Openings as of 4/25/2025
Exceptional Education

Exceptional Ed - Inclusion Support Teacher - 25/26 SY

JobID: 6847

Position Type:
  Exceptional Education/Special Education


Date Posted:
  1/22/2025


Location:
  Apollo Middle School


Date Available:
  07/23/2025


  Additional Information:  Show/Hide

DEFINITION: The job of Inclusion Support Teacher is done for the purpose/s of developing special education students'success in academics, interpersonal skills and activities of daily living by implementing district approved curriculum;documenting teaching and student progress/activities, outcomes; addressing students' specific needs; providing a safeand optimal learning environment; and providing feedback to students, parents and administration regarding studentprogress, expectations, goals, etc.
 ESSENTIAL FUNCTIONS:
(Essential functions, as defined under the Americans with Disabilities Act, may include the following tasks, knowledge, skills and other characteristics.  This list of tasks is ILLUSTRATIVE ONLY, and is not a comprehensive listing of all functions and tasks performed by positions in this class).
 
TASKS:
• Sets up a cooperative teaching arrangement that uses a variety of styles to fit student need, resources, time, and teacher skill for a dynamic learning experience prior to the student’s introduction and throughout their time in the environment;
• Develop Individualized Education Plan (IEP) for students; maintain compliance with all Federal Regulations and State Policies regarding the education of students with disabilities. Attends to the requirements detailed in the education plans of their special needs students, such as a 504 plan, Transition plan (a post-secondary plan), IFSP (Individual Family Service Plan), or IEP (Individual Education Plan) in coordination with implementation and review by the special education team (parents, special education teacher, specialized personnel, service providers and many times the student);
• Meets with team members and solicits the support of the school principal, program specialist, and special education director for help with materials and resources necessary to make inclusion beneficial for all involved.
• Ensure appropriate accommodations to the curriculum, lessons and learning environment. Instruction may be provided within the regular classroom setting, resource setting, and/or small classroom setting. Modifies lessons, materials, and tests as needed per the student’s education plan..
 
• Design engaging classroom activities and differentiated lessons so that all students may access the curriculum and benefit from the educational experience.
• Formally and informally assess the student learning (rather than relying solely on standardized curriculum) to create a comprehensive learning program.
 
• Set high expectations that are suitable for the students. Assessments may be differentiated based on each individual student plan. Administers alternate assessments as mandated by law when students cannot participate in regular state testing with their peers.
• Work collaboratively with general education teacher, instructional coaches, teaching and grade-level teams and other staff, especially instructional support team, to plan, share student work and ensure that instruction is aligned with identified curriculum and standards.
• Build a partnership with families, encouraging their active participation in students’ learning. Maintain open line of communication between the student’s parent to provide progress and request feedback.
• May need to administer first aid and assistance to medically fragile children (e.g. tube feeding, toileting, diapering, etc.) for the purpose of providing appropriate care for children as assigned.
• Directs instructional assistants, volunteers and/or student supports for the purpose of providing an effective school program and addressing the needs of individual students.
• Instructs students for the purpose of improving their success in academic, interpersonal and daily living skills through a defined course of study; Manages student behavior for the purpose of providing a safe and optimal learning environment.
• Reports incidents (e.g. fights, suspected child abuse, suspected substance abuse, etc.) for the purpose of maintaining personal safety of students, providing a positive learning environment and adhering to Education Code, administrative and/or school policies;
• Participates in a variety of meetings for the purpose of conveying and/or gathering information required to perform functions;
• Performs other related duties, as assigned, for the purpose of ensuring the efficient and effective functioning of the work unit.
 
KNOWLEDGE, SKILLS AND OTHER CHARACTERISTICS:
KNOWLEDGE is required to read a variety of manuals, write documents following
prescribed formats, and/or present information to others; and analyze situations to define issues and draw conclusions.
Specific knowledge required to satisfactorily perform the functions of the job includes: age appropriate activities, bilingual
(English/Spanish) helpful, pertinent codes, policies, regulations and/or laws, stages of child development, working
knowledge of school system
 
SKILLS are required to perform multiple, technical tasks with a need to occasionally upgrade skills in order to meet changing job conditions. Specific skills required to satisfactorily perform the functions of the job include: analytical skills,
applying assessment instruments, preparing and maintaining accurate records, promoting child centered environment, record keeping, verbal and written communication skills.
 
ABILITY is required to schedule a number of activities, meetings, and/or events; often gather, collate, and/or classify data; and consider a number of factors when using equipment. Flexibility is required to work with others in a wide variety of
circumstances; analyze data utilizing defined but different processes; and operate equipment using a variety of standardized methods. Ability is also required to work with a diversity of individuals and/or groups; work with data of
varied types and/or purposes; and utilize a variety of types of job-related equipment. In working with others, problem solving is required to analyze issues and create action plans. Problem solving with data frequently requires independent
interpretation of guidelines; and problem solving with equipment is moderate.
 
SPECIFIC ABILITIES required to satisfactorily perform the functions of the job include: adapting curriculum to meet needs of students, adapting to changing work priorities, addressing the learning styles of students, assessing learning outcomes achieved by students, communicating with students, creating and maintaining climate of respect, implementing activities that promote student learning, implementing classroom management techniques, maintaining confidentiality, meeting deadlines and schedules, planning instructional goals/outcomes for students, setting priorities, utilizing current
technology, working as part of a team, working with detailed information/data, working with frequent interruptions.
 
RESPONSIBILITIES include working under limited supervision using standardized practices and/or methods; leading, guiding, and/or coordinating others; and operating within a defined budget. Utilization of resources from other work units is often required to perform the job's functions.
 
REASONING ABILITY
Ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagram form.  Ability to deal with problems involving several concrete variables in standardized situations.
 
PHYSICAL REQUIREMENTS: Work is performed in an indoor environment. Work requires frequent sitting, standing, bending, repetitive motion, vision to monitor and lifting up to 15 pounds (should this be changed to 50 pounds due to the need for hygiene?).
 
The ability to perform this job’s primary functions requires the ability to monitor and physically restrain children if necessary.
 
The usual and customary methods of performing the job's functions require the following physical demands: significant lifting, carrying, pushing, and/or pulling; some climbing and balancing; frequent stooping, kneeling, crouching, and/or
crawling; and significant fine finger dexterity. Generally the job requires 5% sitting, 20% walking, and 75% standing. The job is performed under a generally hazard free environment.
 
QUALIFICATIONS:
Bachelor’s degree in job related area.
Valid Arizona Teaching Certificate in Special Education.
Certain endorsement may be required for certain positions
Must have a valid drivers license and dependable transportation
Valid Arizona IVP Fingerprint Clearance Card 

Salary Grade: Refer to Certified Salary Schedule        FTE: 1.0             Days: 211          Start Date:  2025/2026 School Year

Application Procedure:
Apply online
 




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Openings as of 4/25/2025
Exceptional Education

SPED - Inclusion Support Teacher - 25/26 SY

JobID: 7010

Position Type:
  Exceptional Education/Special Education


Date Posted:
  1/28/2025


Location:
  Exceptional Education


Date Available:
  07/23/2025


  Additional Information:  Show/Hide

DEFINITION: The job of Inclusion Support Teacher is done for the purpose/s of developing special education students'success in academics, interpersonal skills and activities of daily living by implementing district approved curriculum;documenting teaching and student progress/activities, outcomes; addressing students' specific needs; providing a safeand optimal learning environment; and providing feedback to students, parents and administration regarding studentprogress, expectations, goals, etc.
 ESSENTIAL FUNCTIONS:
(Essential functions, as defined under the Americans with Disabilities Act, may include the following tasks, knowledge, skills and other characteristics.  This list of tasks is ILLUSTRATIVE ONLY, and is not a comprehensive listing of all functions and tasks performed by positions in this class).
 
TASKS:
• Sets up a cooperative teaching arrangement that uses a variety of styles to fit student need, resources, time, and teacher skill for a dynamic learning experience prior to the student’s introduction and throughout their time in the environment;
• Develop Individualized Education Plan (IEP) for students; maintain compliance with all Federal Regulations and State Policies regarding the education of students with disabilities. Attends to the requirements detailed in the education plans of their special needs students, such as a 504 plan, Transition plan (a post-secondary plan), IFSP (Individual Family Service Plan), or IEP (Individual Education Plan) in coordination with implementation and review by the special education team (parents, special education teacher, specialized personnel, service providers and many times the student);
• Meets with team members and solicits the support of the school principal, program specialist, and special education director for help with materials and resources necessary to make inclusion beneficial for all involved.
• Ensure appropriate accommodations to the curriculum, lessons and learning environment. Instruction may be provided within the regular classroom setting, resource setting, and/or small classroom setting. Modifies lessons, materials, and tests as needed per the student’s education plan..
 
• Design engaging classroom activities and differentiated lessons so that all students may access the curriculum and benefit from the educational experience.
• Formally and informally assess the student learning (rather than relying solely on standardized curriculum) to create a comprehensive learning program.
 
• Set high expectations that are suitable for the students. Assessments may be differentiated based on each individual student plan. Administers alternate assessments as mandated by law when students cannot participate in regular state testing with their peers.
• Work collaboratively with general education teacher, instructional coaches, teaching and grade-level teams and other staff, especially instructional support team, to plan, share student work and ensure that instruction is aligned with identified curriculum and standards.
• Build a partnership with families, encouraging their active participation in students’ learning. Maintain open line of communication between the student’s parent to provide progress and request feedback.
• May need to administer first aid and assistance to medically fragile children (e.g. tube feeding, toileting, diapering, etc.) for the purpose of providing appropriate care for children as assigned.
• Directs instructional assistants, volunteers and/or student supports for the purpose of providing an effective school program and addressing the needs of individual students.
• Instructs students for the purpose of improving their success in academic, interpersonal and daily living skills through a defined course of study; Manages student behavior for the purpose of providing a safe and optimal learning environment.
• Reports incidents (e.g. fights, suspected child abuse, suspected substance abuse, etc.) for the purpose of maintaining personal safety of students, providing a positive learning environment and adhering to Education Code, administrative and/or school policies;
• Participates in a variety of meetings for the purpose of conveying and/or gathering information required to perform functions;
• Performs other related duties, as assigned, for the purpose of ensuring the efficient and effective functioning of the work unit.
 
KNOWLEDGE, SKILLS AND OTHER CHARACTERISTICS:
KNOWLEDGE is required to read a variety of manuals, write documents following
prescribed formats, and/or present information to others; and analyze situations to define issues and draw conclusions.
Specific knowledge required to satisfactorily perform the functions of the job includes: age appropriate activities, bilingual
(English/Spanish) helpful, pertinent codes, policies, regulations and/or laws, stages of child development, working
knowledge of school system
 
SKILLS are required to perform multiple, technical tasks with a need to occasionally upgrade skills in order to meet changing job conditions. Specific skills required to satisfactorily perform the functions of the job include: analytical skills,
applying assessment instruments, preparing and maintaining accurate records, promoting child centered environment, record keeping, verbal and written communication skills.
 
ABILITY is required to schedule a number of activities, meetings, and/or events; often gather, collate, and/or classify data; and consider a number of factors when using equipment. Flexibility is required to work with others in a wide variety of
circumstances; analyze data utilizing defined but different processes; and operate equipment using a variety of standardized methods. Ability is also required to work with a diversity of individuals and/or groups; work with data of
varied types and/or purposes; and utilize a variety of types of job-related equipment. In working with others, problem solving is required to analyze issues and create action plans. Problem solving with data frequently requires independent
interpretation of guidelines; and problem solving with equipment is moderate.
 
SPECIFIC ABILITIES required to satisfactorily perform the functions of the job include: adapting curriculum to meet needs of students, adapting to changing work priorities, addressing the learning styles of students, assessing learning outcomes achieved by students, communicating with students, creating and maintaining climate of respect, implementing activities that promote student learning, implementing classroom management techniques, maintaining confidentiality, meeting deadlines and schedules, planning instructional goals/outcomes for students, setting priorities, utilizing current
technology, working as part of a team, working with detailed information/data, working with frequent interruptions.
 
RESPONSIBILITIES include working under limited supervision using standardized practices and/or methods; leading, guiding, and/or coordinating others; and operating within a defined budget. Utilization of resources from other work units is often required to perform the job's functions.
 
REASONING ABILITY
Ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagram form.  Ability to deal with problems involving several concrete variables in standardized situations.
 
PHYSICAL REQUIREMENTS: Work is performed in an indoor environment. Work requires frequent sitting, standing, bending, repetitive motion, vision to monitor and lifting up to 15 pounds (should this be changed to 50 pounds due to the need for hygiene?).
 
The ability to perform this job’s primary functions requires the ability to monitor and physically restrain children if necessary.
 
The usual and customary methods of performing the job's functions require the following physical demands: significant lifting, carrying, pushing, and/or pulling; some climbing and balancing; frequent stooping, kneeling, crouching, and/or
crawling; and significant fine finger dexterity. Generally the job requires 5% sitting, 20% walking, and 75% standing. The job is performed under a generally hazard free environment.
 
QUALIFICATIONS:
Bachelor’s degree in job related area.
Valid Arizona Teaching Certificate in Special Education.
Certain endorsement may be required for certain positions
Must have a valid drivers license and dependable transportation
Valid Arizona IVP Fingerprint Clearance Card 

Salary Grade: Refer to Certified Salary Schedule        FTE: 1.0             Days: 211          Start Date:  2025/2026 School Year 

Application Procedure:
Apply online
 




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Print Version

Openings as of 4/25/2025
Exceptional Education

Exceptional Ed - Inclusion Support Teacher - 25/26 SY

JobID: 7156

Position Type:
  Exceptional Education/Special Education


Date Posted:
  4/2/2025


Location:
  Exceptional Education


Date Available:
  07/23/2025


  Additional Information:  Show/Hide

DEFINITION: The job of Inclusion Support Teacher is done for the purpose/s of developing special education students'success in academics, interpersonal skills and activities of daily living by implementing district approved curriculum;documenting teaching and student progress/activities, outcomes; addressing students' specific needs; providing a safeand optimal learning environment; and providing feedback to students, parents and administration regarding studentprogress, expectations, goals, etc.
 ESSENTIAL FUNCTIONS:
(Essential functions, as defined under the Americans with Disabilities Act, may include the following tasks, knowledge, skills and other characteristics.  This list of tasks is ILLUSTRATIVE ONLY, and is not a comprehensive listing of all functions and tasks performed by positions in this class).
 
TASKS:
• Sets up a cooperative teaching arrangement that uses a variety of styles to fit student need, resources, time, and teacher skill for a dynamic learning experience prior to the student’s introduction and throughout their time in the environment;
• Develop Individualized Education Plan (IEP) for students; maintain compliance with all Federal Regulations and State Policies regarding the education of students with disabilities. Attends to the requirements detailed in the education plans of their special needs students, such as a 504 plan, Transition plan (a post-secondary plan), IFSP (Individual Family Service Plan), or IEP (Individual Education Plan) in coordination with implementation and review by the special education team (parents, special education teacher, specialized personnel, service providers and many times the student);
• Meets with team members and solicits the support of the school principal, program specialist, and special education director for help with materials and resources necessary to make inclusion beneficial for all involved.
• Ensure appropriate accommodations to the curriculum, lessons and learning environment. Instruction may be provided within the regular classroom setting, resource setting, and/or small classroom setting. Modifies lessons, materials, and tests as needed per the student’s education plan..
 
• Design engaging classroom activities and differentiated lessons so that all students may access the curriculum and benefit from the educational experience.
• Formally and informally assess the student learning (rather than relying solely on standardized curriculum) to create a comprehensive learning program.
 
• Set high expectations that are suitable for the students. Assessments may be differentiated based on each individual student plan. Administers alternate assessments as mandated by law when students cannot participate in regular state testing with their peers.
• Work collaboratively with general education teacher, instructional coaches, teaching and grade-level teams and other staff, especially instructional support team, to plan, share student work and ensure that instruction is aligned with identified curriculum and standards.
• Build a partnership with families, encouraging their active participation in students’ learning. Maintain open line of communication between the student’s parent to provide progress and request feedback.
• May need to administer first aid and assistance to medically fragile children (e.g. tube feeding, toileting, diapering, etc.) for the purpose of providing appropriate care for children as assigned.
• Directs instructional assistants, volunteers and/or student supports for the purpose of providing an effective school program and addressing the needs of individual students.
• Instructs students for the purpose of improving their success in academic, interpersonal and daily living skills through a defined course of study; Manages student behavior for the purpose of providing a safe and optimal learning environment.
• Reports incidents (e.g. fights, suspected child abuse, suspected substance abuse, etc.) for the purpose of maintaining personal safety of students, providing a positive learning environment and adhering to Education Code, administrative and/or school policies;
• Participates in a variety of meetings for the purpose of conveying and/or gathering information required to perform functions;
• Performs other related duties, as assigned, for the purpose of ensuring the efficient and effective functioning of the work unit.
 
KNOWLEDGE, SKILLS AND OTHER CHARACTERISTICS:
KNOWLEDGE is required to read a variety of manuals, write documents following
prescribed formats, and/or present information to others; and analyze situations to define issues and draw conclusions.
Specific knowledge required to satisfactorily perform the functions of the job includes: age appropriate activities, bilingual
(English/Spanish) helpful, pertinent codes, policies, regulations and/or laws, stages of child development, working
knowledge of school system
 
SKILLS are required to perform multiple, technical tasks with a need to occasionally upgrade skills in order to meet changing job conditions. Specific skills required to satisfactorily perform the functions of the job include: analytical skills,
applying assessment instruments, preparing and maintaining accurate records, promoting child centered environment, record keeping, verbal and written communication skills.
 
ABILITY is required to schedule a number of activities, meetings, and/or events; often gather, collate, and/or classify data; and consider a number of factors when using equipment. Flexibility is required to work with others in a wide variety of
circumstances; analyze data utilizing defined but different processes; and operate equipment using a variety of standardized methods. Ability is also required to work with a diversity of individuals and/or groups; work with data of
varied types and/or purposes; and utilize a variety of types of job-related equipment. In working with others, problem solving is required to analyze issues and create action plans. Problem solving with data frequently requires independent
interpretation of guidelines; and problem solving with equipment is moderate.
 
SPECIFIC ABILITIES required to satisfactorily perform the functions of the job include: adapting curriculum to meet needs of students, adapting to changing work priorities, addressing the learning styles of students, assessing learning outcomes achieved by students, communicating with students, creating and maintaining climate of respect, implementing activities that promote student learning, implementing classroom management techniques, maintaining confidentiality, meeting deadlines and schedules, planning instructional goals/outcomes for students, setting priorities, utilizing current
technology, working as part of a team, working with detailed information/data, working with frequent interruptions.
 
RESPONSIBILITIES include working under limited supervision using standardized practices and/or methods; leading, guiding, and/or coordinating others; and operating within a defined budget. Utilization of resources from other work units is often required to perform the job's functions.
 
REASONING ABILITY
Ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagram form.  Ability to deal with problems involving several concrete variables in standardized situations.
 
PHYSICAL REQUIREMENTS: Work is performed in an indoor environment. Work requires frequent sitting, standing, bending, repetitive motion, vision to monitor and lifting up to 15 pounds (should this be changed to 50 pounds due to the need for hygiene?).
 
The ability to perform this job’s primary functions requires the ability to monitor and physically restrain children if necessary.
 
The usual and customary methods of performing the job's functions require the following physical demands: significant lifting, carrying, pushing, and/or pulling; some climbing and balancing; frequent stooping, kneeling, crouching, and/or
crawling; and significant fine finger dexterity. Generally the job requires 5% sitting, 20% walking, and 75% standing. The job is performed under a generally hazard free environment.
 
QUALIFICATIONS:
Bachelor’s degree in job related area.
Valid Arizona Teaching Certificate in Special Education.
Certain endorsement may be required for certain positions
Must have a valid drivers license and dependable transportation
Valid Arizona IVP Fingerprint Clearance Card 

Salary Grade: Refer to Certified Salary Schedule        FTE: 1.0             Days: 211          Start Date:  2025/2026 School Year

Application Procedure:
Apply online
 




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Print Version