For the 2025-2026 School Year
Certificated Salary Schedule B
Step 1 Column 1: $61,928 - Step 30 Column VII: $129,902
Highest entry: Step 15
JOB TITLE: Special Education Teacher Mild/Moderate
JOB SUMMARY: Supervised and evaluated by the Director of Special Education in coordination with the Site Principal, and in cooperation with other professional staff, provides services to students designated on the Individualized Education Plan (IEP) to include instruction in basic skills such a reading, language arts, and mathematics as well as social skills, communication skills, and adaptive behavior skills. This position serves children with mild/moderate handicapping conditions in a mild/moderate classroom that may be scheduled into the program for any part of the instructional day, ranging up to the entire school day.
REPORTS TO: - Director of Special Education
TERMS OF EMPLOYMENT: - 185 work days contracted.
- Days and hours to be arranged, according to current school schedules
- Salary based upon education and education
- Certificated Salary Schedule
Education: - BA or BS degree from a regionally or nationally accredited college or university
- Appropriate credential and/or eligibility for the assignment (Mild/Moderate) as per the current guidelines established by the California Commission on Teacher Credentialing
- CLAD or BCLAD or equivalent
- Must be NCLB Highly Qualified
Desired: - Teaching experience with mild/moderate special populations
- Commitment to education in the least restrictive environment; be flexible and receptive to change
- College/university course work or experience in direct instruction methods
- Ability to supervise paraprofessionals in the delivery of curriculum and behavior management
- Ability to coordinate service delivery with the general education staff
- Ability to produce a schedule to meet the needs of all students in the special education classroom environment
- College/university course work towards a valid California credential or added authorization for the Orthopedically Impaired
Experience: - Successful teaching experience and training in assessment, development, and implementation of Individualized Education Program (IEPs) for children who may have some or all of the following handicapping conditions, but not limited to: Specific Learning Disabilities, Speech and Language Impairment, Autism, Intellectual Disabilities, Other Health Impairment, and Emotional Disturbance; successful experience in effectively communicating (orally and in writing) assessment results and intervention strategies; successful experience in working cooperatively with students, staff, and parents.
- Demonstrated knowledge of curriculum, materials, and strategies for educating students with disabilities; knowledge of curriculum guides to align functional goals and objectives with standards-based curriculum; knowledge of evidence based academic and behavioral instruction.
- Demonstrated knowledge in modifying/adapting the general education curriculum and providing education services in varied environments.
- Demonstrated ability to work cooperatively with support services, including an instructional aide (s), speech and language therapist, occupational and physical therapist, adaptive physical education specialist, school psychologist, school nurse, and outside agencies
Essential Functions: - Provides specialized instruction to pupils to meet the goals and objectives as developed in the students’ Individualized Education Program (IEPs).
- Prepares core/common core standards-based lesson plans, materials, and classroom strategies as appropriate for the students’ level (s) of functioning and prepares schedules and time lines to implement classroom activities.
- Design instruction, both individual and small group which parallels the general education curriculum.
- Assists other professional staff in diagnosis of learning disorders, development of planned remediation and evaluation of student progress.
- Articulate curriculum between and among student levels.
- Assists regular education teachers in identifying those children who appear to have exceptional needs not met within the regular program.
- Identifies those children who could benefit from regular classroom program with support from the mild/moderate teacher.
- Review referrals and assists in assessment of those children who are suspected of having learning problems and who have been referred by the Student Study Team.
- Provides instruction and direct services for all students eligible for special education services in a mild/moderate program on individual or small group basis, either in the mild/moderate classroom or in the regular education classroom.
- Act as coordinator of IEP implementation with general education staff.
- Coordinate and participate in the identification, assessment, and instructional planning process for special needs children as a member of the assessment team.
- Provide instruction at the academic level called for by the IEP.
- Align instructional activities to match stated IEP goals and objectives.
- Utilize empirically supported teaching strategies and materials that been shown to be effective with special needs children.
- Uses effective classroom and/or behavior management techniques to achieve a safe and functional learning environment for all students. This includes creating appropriate room displays, bulletin boards, and or interest/learning centers.
- Develops the IEP for each student, including assessing present levels, writing appropriate, standards-based goals and objectives, and serves as a member, and chair in IEP meetings.
- Notify the appropriate IEP team members regarding the need for an IEP meeting prior to scheduling an IEP or making any changes in a child’s IEP or program placement.
- Prior to an IEP, informing relevant support staff of any information that may warrant an IEP change, i.e. informing the Director of Special Education and the School Psychologist of test scores that may warrant a more restrictive or less restrictive placement, or a change in goals and objectives.
- Coordinate the scheduling of initial, triennial, and revision IEPs with the IEP team members including providers of related services and agencies.
- Complete assessments and reports of those assessments as necessary prior to scheduled IEP meetings.
- Conduct appropriate assessments as necessary for Initial, Triennial and Annual IEPs prior to a scheduled IEP.
- Ensure that vision/hearing assessments are completed prior to initial and three-year re-evaluation IEPs.
- Complete all IEP forms and other paperwork as per district guidelines.
- Maintain and update as needed the student Contact Log and Log of Access and other communication records with parents, general education teachers, administrators, agencies, support staff, etc.
- Schedule IEP meetings within the prescribed time lines.
- Adheres to all required special education timelines including, but not limited to, referrals, testing, placement, reevaluations, IEP meetings, and IEP completion and submission.
- Write goals that are measurable and based upon relevant assessment information.
- Observes and makes ongoing evaluation of students’ academic and social growth, keeps appropriate records, prepares progress reports, and communicates with parents on the individual student’s progress.
- Mainstreams students into appropriate integrated settings for maximum interaction with peers.
- Communicate to regular education teacher’s evaluation data that may affect regular education programming.
- Cooperates and confers with the Director of Special Education, Site Principal, Outside Agencies, other professional staff members, and/or parents regarding the needs of the students in the classroom.
- When necessary, request the Director of Special Education or his/her designee to obtain assessment services from the Kern County Superintendent of Schools Office or other outside agencies.
- Plans, coordinates, and monitors the work of the instructional aide (s) in the room. Additionally, provides direction or training for the instructional aides as necessary to support the individual needs of the students in the classroom.
- Maintains professional competence and credentialing status through participation in in-service and/or professional growth educational activities.
- When requested, conduct staff development on such topics as instructionally appropriate curricula, effective teaching methods, behavior management methods, special education eligibility, or other topics that may fall within an employee’s area of expertise or interest.
- Maintain student records in accordance with state, federal, and local regulations.
- When requested, and with appropriate written parent consent, provide relevant information to agencies (Medical Agencies, KRC, CCS, Kern Mental Health, KCSOS, Social Service Agencies, etc.) that are also serving the child, and coordinate with those agencies.
- When necessary for special education qualifications/identification or IEP development purposes, request relevant information from outside agencies serving the child.
- When scheduling IEP’s contact agency personnel (Medical Agencies, KRC, CCS, Kern Mental Health, KCSOS, Social Service Agencies, etc.) who provide services to notify them in advance of the IEP meeting.
- Works closely with parents and school nurse to monitor any medical needs that the students may develop.
- Works closely with parents and school nurse to monitor any medications prescribed by a physician or psychiatrist.
- Perform and agree to training to attend to specialized health care needs for children with unique health care needs. Examples include children with severe respiratory difficulty (suctioning), children with colostomy and catheter appliances, toileting, and application of suppositories for children who have seizures, operation of health care related machines and equipment, and other health care related activities as necessary.
- Assists in toileting, feeding, dressing, loading in/out of the bus as necessary.
- Works closely with group homes of students in the program to ensure behavioral approaches are consistent across settings.
- Works with general education teachers when students are mainstreamed to ensure the students are participating appropriately in the least restrictive environment.
- Stays abreast of current assistive technology and its potential with the moderate/severe population.
Personal Qualifications: - Sincere interest in and understanding of students with exceptionalities.
- Willingness to stay abreast of current trends, innovations, and practices of education of exceptional students.
- Demonstrates personal characteristics which are conducive to good communication and self-management.
- Must possess a private vehicle, valid California driver’s license and carry current automobile insurance with at least minimum coverage for public liability and property damage.
- Fingerprint clearance by both the Federal Bureau of Investigation and the California Department of Justice is a condition of appointment after all other required job conditions have been met.
Professional Qualifications: - Ability to work effectively with children, parents, and staff.
- Sensitive to each child’s needs.
- Performs duties and responsibilities with a high degree of professional integrity.
Incorporated within one or more of the previously mentioned essential functions of the job are physical requirements. The percentage of time spent on each of the following essential physical requirements is as follows: - Seldom=Less than 25%
- Occasional=25-50%
- Often=51-75%
- Very Frequent=76% or more
Percent 1-100 3 Ability to work at a desk, conference table or in meetings of various configurations.
4 Ability to stand and circulate for extended periods of time.
1 Ability to operate a motor vehicle.
4 Ability to see for purposes of reading laws and codes, rules and policies and other printed matter and observing students.
4 Ability to hear and understand speech at normal levels.
4 Ability to speak so others will be able to clearly understand.
4 Ability to bend, twist, kneel, stoop, run and crawl.
3 Ability to lift 50 lbs.
3 Ability to carry 50 lbs.
4 Ability to reach in all directions
OTHER RELATED FUNCTIONS OF THIS POSITION: - Other related duties as assigned.
These statements are intended to describe the general nature of work to be performed. They are not intended to be construed as an exhaustive list of all responsibilities, duties and skills required of the personnel so classified.