will also supervise and facilitate sensory and movement rest periods in between academic activities, and which facilitate increased student engagement. The duties under this responsibility may require the paraprofessional to assist with mobility and the physical orientation of students.
Assisting the teacher in implementing positive behavior plans and systems appropriate to the individual student is a responsibility of this position. This includes displaying and promoting appropriate behaviors for students helping students to gain self-governance and to stay engaged. Students may sometimes display inappropriate or aggressive behaviors, requiring the paraprofessional to temporarily remove the student from the current environment and helping them implement self-soothing or other behavior management techniques. In rare cases this position may be assigned students that require line-of-sight supervision which requires a high level of team collaboration, established processes and setting consistent expectations.
Providing student oversight and supervision during out-of-classroom activities including arrivals and departures, outside breaks, passing periods, and other activities as assigned by the supervising teacher is a daily responsibility of this position. Successful supervision will require the employee to communicate continuously with other paraprofessionals and staff to keep track of student movements, schedules, and locations.  Based on the needs of the student, a Paraprofessional may be requested to travel with a student during transportation to and from school/home.  In these cases, the employee may need to apply a flexible schedule to meet this accommodation.  In addition, Paraprofessional may also participate in various field trips/community outing as needed.
Serving students to provide personal hygienic needs is a primary responsibility of this position. Services are provided according to the individual needs of each student and there is an expectation to maintain the student’s HIPPA confidentiality and personal dignity in providing for these needs.  Responsibilities This may include dispensing of medications, meal preparation, feeding or toileting/diapering. As this position assists students with their hygiene and is exposed to bodily fluids, there is an expectation to maintain a sanitary workplace and use Universal Precautions with the highest level of personal hygiene and self-care for the employee and students.
Collecting and reviewing progress on students’ work toward Individual Education Plan (IEP) goals/objectives are completed with SPED teacher on a regular basis with adjustments made to ensure IEP compliance and students’ needs are being met.  A part of these duties may also include participating in team planning, trainings and professional development activities as needed.  In addition, this position often acts as a technical resource for other staff within their assigned building and regarding Special Education students, providing support, information, and/or technique or procedure trainings to ensure student needs are met.
Other duties as assigned.
 
 

EDUCATION AND RELATED WORK EXPERIENCE:
• High school diploma or equivalent required;
• Minimum one-year experience working directly with students who have significant disabilities;
• Minimum two years of experience working with students; preference given for prior school district experience;
• Bilingual oral and written skills, English/Spanish, are desirable, as well as American Sign Language proficiency;
• Must successfully pass District approved lifting evaluation of 35 pounds upon hire;
• *Acceptable demonstration of education and/or experience is at the sole discretion of the district.
LICENSES, REGISTRATIONS or CERTIFICATION:
• Valid Colorado driver’s license or other form of official identification required;
• Successful passing of criminal background check required for hire;
• Must be able to lift 35 pounds; Lift test required at time of hire and renewed every three years;
• Quality Behavioral Solutions (QBS) certification must be obtained within 60 days of hiring;
• CPR Certification and general first aid training required within 30 days of hire;
• May require other healthcare training to meet needs of assigned students;
• Attend and successfully complete all staff development training as required by state law or as directed by supervisor.
TECHNICAL SKILLS, KNOWLEDGE & ABILITIES:
• Working knowledge or awareness of laws and statutes as outlined in the:
  • Every Student Succeeds Act (ESSA, 2015),
  • Americans with Disabilities Act (ADA),
  • Health Insurance Portability and Accountability Act (HIPAA, 1996);
• Well-developed oral communication and phone etiquette skills in English;
• Well-developed customer service, public relations, and interpersonal relationship building skills;
• Strong ability to work with others, especially in stressful/busy situations/environments
• Strong ability to use a high level of patience in stressful situations and work as needed with minimal supervision;
• Strong ability to “think outside of the box” to find the best way to effectively help each individual student;
• Strong ability to maintain confidentiality in all aspects of the job, especially as related to student information;
• Strong level of integrity as sensitive and confidential information is reviewed;
• Strong ability to use de-escalation techniques and to defuse stressful and possibly volatile situations;
• Strong ability to apply and teach basic math and English skills;
• Ability to manage multiple priorities and frequent interruptions in a timely manner;
• Ability to be adaptable and flexible with critical thinking and problem-solving capabilities;
• Ability to promote and follow Board of Education policies, building and department procedures;
• Ability to communicate, interact, and work effectively and cooperatively with people from diverse ethnic and educational backgrounds;
• Ability to recognize the importance of safety in the workplace, follow safety rules, practice safe work habits, utilize appropriate safety equipment, and report unsafe conditions to the appropriate administrator.

MATERIALS AND EQUIPMENT OPERATING KNOWLEDGE:
• Operating knowledge of and experience with personal computers and peripherals;
• Operating knowledge of and experience with office software such as word processing, spreadsheets, and email;
• Operating knowledge of and experience with typical office equipment, such as telephones, copier, fax machine, etc.

Salary & Benefits:
View all salary schedules for the current school year at: https://www.d51schools.org/departments111/human-resources/salary-schedules
Information regarding D51 Benefits can be found here: https://www.d51schools.org/departments111/human-resources/employee-benefits
 




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Openings as of 3/31/2025

Paraprofessional, SPED – Significant Support Needs (SSN)

JobID: 11317

Position Type:
  Special Education - Support Staff/Paraprofessional, SPED SSN


Date Posted:
  3/27/2025


Location:
  Grand Junction High School


Date Available:
  2025-26


Closing Date:
  06/30/2025


  Additional Information:  Show/Hide
                  
Job Title: Paraprofessional, SPED – Significant Support Needs (SSN)
Pay Program: Support Staff	FLSA Status: Non-Exempt
Reports to: Building Leader / Teacher as designated	Pay Range: CH 7 $18.45 - $20.57
Work Year: 177 Days / 7 Hours
 
 

VISION: To Engage, Equip, and Empower Each and Every Student, Each and Every Day.

SUMMARY: Operating under the general supervision of the assigned teacher and school leadership, this employee coordinates with the assigned school’s SPED team to provide a variety of emotional, behavioral, and instructional support to students with significant support needs. Employee acts as a teacher resource working directly with students to instruct and demonstrate appropriate behavior as well as reinforce the D51 Learning Model through preparing and assisting with core lessons, participating in students’ reading or math programs, and other curriculum-based instruction. The SSN Paraprofessional is also often a point of contact for the staff and students entering the classroom environment and the employee must work cooperatively to facilitate these interactions. This position is an integral part of creating an environment that will facilitate successful learning for students with significant support needs as District 51 seeks to provide an equal opportunity for education to all students.

ESSENTIAL DUTIES AND RESPONSIBILITIES: 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.
                              
Job Tasks Descriptions
Assisting assigned teacher with instructional and physical student support is a primary responsibility of this position. This includes helping with the delivery of instructional activities according to the individual student’s Individual Education Plan (IEP) and as assigned and developed by certified/licensed staff.   which may include helping with the design and implementation of an appropriate learning environment while incorporating appropriate assistive technologies and multi-sensory materials. Instructional support will also involve helping students integrate into general education classrooms and requires some communication with general education teachers regarding student needs.  Imparting life skills such as self-hygiene and social/emotional skills are also a part of the Para’s responsibilities. This position will often use communication processes that sometimes requiring the Para to interpret non-verbal cues. Employee will also create and use a variety of instructional and other materials (e.g. games, schedules, visual supports, observation and success logs, etc.) that promote student growth and development. The paraprofessional will also supervise and facilitate sensory and movement rest periods in between academic activities, and which facilitate increased student engagement. The duties under this responsibility may require the paraprofessional to assist with mobility and the physical orientation of students.
Assisting the teacher in implementing positive behavior plans and systems appropriate to the individual student is a responsibility of this position. This includes displaying and promoting appropriate behaviors for students helping students to gain self-governance and to stay engaged. Students may sometimes display inappropriate or aggressive behaviors, requiring the paraprofessional to temporarily remove the student from the current environment and helping them implement self-soothing or other behavior management techniques. In rare cases this position may be assigned students that require line-of-sight supervision which requires a high level of team collaboration, established processes and setting consistent expectations.
Providing student oversight and supervision during out-of-classroom activities including arrivals and departures, outside breaks, passing periods, and other activities as assigned by the supervising teacher is a daily responsibility of this position. Successful supervision will require the employee to communicate continuously with other paraprofessionals and staff to keep track of student movements, schedules, and locations.  Based on the needs of the student, a Paraprofessional may be requested to travel with a student during transportation to and from school/home.  In these cases, the employee may need to apply a flexible schedule to meet this accommodation.  In addition, Paraprofessional may also participate in various field trips/community outing as needed.
Serving students to provide personal hygienic needs is a primary responsibility of this position. Services are provided according to the individual needs of each student and there is an expectation to maintain the student’s HIPPA confidentiality and personal dignity in providing for these needs.  Responsibilities This may include dispensing of medications, meal preparation, feeding or toileting/diapering. As this position assists students with their hygiene and is exposed to bodily fluids, there is an expectation to maintain a sanitary workplace and use Universal Precautions with the highest level of personal hygiene and self-care for the employee and students.
Collecting and reviewing progress on students’ work toward Individual Education Plan (IEP) goals/objectives are completed with SPED teacher on a regular basis with adjustments made to ensure IEP compliance and students’ needs are being met.  A part of these duties may also include participating in team planning, trainings and professional development activities as needed.  In addition, this position often acts as a technical resource for other staff within their assigned building and regarding Special Education students, providing support, information, and/or technique or procedure trainings to ensure student needs are met.
Other duties as assigned.
 
 

EDUCATION AND RELATED WORK EXPERIENCE:
• High school diploma or equivalent required;
• Minimum one-year experience working directly with students who have significant disabilities;
• Minimum two years of experience working with students; preference given for prior school district experience;
• Bilingual oral and written skills, English/Spanish, are desirable, as well as American Sign Language proficiency;
• Must successfully pass District approved lifting evaluation of 35 pounds upon hire;
• *Acceptable demonstration of education and/or experience is at the sole discretion of the district.
LICENSES, REGISTRATIONS or CERTIFICATION:
• Valid Colorado driver’s license or other form of official identification required;
• Successful passing of criminal background check required for hire;
• Must be able to lift 35 pounds; Lift test required at time of hire and renewed every three years;
• Quality Behavioral Solutions (QBS) certification must be obtained within 60 days of hiring;
• CPR Certification and general first aid training required within 30 days of hire;
• May require other healthcare training to meet needs of assigned students;
• Attend and successfully complete all staff development training as required by state law or as directed by supervisor.
TECHNICAL SKILLS, KNOWLEDGE & ABILITIES:
• Working knowledge or awareness of laws and statutes as outlined in the:
  • Every Student Succeeds Act (ESSA, 2015),
  • Americans with Disabilities Act (ADA),
  • Health Insurance Portability and Accountability Act (HIPAA, 1996);
• Well-developed oral communication and phone etiquette skills in English;
• Well-developed customer service, public relations, and interpersonal relationship building skills;
• Strong ability to work with others, especially in stressful/busy situations/environments
• Strong ability to use a high level of patience in stressful situations and work as needed with minimal supervision;
• Strong ability to “think outside of the box” to find the best way to effectively help each individual student;
• Strong ability to maintain confidentiality in all aspects of the job, especially as related to student information;
• Strong level of integrity as sensitive and confidential information is reviewed;
• Strong ability to use de-escalation techniques and to defuse stressful and possibly volatile situations;
• Strong ability to apply and teach basic math and English skills;
• Ability to manage multiple priorities and frequent interruptions in a timely manner;
• Ability to be adaptable and flexible with critical thinking and problem-solving capabilities;
• Ability to promote and follow Board of Education policies, building and department procedures;
• Ability to communicate, interact, and work effectively and cooperatively with people from diverse ethnic and educational backgrounds;
• Ability to recognize the importance of safety in the workplace, follow safety rules, practice safe work habits, utilize appropriate safety equipment, and report unsafe conditions to the appropriate administrator.

MATERIALS AND EQUIPMENT OPERATING KNOWLEDGE:
• Operating knowledge of and experience with personal computers and peripherals;
• Operating knowledge of and experience with office software such as word processing, spreadsheets, and email;
• Operating knowledge of and experience with typical office equipment, such as telephones, copier, fax machine, etc.

Salary & Benefits:
View all salary schedules for the current school year at: https://www.d51schools.org/departments111/human-resources/salary-schedules
Information regarding D51 Benefits can be found here: https://www.d51schools.org/departments111/human-resources/employee-benefits
 




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Openings as of 3/31/2025

Occupational Therapist - (Pool posting for the 2025-26 School Year)

JobID: 11156

Position Type:
  Student Services/Special Service Providers/Occupational/Physical Therapist


Date Posted:
  12/10/2024


Location:
  Basil T Knight Center (BTK)


Closing Date:
  open until filled


  Additional Information:  Show/Hide
Position:
Occupational Therapist pool for the 2024-25 school year

$3000 SIGN ON BONUS!

Description:
• Identify and select appropriate, valid, and reliable assessments to measure contextual factors, activity demands, and student factors, as related to academic achievement
• Complete evaluations, observations and/or screenings of a student’s strengths, problems, and potential issues, within the educational setting
• Gather data from record reviews, interviews, checklists, specific observations, and/or collaboration or consultation for effective evaluation planning with the school based team
• Interpret medical records as applied to the educational environment
• Interpret assessment data to develop and refine hypotheses about the student’s academic performance, and effectively communicate, both verbally and in writing, about assessment results, to a variety of audiences, including but not limited to educators, paraprofessionals, parents and students, as appropriate
• Use clinical experience, clinical observation, and professional judgment, as well as, assessment data to plan and develop appropriate and targeted interventions within the context of an IEP team
• Provide appropriate classroom and environmental modifications and accommodations and integrate appropriate equipment, and/or technology devices to facilitate functional and independent skills
• Identify and utilize intervention approaches based on documented evidence-based practices
• Demonstrate the skills needed for the design and application of therapeutic strategies, as based on the defined needs, motivational levels, interests, preferences, and individual backgrounds and characteristics of students
• Create, communicate, and sustain effective collaborative relationships, with relevant individuals, families, schools and communities including participation as members of building Special Education teams and the district OT/PT team
• Document student service, administrative and other departmental records in accordance with the school district, state and federal policies within a timely manner
• Perform other duties as assigned

Job Summary:
Occupational therapy is federally mandated as a related service under Part B of IDEA and is provided to support the student’s Individualized Education Program (IEP). Occupational therapists provide direct and consultative services to improve the students’ ability to access special education services. Occupational therapists assess, analyze, problem solve effectively and demonstrate a high level of professional judgment when recommending and providing services, making environmental modifications and training staff to optimize the students’ ability to participate in the educational environment. Consultation with educational and community personnel, and families is an essential component of the occupational therapist’s roles and responsibilities.  Work is self-directed and clinically autonomous.  

Qualifications:
• Master’s Degree in Occupational Therapy or graduation from an accredited program of Occupational Therapy
• Licensure to practice Occupational Therapy in Colorado by DORA
• Certification by National Board Certificate of Occupational Therapy (NBCOT)
• Colorado Department of Education Special Service Provider License 
• Valid Driver’s License
Working Conditions:
188 days/year

Application Procedure:
Apply Online

Salary & Benefits:
$65,010.40 - $104,535.52

Hiring Range for External Candidates:
$65,010.40 - $89,542.52

Occupational Therapist/Physical Therapist/School Mental Health Therapist/Social Worker are initially placed according to similar licensed experience. OT/PT/SMHT/SWs new to the District may be granted up to 15 years of experience, provided the experience occurred within the last 20 years. Future increases are calculated based on budget and market conditions. In order to be eligible to move through the salary schedule, employee must have worked the entire second semester.

View all salary schedules for the current school year at: https://www.d51schools.org/departments111/human-resources/salary-schedules
Information regarding D51 Benefits can be found here: https://www.d51schools.org/departments111/human-resources/employee-benefits




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Openings as of 3/31/2025

Physical Therapist (Pool for All Positions 2025-26 School Year)

JobID: 11157

Position Type:
  Student Services/Special Service Providers/Occupational/Physical Therapist


Date Posted:
  12/10/2024


Location:
  Basil T Knight Center (BTK)


Closing Date:
  open until filled


  Additional Information:  Show/Hide
Description:
Physical Therapist pool for the school year 2023-24

$3000 SIGN ON BONUS!

Job Summary:
Physical therapy is federally mandated as a related service under Part B of IDEA and is provided to support the student’s Individualized Education Program (IEP). Physical therapists provide direct and consultative services to improve the students’ ability to access special education services. The school physical therapist is expected to evaluate for and implement educationally relevant direct and indirect physical therapy service. Physical Therapists analyze risk, problem solve effectively and demonstrate a high level of professional judgment when recommending and providing services, making environmental modifications and training staff to manage the students’ physical needs. Consultation with educational and community personnel is an essential component of the physical therapist’s roles and responsibilities. Work is self-directed and clinically autonomous.
• Identify financial sources for maintaining, repairing and financing adaptive equipment either through district budget or other means.
• Evaluate and recommend school improvements for accessibility and environmental modifications.
• Participate in budget planning and guideline development relating to equipment and personnel needs
• Provide consultation regarding evacuation and emergency procedures for students with disabilities
• Identify safety concerns and appropriate interventions, for both the student and staff to prevent injury.
• Collect appropriate information from students, parents, other team members and outside agencies
• Participate as a member of multiple teams; eg. Physical Therapy and Occupational Therapy department, buildings and Special Education teams
• Procure, maintain and inventory equipment materials and supplies.
• Provide resources and strategies to promote improved student participation in the home, school and community
• Perform other duties and assigned travel
Qualifications:
• Licensure to practice Physical Therapy in Colorado by DORA
• Minimum 2 years of experience (preferred pediatric experience)
• Must have or be eligible for Colorado Department of Education Special Service Provider License
• Valid Driver’s License
• CPR certified
Working Conditions:
188 days/year

Application Procedure:
Apply Online

Salary & Benefits:
$65,010.40 - $104,535.52

Hiring Range for External Candidates:
$65,010.40 - $89,542.52

Occupational Therapist/Physical Therapist/School Mental Health Therapist/Social Worker are initially placed according to similar licensed experience. OT/PT/SMHT/SWs new to the District may be granted up to 15 years of experience, provided the experience occurred within the last 20 years. Future increases are calculated based on budget and market conditions. In order to be eligible to move through the salary schedule, employee must have worked the entire second semester.

View all salary schedules for the current school year at: https://www.d51schools.org/departments111/human-resources/salary-schedules
Information regarding D51 Benefits can be found here: https://www.d51schools.org/departments111/human-resources/employee-benefits
 




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Openings as of 3/31/2025

School Psychologist (Pool for school year 2025-26)

JobID: 11158

Position Type:
  Student Services/Special Service Providers/Psychologist


Date Posted:
  12/10/2024


Location:
  Basil T Knight Center (BTK)


Closing Date:
  Open until filled


  Additional Information:  Show/Hide
Position:
School Psychologist (Pool for school year 2025-26)

Why do our D51 School Psychs prefer D51?

"I love being a school psychologist for District 51! I love that I get the opportunity to utilize all my skills including conducting assessments, meeting with students on an individual basis, and collaborating with my schools' MTSS teams to make a difference at the whole school level." - D51 School Psych

"D51 has several schooling options for students in Grand Junction. This provides the opportunity for School Psychs to work in a variety of settings and capacities across the district." - D51 School Psych

"Grand Junction in general, and School District 51, in particular are a close-knit community for people caring for each other." - D51 School Psych

Description:
• Engage in actively providing direct and indirect short-term therapeutic, mental health interventions appropriate to individual needs, circumstances, and environments. These interventions may include individual and/or small group counseling; providing classroom-based social and emotional instruction/intervention; facilitating conflict resolution; as well as providing support to family members or guardians.  Interventions may be focused at primary, secondary, or tertiary levels and be goal-oriented to prevent school failure, problematic behaviors, social and/or emotional distress, etc.
• Develop and facilitate positive, collaborative partnerships with students, families, community systems and resources, and educational personnel. Activities may include working individually, with small groups, as well as providing in-services and/or materials to parents, school personnel, and/or community systems to enhance knowledge and functionality.
• Participate in district activities that align with State of Colorado Medicaid Reimbursement Program standards for schools.  This includes maintaining current records and submitting monthly billing statements for eligible students, according to certification guidelines.
• Participate in on-going professional growth activities, committees and organizations, both school and community based. They identify and meet yearly professional goals. 
• Perform other duties as assigned

Job Summary:
School Psychologist will provide a multi-tiered, comprehensive array of services that are available to all students with consideration to their unique developmental and intrinsic qualities. School psychologists are responsible for providing legally and procedurally defensible guidance and team leadership that includes advising allocation of resources and alignment with State and Federal Education Guidelines, procedural safeguards, and ethical practices.  School Psychologists work collaboratively in educational settings and participate in the Problem Solving/Multi-Tiered System of Supports process, with the intention of supporting student growth, development, and mastery in social/emotional, academic, and life/vocational domains. School Psychologists work as change agents to enhance best practice and inclusion of all persons in high quality and meaningful educational activities and environments. 

Qualifications:
• Have or be able to obtain valid Colorado Special Services License in School Psychology.
• National School Psychologist Certification (NCSP) is preferred.
• Valid Driver's License
Working Conditions:
197 days/year

Application Procedure:
Apply Online

Salary & Benefits:
School Psych Base Pay Salary Schedule Range:
$64,912 - $109,431 based on one (1) FTE at one hundred ninety seven (197) days.

Hiring Range for External Candidates: AT 197 DAYS
$64,912 - $89,967 (School Psychologists with a CDE license are placed on Lane 9)
*School Psychologists are initially placed according to experience. School Psychologists new to the District may be granted up to 15 years of experience, provided the experience occurred within the last 20 years in accordance with the MVEA Agreement.

View all salary schedules for the current school year at: https://www.d51schools.org/departments111/human-resources/salary-schedules
Information regarding D51 Benefits can be found here: https://www.d51schools.org/departments111/human-resources/employee-benefits




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Openings as of 3/31/2025

School Psychologist Intern (Pool Posting for the 2025-26 School Year)

JobID: 11159

Position Type:
  Student Services/Special Service Providers/Psychologist Intern


Date Posted:
  12/10/2024


Location:
  Basil T Knight Center (BTK)


Closing Date:
  open until filled


  Additional Information:  Show/Hide
Position:
School Psychologist Intern (POOL) for the 2024-25 School Year

Description:
• Under the direction of a Licensed Psychologist, engage in actively providing direct and indirect short-term therapeutic, mental health interventions appropriate to individual needs, circumstances, and environments. These interventions may include individual and/or small group counseling; providing classroom-based social and emotional instruction/intervention; facilitating conflict resolution; as well as providing support to family members or guardians.  Interventions may be focused at primary, secondary, or tertiary levels and be goal-oriented to prevent school failure, problematic behaviors, social and/or emotional distress, etc.
• Develop and facilitate positive, collaborative partnerships with students, families, community systems and resources, and educational personnel. Activities may include working individually, with small groups, as well as providing in-services and/or materials to parents, school personnel, and/or community systems to enhance knowledge and functionality.
• Participate in on-going professional growth activities, committees and organizations, both school and community based. They identify and meet yearly professional goals. 
• Perform other duties as assigned

Job Summary:
Under the direction and supervision of a licensed School Psychologist  the Intern will provide a multi-tiered, comprehensive array of services that are available to all students with consideration to their unique developmental and intrinsic qualities.  School Psychologists Intern will work collaboratively in educational settings and participate in the Problem Solving/Multi-Tiered System of Supports process, with the intention of supporting student growth, development, and mastery in social/emotional, academic, and life/vocational domains. 

Qualifications:
• Have or be able to obtain valid Colorado Special Services Intern License in School Psychology
• Must be enrolled in an approved School Psychologist program
• Valid Driver's License

Working Conditions:
197 days/year

Application Procedure:
Apply Online

Salary & Benefits:
School Psychologist Intern Base Pay Salary Schedule Range:
$52,409 - $109,431.40 - based on one (1) FTE at one hundred eighty eight (197) days.

Hiring Range for External Candidates:
$52,409 - $89,967.18 - based on one (1) FTE at one hundred eighty eight (197) days.
*School Psych Interns are initially placed according to experience. Psych Interns new to the District may be granted up to 15 years of experience, provided the experience occurred within the last 20 years in accordance with the MVEA Agreement.

View all salary schedules for the current school year at: https://d51schools.org/employment/job_opportunities/salary_schedules 
Information regarding D51 Benefits can be found here: https://www.d51schools.org/employment/current_employees/employee_benefits




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Openings as of 3/31/2025

Speech Language Pathologist (Pool for All Positions for the 2024-25 School Year)

JobID: 10131

Position Type:
  Student Services/Special Service Providers/Speech Language Pathologist


Date Posted:
  12/4/2023


Location:
  Basil T Knight Center (BTK)


Closing Date:
  open until filled


  Additional Information:  Show/Hide
Position:
Speech Language Pathologist pool for the school year 2024-25

"This district has the most supportive group of SLPs I have ever worked with!" - D51 SLP

$3000 SIGN ON BONUS!

$1500 Stipend Annually for Certificate of Clinical Competency!

Job Summary:
The School Speech-Language Pathologist (SLP) works under the general direction of the assigned Special Education Coordinator and follows federal, state, district and the American Speech and Hearing Association (ASHA) regulations and policies.  Serving multiple schools/sites each School SLP provides an individualized series of both direct and indirect services to each student and/or evaluative referral that includes a significant component of compliance and administrative activities.  Serving a mixed caseload School SLPs are Case Managers for student’s identified with a Speech and/or Language Impairment and is a supporting team member for students who demonstrate Speech Language communication needs under a different identified disability.  Writing, managing, overseeing, reviewing, and adjusting the components of each Individual Education Plan (IEP) along with facilitating and participating in IEP related meetings encompasses the largest portion of the School SLP’s time and efforts.  There is also significant administrative and compliance driven duties for the School SLP including Colorado Medicaid Reimbursement procedures.  Other responsibilities of this role include collaborations and a wide array of Indirect Services for students reeving Speech-Language services.

Description:
Referrals and Evaluations:
• Serving the District’s needs for Speech-Language Pathology services this team of Special Service Providers work throughout the 48+ schools and programs providing evaluative services to determine or identify a speech, language, communication disorder for children/students’ birth – 21 years.  Referrals for evaluation come from a variety of sources including but not limited to school staff, parents, peer professionals, and the Child Find Program and may include multiple educational impairments or disabilities. Children referred for SLP evaluation may include a diverse cultural and ethnical background and the School SLP is able to differentiate language disorders with language differences in culturally and linguistically diverse students. Referrals for evaluation and the case information provided are analyzed, reviewed, and discussed with members and if the need is indicated an evaluation plan is developed.
• The evaluation encompasses the procedures the School SLP uses to determine a student’s initial and continuing eligibility for SpEd services. SLP collaborates with assessment teams utilizing a broad repertoire of developmentally, culturally, and linguistically appropriate formal and informal assessment strategies to help identify each individuals’ unique communication strengths and challenges.  The make-up of special education team members is unique to each student and consist of a variety of District and non-District professionals. Common tests performed include but are not limited to sound delays/disorders, language delays/disorders, fluency disorders e.g. stuttering, and voice disorders.  In addition, the School SLP identifies and monitors added literacy risks for students being treated for spoken language difficulties.
• SLPs analyze assessment data, integrating information from other professionals to determine specific communication needs, eligibility for services, and for incorporation into Individual Education Plans (IEP).  Assessment data guides the identification of appropriate intervention therapies, development, implementation, monitoring, and modifying of programming to serve each student’s needs.  Facilitating a timely and collaborative response to referrals, the evaluation process, and the implementation of education plans, the School SLP role provides an expertise regarding the ability to train communication disorders etiology, model communication skills, and in designing augmented communication systems in order to provide a safe and accessible learning environment.
Individual Education Plans:
• Written in whole or in part upon identification of a speech/language/communication disorder by the School SLP for students ages 2 - 21.  School SLPs are Case Managers for student’s identified with a Speech and/or Language Impairment and is a supporting team member providing services for students who demonstrate Speech Language communication needs under a different identified disability.  The IEP describes how the student functions within the classroom as well as details the academic goals the student is working toward.  Responsibilities include working with the department’s records staff to request and review documents from outside agencies/providers.  The direct specialized instruction and/or indirect services for Speech-Language are designed and developed after evaluating and determining the efficacy of a wide spectrum of prescribed treatments, intervention strategies, assistive communication strategies/devices, and remediation programs.  The IEP further details individual special education goals, and allocated service minutes designated toward these goals.  The IEP may also identify in collaboration with other IEP Team Members, specific accommodations the student needs to access general education curriculum.
• Upon determining the degree of speech delay or disorder, its impact on the student’s education, and subsequent impact to their ability to access the general education curriculum. The School SLP facilitates and/or attends IEP meetings in accordance with individual student plans, including all annual/triannual reviews.  These meetings include a portion of time spent with parents and staff to appropriately convey student data and outlines the needs for Speech-Language services.  Specialized instruction and services are developed that reflect the reciprocal nature of home, school, and community influences on student achievement.  This role implements, monitors and modifies speech-language instruction as needed to enhance student’s ability to reach stated goals.  Employee prescribes treatment approaches and goals that align with Colorado Academic Standards and the District’s Strategic goals. Case Management responsibilities includes scheduling, IEP development, meeting facilitation, delivery of Speech-Language interventions (SLI) and the evaluation of progress toward IEP goals.  This employee serves as the primary contact for internal and external stakeholders regarding concerns, progress, and plans for SLI students.
• ?SLPs Augmented, Alternative, Assistive communication equipment and technology for students with limited or restrictive verbal communication abilities.  These include both low-tech devices for example pictures, symbols, and core-boards to high-tech equipment including dynamic display and voice output equipment and software.  Update and training staff on the use of AAAC materials and devices. Implement state-of-the-art technology to maximize students’ communication skills and model equipment. Design and program augmentative/alternative communication systems. Providing and facilitating staff development and training to teachers and support staff that includes the use of AT/AC equipment
Communications Therapy:
• While some therapy may be appropriate for the classroom setting often times the SLP will require a more private setting with small groups and/or one-on-one sessions.  The SLP will plan, prepare, and perform the elements identified within the student’s IEP in accordance with the student’s individual abilities, goals, and limitations.  Developmentally appropriate SL Services are provided using research, data-driven, and evidenced based practices. This position oversees the integration of therapy goals from individual to small group to classroom and then community environments.  Balancing the intricacies of integration with the unique needs of the student requires regular and collaborative communication with team members, family, and other service providers.
Indirect Services:
• The School Speech Language Pathologist applies and shares a wide knowledge regarding basic human communication and brain science/functions and the medically fragile including swallowing/feeding processes and biological, neurological, acoustic, psychological, cognitive, developmental disabilities, linguistic, and cultural correlates, in each of the following:
  • Communication and swallowing disorders including the appropriate etiologies and characteristics,
  • Speech sound production, to encompass articulation, motor planning, and execution phonology,
  • Articulation, fluency and fluency disorders i.e. stuttering, fluttering, and atypical speech,
  • Voice and resonance, including respiration and phonation,
  • Receptive and expressive language, including phonology morphology, syntax, semantics, pragmatics and pre and para linguistic communication,
  • The impact of hearing on speech and language development
Qualifications:
• Masters of Science in Communication Disorders or Speech-Language Pathology from an accredited institution*,
• Valid certification through American Speech-Language Hearing Association and licensed through Colorado Department of Education (CDE) required at hire or within six months of hire;
• Preference given for ASHA – Certificate of Clinical Competence (CCC-SLP);
• Preference given for prior pediatric and/or adolescent Speech-Language Pathologist experience,
• Preference given for Certificate of Clinical Competence from the American Speech and Hearing Association (ASHA);
• CPR/AED/QBS Certifications required within one year of hire;
*(Acceptable education and experience are determined at the sole discretion of the District)

Working Conditions:
188 days/year

Application Procedure:
Apply Online

Selection Procedure:
Preference given for ASHA–Certificate of Clinical Competence (CCC-SLP) ASHA

Salary & Benefits:
Speech Language Pathologist Base Pay Salary Schedule Range:
$65,662.76 - $105,575.16 based on one (1) FTE at one hundred eighty eight (188) days.

Hiring Range for External Candidates:
$65,662.76 - $90,443.04
*Speech Pathologists are initially placed according to experience. Speech Pathologists new to the District may be granted up to 15 years of experience, provided the experience occurred within the last 20 years.

View all salary schedules for the current school year at: https://www.d51schools.org/departments111/human-resources/salary-schedules
Information regarding D51 Benefits can be found here: https://www.d51schools.org/departments111/human-resources/employee-benefits





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Openings as of 3/31/2025

Speech Language Pathologist (Pool for all positions for the 2025-26 School Year)

JobID: 11155

Position Type:
  Student Services/Special Service Providers/Speech Language Pathologist


Date Posted:
  12/10/2024


Location:
  Basil T Knight Center (BTK)


  Additional Information:  Show/Hide
Position:
Speech Language Pathologist pool for the school year 2025-26

"This district has the most supportive group of SLPs I have ever worked with!" - D51 SLP

$3000 SIGN ON BONUS!

$1500 Stipend Annually for Certificate of Clinical Competency!

Job Summary:
The School Speech-Language Pathologist (SLP) works under the general direction of the assigned Special Education Coordinator and follows federal, state, district and the American Speech and Hearing Association (ASHA) regulations and policies.  Serving multiple schools/sites each School SLP provides an individualized series of both direct and indirect services to each student and/or evaluative referral that includes a significant component of compliance and administrative activities.  Serving a mixed caseload School SLPs are Case Managers for student’s identified with a Speech and/or Language Impairment and is a supporting team member for students who demonstrate Speech Language communication needs under a different identified disability.  Writing, managing, overseeing, reviewing, and adjusting the components of each Individual Education Plan (IEP) along with facilitating and participating in IEP related meetings encompasses the largest portion of the School SLP’s time and efforts.  There is also significant administrative and compliance driven duties for the School SLP including Colorado Medicaid Reimbursement procedures.  Other responsibilities of this role include collaborations and a wide array of Indirect Services for students reeving Speech-Language services.

Description:
Referrals and Evaluations:
• Serving the District’s needs for Speech-Language Pathology services this team of Special Service Providers work throughout the 48+ schools and programs providing evaluative services to determine or identify a speech, language, communication disorder for children/students’ birth – 21 years.  Referrals for evaluation come from a variety of sources including but not limited to school staff, parents, peer professionals, and the Child Find Program and may include multiple educational impairments or disabilities. Children referred for SLP evaluation may include a diverse cultural and ethnical background and the School SLP is able to differentiate language disorders with language differences in culturally and linguistically diverse students. Referrals for evaluation and the case information provided are analyzed, reviewed, and discussed with members and if the need is indicated an evaluation plan is developed.
• The evaluation encompasses the procedures the School SLP uses to determine a student’s initial and continuing eligibility for SpEd services. SLP collaborates with assessment teams utilizing a broad repertoire of developmentally, culturally, and linguistically appropriate formal and informal assessment strategies to help identify each individuals’ unique communication strengths and challenges.  The make-up of special education team members is unique to each student and consist of a variety of District and non-District professionals. Common tests performed include but are not limited to sound delays/disorders, language delays/disorders, fluency disorders e.g. stuttering, and voice disorders.  In addition, the School SLP identifies and monitors added literacy risks for students being treated for spoken language difficulties.
• SLPs analyze assessment data, integrating information from other professionals to determine specific communication needs, eligibility for services, and for incorporation into Individual Education Plans (IEP).  Assessment data guides the identification of appropriate intervention therapies, development, implementation, monitoring, and modifying of programming to serve each student’s needs.  Facilitating a timely and collaborative response to referrals, the evaluation process, and the implementation of education plans, the School SLP role provides an expertise regarding the ability to train communication disorders etiology, model communication skills, and in designing augmented communication systems in order to provide a safe and accessible learning environment.
Individual Education Plans:
• Written in whole or in part upon identification of a speech/language/communication disorder by the School SLP for students ages 2 - 21.  School SLPs are Case Managers for student’s identified with a Speech and/or Language Impairment and is a supporting team member providing services for students who demonstrate Speech Language communication needs under a different identified disability.  The IEP describes how the student functions within the classroom as well as details the academic goals the student is working toward.  Responsibilities include working with the department’s records staff to request and review documents from outside agencies/providers.  The direct specialized instruction and/or indirect services for Speech-Language are designed and developed after evaluating and determining the efficacy of a wide spectrum of prescribed treatments, intervention strategies, assistive communication strategies/devices, and remediation programs.  The IEP further details individual special education goals, and allocated service minutes designated toward these goals.  The IEP may also identify in collaboration with other IEP Team Members, specific accommodations the student needs to access general education curriculum.
• Upon determining the degree of speech delay or disorder, its impact on the student’s education, and subsequent impact to their ability to access the general education curriculum. The School SLP facilitates and/or attends IEP meetings in accordance with individual student plans, including all annual/triannual reviews.  These meetings include a portion of time spent with parents and staff to appropriately convey student data and outlines the needs for Speech-Language services.  Specialized instruction and services are developed that reflect the reciprocal nature of home, school, and community influences on student achievement.  This role implements, monitors and modifies speech-language instruction as needed to enhance student’s ability to reach stated goals.  Employee prescribes treatment approaches and goals that align with Colorado Academic Standards and the District’s Strategic goals. Case Management responsibilities includes scheduling, IEP development, meeting facilitation, delivery of Speech-Language interventions (SLI) and the evaluation of progress toward IEP goals.  This employee serves as the primary contact for internal and external stakeholders regarding concerns, progress, and plans for SLI students.
• ?SLPs Augmented, Alternative, Assistive communication equipment and technology for students with limited or restrictive verbal communication abilities.  These include both low-tech devices for example pictures, symbols, and core-boards to high-tech equipment including dynamic display and voice output equipment and software.  Update and training staff on the use of AAAC materials and devices. Implement state-of-the-art technology to maximize students’ communication skills and model equipment. Design and program augmentative/alternative communication systems. Providing and facilitating staff development and training to teachers and support staff that includes the use of AT/AC equipment
Communications Therapy:
• While some therapy may be appropriate for the classroom setting often times the SLP will require a more private setting with small groups and/or one-on-one sessions.  The SLP will plan, prepare, and perform the elements identified within the student’s IEP in accordance with the student’s individual abilities, goals, and limitations.  Developmentally appropriate SL Services are provided using research, data-driven, and evidenced based practices. This position oversees the integration of therapy goals from individual to small group to classroom and then community environments.  Balancing the intricacies of integration with the unique needs of the student requires regular and collaborative communication with team members, family, and other service providers.
Indirect Services:
• The School Speech Language Pathologist applies and shares a wide knowledge regarding basic human communication and brain science/functions and the medically fragile including swallowing/feeding processes and biological, neurological, acoustic, psychological, cognitive, developmental disabilities, linguistic, and cultural correlates, in each of the following:
  • Communication and swallowing disorders including the appropriate etiologies and characteristics,
  • Speech sound production, to encompass articulation, motor planning, and execution phonology,
  • Articulation, fluency and fluency disorders i.e. stuttering, fluttering, and atypical speech,
  • Voice and resonance, including respiration and phonation,
  • Receptive and expressive language, including phonology morphology, syntax, semantics, pragmatics and pre and para linguistic communication,
  • The impact of hearing on speech and language development
Qualifications:
• Masters of Science in Communication Disorders or Speech-Language Pathology from an accredited institution*,
• Valid certification through American Speech-Language Hearing Association and licensed through Colorado Department of Education (CDE) required at hire or within six months of hire;
• Preference given for ASHA – Certificate of Clinical Competence (CCC-SLP);
• Preference given for prior pediatric and/or adolescent Speech-Language Pathologist experience,
• Preference given for Certificate of Clinical Competence from the American Speech and Hearing Association (ASHA);
• CPR/AED/QBS Certifications required within one year of hire;
*(Acceptable education and experience are determined at the sole discretion of the District)

Working Conditions:
188 days/year

Application Procedure:
Apply Online

Selection Procedure:
Preference given for ASHA–Certificate of Clinical Competence (CCC-SLP) ASHA

Salary & Benefits:
Speech Language Pathologist Base Pay Salary Schedule Range:
$65,662.76 - $105,575.16 based on one (1) FTE at one hundred eighty eight (188) days.

Hiring Range for External Candidates:
$65,662.76 - $90,443.04
*Speech Pathologists are initially placed according to experience. Speech Pathologists new to the District may be granted up to 15 years of experience, provided the experience occurred within the last 20 years.

View all salary schedules for the current school year at: https://www.d51schools.org/departments111/human-resources/salary-schedules
Information regarding D51 Benefits can be found here: https://www.d51schools.org/departments111/human-resources/employee-benefits

 




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Openings as of 3/31/2025

Speech Language Pathologist Assistant (SLPA)

JobID: 11204

Position Type:
  Student Services/Special Service Providers/Speech Language Pathologist Assistant


Date Posted:
  1/16/2025


Location:
  Basil T Knight Center (BTK)


Date Available:
  2024-25


Closing Date:
  01/21/2025


  Additional Information:  Show/Hide
Temporary through May 2025
           
Job Title: Speech Language Pathologist Assistant (SLPA)
Pay Program: Support Staff	FLSA Status: Non-Exempt
Reports to: Speech Language Pathologist	Pay Range: CH19 $29.74 - $33.13
Work Year: Student Contact Days / 8 Hours
 
VISION:  To Engage, Equip, and Empower Each and Every Student, Each and Every Day.
 
SUMMARY: This position will assist with delivery of treatment plans provided by a speech language pathologist who serves students with speech language impairments.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES: 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.
                     
Job Responsibility Descriptions
Responsible for providing speech language therapy services to students according to their Individual Education Program (IEP) goals as developed by the supervising Speech Language Pathologist (SLP).  Assist the SLP, teachers and other related service personnel in implementation of individual programs to achieve educational goals as outlined in student’s IEP’s.
Monitor and document student progress toward meeting IEP goals and benchmarks.  Report and record progress information on each student and share in consultation with supervising SLP, teachers and the Special Education Coordinator as requested.  Maintain and prepare a wide variety of manual and electronic materials to align with student targeted goals and activities.
Assist the SLP with informal documentation for students.  Assist in the preparation of lesson plans and instructional materials as requested by the supervising SLP.
Assist in the monitoring and maintenance of all therapy equipment and supplies used within the speech therapy department. Assist in implementing new communication devices and processes as directed by the supervising SLP.
Participate in training activities and assist with speech-language screenings as needed.
Perform other duties as assigned.
 
EDUCATION AND RELATED WORK EXPERIENCE:
• Bachelor Degree in Speech-Communication, Speech-Language Pathology or Communication Disorders, or Speech Sciences from an accredited institution of higher education required*;
• Successful completion of Speech-Language Pathology Assistant Program (SLPA) required;
• Valid Colorado Department of Education SLPA Certification required;
• Minimum two years of experience working with children and/or students, preference given for experience working with speech language pathology services needs students*;
• Preference given for credit hours in early-childhood education, education, or healthcare and/or prior school district experience;
• Bilingual oral and written skills, English/Spanish, are desirable;
• *Acceptable demonstration of education and/or experience is at the sole discretion of the district.
 
LICENSES, REGISTRATIONS or CERTIFICATIONS:
• Must successfully complete a criminal background check required for hire;
• Valid Colorado driver’s license or identification required;
• Attend and successfully complete all staff development training as required by state law or as directed by supervisor.
 
TECHNICAL SKILLS, KNOWLEDGE & ABILITIES:
Community Awareness – This Assistant role brings a basic knowledge of local cultural and educational diversity as it relates to understanding special education student learning, behavior support systems, and how District services are provided.  This position is responsible for supporting District personnel in understanding how to foster success for all students regardless of gender, race, or ability.
Legal Knowledge Base – Special Service Provider Assistants hold an expectation to possess a base knowledge of and promote and enact federal, state, and District education policies, standards, and procedures.  As a Special Education employee this role supports District personnel in understanding and abiding by legal and ethical boundaries as outlined in the:
• Every Student Succeeds Act - Title I, Title II, Title III  (ESSA 2015),
• Individuals with Disabilities Education Act (IDEA, 2004),
• Title VI of the Civil Rights Act (1964),
• Americans with Disabilities Act (ADA, 1974) and Section 504 of the Rehabilitation Act,
• Family Educational Rights and Privacy Act, (FERPA 1974, 2016),
• Exceptional Children’s Education Act (ECEA, 2013),
• Health Insurance Portability and Accountability Act (HIPPA, 1996).
Other Skills and Awareness – This Assistant role must also possess basic skills that include:
• Exceptional oral communication and phone etiquette skills in English;
  • Ability to use Spanish oral communication skills is desirable;
• Exceptional customer service, and interpersonal relationship building skills;
• Exceptional ability to pay attention to detail and work independently as needed with minimal direction and/or supervision;
• Well-developed ability to display and explain complex data in an understandable format;
• Well-developed writing, organizational, scheduling, report writing and record keeping skills;
• Ability to use de-escalation skills to diffuse and manage stressful and fluid situations;
• Ability to maintain confidentiality in all aspects of the job; especially related to student issues and IEP reports;
• Ability to manage multiple priorities and frequent interruptions in a timely manner;
• Ability to be adaptable and flexible with collaborative critical thinking and problem solving capabilities;
• Ability to promote and follow Board of Education policies, building and department procedures;
• Ability to communicate, interact and work effectively and cooperatively with people from diverse ethnic and
  educational backgrounds;
• Ability to recognize the importance of safety in the workplace, follow safety rules, practice safe work habits, utilize appropriate safety equipment and report unsafe conditions to the appropriate administrator.
 
MATERIALS AND EQUIPMENT OPERATING KNOWLEDGE:
• Operating knowledge of and experience with personal computers and peripherals;
• Operating knowledge of and experience with office software such as word processing, spreadsheets, and email;
• Operating knowledge of and experience with typical office equipment, such as copier, scanner, fax machine, etc.;
• Operating level knowledge for the District’s student tracking software required within 30 days of hire.

Salary & Benefits:
View all salary schedules for the current school year at: https://www.d51schools.org/departments111/human-resources/salary-schedules
Information regarding D51 Benefits can be found here: https://www.d51schools.org/departments111/human-resources/employee-benefits
 




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