Special Education Teacher 2025-2026 School Year
Reports To: Keystone Administrators and Building Administrators in assigned buildings.
PURPOSES: A Keystone high-incidence teacher collaborates with general education colleagues to provide support to the instructional process with specific responsibility for facilitating learning for students with an individual education plan (IEP); instructing, assessing, and program planning for students with learning disabilities; monitoring and evaluating student progress and behavior; researching, obtaining, and providing instructional materials for special education services; serving as a resource for students, parents, and district personnel; working within the general education setting to the greatest extent possible, and in the resource room when needed.
I. Essential Functions:
Assume responsibility for management of appropriate programs for assigned students as dictated by the individual education plan.
Ongoing collaboration with the District to which they are assigned, and Keystone, outside agencies, and families, to provide appropriate special education services as dictated by the students’ IEP.
Create an environment conducive to learning social emotional skills through the implementation of a positive behavior system.
Supervises paraeducators (e.g. training, scheduling, supporting, etc.) for the purpose of monitoring performance and ensuring standards are achieved.
Develop and maintain accurate records for assigned students, including the generation and implementation of IEPs’, Behavior Plans, Functional Behavioral Assessments, progress monitoring, charting, and reporting, and other special education records.
Demonstrates methods required to perform classroom and subject specific assignments for the purpose of providing an effective program that addresses individual student requirements.
Differentiates instruction (e.g. online curriculum, alternative curriculum, multimedia, assistive technology, modified content, multi-sensory, etc.) for the purpose of providing students with different instructional avenues that address individualized learning within established curriculum guidelines.
Provide special services in environments as dictated by student IEP’s, including general education classroom (co-teach) special education resource room, other school and community environment.
Participate as a member of the school staff by attending required meetings, providing general supervision, and assuming other duties required of all teachers.
Reports incidents and appropriate documentation (e.g. fights, suspected child abuse, suspected substance abuse, bullying, emergency safety intervention, etc.) for the purpose of maintaining personal safety of students, providing a positive learning environment, and adhering to the education code of ethics and school policies as a mandated reporter.
Maintain professional license by attending staff development activities as requested.
Complete other duties as assigned.
II. Job Requirements: Minimum Qualifications: Skills, Knowledge and Abilities
SKILLS are required to perform single, technical tasks with a need to occasionally upgrade skills in order to meet changing job conditions. Specific skill-based competencies required to satisfactorily perform the functions of the job include: applying assessment instruments; operating standard office equipment including pertinent computer software; preparing and maintaining accurate records; writing professional documents; facilitating meetings; working with numbers; and problem solving.
KNOWLEDGE is required to perform advanced math; review and interpret highly technical information, write technical materials, and/or speak persuasively to implement desired actions; and analyze situations to define issues and draw conclusions. Specific knowledge-based competencies required to satisfactorily perform the functions of the job include: psychology and educational principles; pertinent codes, policies, regulations, and laws; stages of child development; assessment techniques; and learning strategies.
ABILITY is required to schedule activities, meetings, and/or events; routinely gather, collate, and/or classify data; and use job related equipment. Flexibility is required to independently work with others in a wide variety of circumstances; work with data utilizing defined but different processes; and operate equipment using standardized methods. Ability is also required to work with a significant diversity of individuals and/or groups; work with data of widely varied types and/or purposes; and utilize job-related equipment. Independent problem solving is required to analyze issues and create action plans. Problem solving with data requires analysis based on organizational objectives; and problem solving with equipment is significant. Specific ability-based competencies required to satisfactorily perform the functions of the job include: adapting to changing work priorities; communicating with diverse groups; maintaining confidentiality; meeting deadlines and schedules; working as part of a team; working with detailed information; displaying patience; and maintaining effective working relationships.
III. Work Environment:
The usual and customary methods of performing the job's functions require the following physical demands: occasional lifting and carrying up to twenty (20) pounds, some pushing, and/or pulling, some stooping, kneeling, crouching, and/or crawling and significant fine finger dexterity. Generally, the job requires 80% sitting, 15% walking, and 5% standing. The job is performed in a generally hazard free environment.
Core requirements:
Experience: Direct teaching experience, student teaching assignments, related professional experience preferred.
Education: Bachelor’s and/or Master’s degree aligned with or in pursuit of the required teaching license.
Equivalency: Required Testing Certificates and Licenses
Driver’s License and Evidence of Insurability
Continuing Education / Training Clearances