2026-27 Special Education Inclusion Teacher 9-12 (ELAR Cert.)

ROLE AND PURPOSE:

• Work collaboratively with general education teachers to provide students with disabilities appropriate learning strategies, assistive technology, activities and experiences to ensure access to grade level instruction and intervention to foster the educational, social, emotional, and functional success of students with disabilities in the least restrictive environment and small group resource settings. 

QUALIFICATIONS:    

Education/Certification:

• Bachelor's degree in a directly related field.
• Valid Texas teacher certificate with required special education endorsements for subjects and level assigned.
• Core content certification preferred.

Experience:        

• One year of student teaching or approved internship.
• Experience working with students with disabilities in inclusive settings.

Special Knowledge or skills:

• Strong interpersonal and communication skills
• Expertise in facilitating groups
• Strong knowledge of strategies to support the needs of individuals with disabilities in the general education curriculum
• Knowledge of and experience in the state curriculum
• Proficiency with standard functions within electronic applications such as MS Office (e.g., word processing, electronic spreadsheets, power points, etc.) and e-mail.
• Ability to effectively integrate assistive technology into the curriculum
• Ability to engage students and manage their behavior using positive behavioral and intervention supports/strategies, and classroom management
• Strong organizational skills
• Ability to follow verbal and written instructions
• Ability to be patient, flexible, and versatile
• Exceptions to these requirements will be considered based on exemplary skills, training, and record of success. 

MAJOR RESPONSIBILITIES AND DUTIES:  

INSTRUCTIONAL MANAGEMENT

• Work collaboratively with general education teachers and other staff to scaffold, differentiate, modify, accommodate, or adapt curricula, instruction, and classroom activities/assignments to ensure equitable access to grade level instruction.
• Work collaboratively with administrators, team leaders, and general education teachers to deliver IEP services and supports in the least restrictive environment.
• Collaborate with students, parents, and other staff members to plan, prepare for and participate in the development and progress monitoring of Individual Education Plans (IEP) through the Admission, Review, and Dismissal (ARD) process for assigned students.
• Participate in ARD committee meetings on a regular basis.
• Plan, deliver and progress monitor individual and small group direct instruction for students who require intensive intervention in special education settings and/or the least restrictive environment.
• Plan and use of a variety of appropriate instructional and learning strategies, techniques, activities, materials, technology, and equipment that reflect an understanding of the learning styles, instructional, communication, and social-emotional needs of students.
• Help students analyze and improve social emotional regulation along with study and learning methods/ habits.
• Utilize the most effective collaborative teaching techniques and strategies in inclusion supported classrooms.
• Use data frequently to monitor student academic achievement and behavior; adjust instructional and intervention services and supports to increase student achievement. 

SCHOOL/ORGANIZATION CLIMATE

• Model core organizational beliefs and values.
• Perform duties in an effective and efficient manner for the purpose of supporting and contributing to high student achievement.
• Consult with teacher and principal on all general administration items including personnel policies.
• Attend and participate in faculty meetings and special events and serve on staff committees and PLC's as required.
• Comply with the Professional Code of Ethics and Standard Practices of Texas Educators. 

SCHOOL/ORGANIZATIONAL IMPROVEMENT

• Compile, maintain, and file all physical and computerized reports, records, and other documents as required.
• Attend training as required by the job assignment and district/campus improvement plan. 

ADMINISTRATION AND FISCAL/FACILITIES MANAGEMENT

• Operate office equipment, assistive technology devices, classroom audio-visual technology, and use computer to retrieve and send email and use district required system/software.
• Maintain classroom organization and cleanliness.
• Comply with all district policies, operating procedures, legal regulatory requirements, and verbal and written directives.
• Take all necessary and reasonable precautions to protect students, equipment, materials and facilities.
• Identify and integrate technology that supports instructional programs. 

STUDENT MANAGEMENT

• Interact with students professionally, calmly, intentionally using language for teaching and de-escalation.
• Implement and progress monitor individual student behavior intervention plans (BIP) for student academic and social emotional success.
• Regularly assist students with disabilities in inclusive settings according to their IEP, including but not limited to, safe transfer to and from wheelchairs, lifting, positioning, and use of assistive technology.
• Provide, supervise, document, and report personal care as stated in the IEP and district requirements. 

SCHOOL/COMMUNITY RELATIONS

• Establish and maintain open communication by conducting conferences with parents, students, principals and teachers.
• Maintain professional relationships with colleagues, students, parents, and community members.
• Ensure that all interactions with students, district personnel, and parents are supportive, courteous, and respectful.
• Maintain confidentiality of student information per FERPA requirements. 

PHYSICAL DEMANDS

• The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations will be made if necessary:
  • While performing the duties of a classroom teacher, the employee may frequently be required to stoop, reach, stand, walk, lift, pull, push, grasp, talk, hear, see and use repetitive physical motions.
  • While performing these duties of the job, the employee may frequently be required to lift and / or move at least 50 pounds of materials, or lift children from wheelchairs, onto changing tables, etc.

PROFESSIONAL GROWTH AND DEVELOPMENT

• If assigned to serve on the campus crisis team or if involved in a physical restraint, participation in the TBSI online training and the Mandt System training is required.
• Seek professional learning to support students with disabilities as specific to role and responsibility.
• Participate in professional learning to improve job performance and support growth goals. 

SUPERVISORY RESPONSIBILITIES

• Supervise students during bus duty, building/playground duty, lunch duty, and co-curricular activities.
• Plan assignments and supervise teacher assistants and volunteers. 

MISCELLANEOUS

• Performs other duties as assigned by supervisor.

NOTE: In order to minimize current campus disruption, current teachers and classroom assistants may only apply to job postings if the position is a promotion. A promotion is defined by an increase in salary grade or incremental stipend. This does not apply if the transfer window is open.