Special Education Teacher

Job Title: Special Education Teacher

Location: On-site at Banning Lewis Ranch Academy

FLSA Status: Exempt, Salary

Reports To: Principal

Work Hours/Days: Full Time, Monday-Friday, 7:30 a.m.-4:00 p.m.

Typical Calendar Days Per Year: 188

About Us: Banning Lewis Ranch Academy is a tuition-free public charter school authorized by District 49, proudly serving the Banning Lewis Ranch community and surrounding neighborhoods in north eastern Colorado Springs since 2006.

Our mission is to create a safe, supportive environment where students thrive academically and develop the skills, character, and mindset to engage with the world.

Required Qualifications:

Bachelor's degree in Special Education or related field (required)

Valid Colorado Special Education Teaching License (required)

Knowledge of special education law and compliance requirements

Experience working with elementary-aged students preferred

Key Competencies:

Strong instructional practices for diverse learners

Knowledge of IEP development and compliance systems

Ability to collaborate effectively with multiple stakeholders

Strong organization and attention to detail

Effective communication and relationship-building skills

Problem-solving and adaptability

Position Overview:

Banning Lewis Ranch Academy (BLRA) seeks passionate, collaborative Elementary Teachers committed to helping all students achieve at high academic levels while developing strong character and citizenship.

BLRA is a community-centered charter school serving over 700 elementary students as part of the broader Banning Lewis Academy K–12 system. Our school community values strong relationships, teamwork, and a commitment to helping every student grow academically and personally.

Teachers at BLRA foster classrooms where students read, write, speak, and think critically across all content areas while building the habits and character needed for lifelong success.

Core Responsibilities: Responsibilities include, but are not limited to:

InstructionStudent Support

Provide direct, specialized instruction aligned to student IEP goals in both pull-out and push-in settings

Differentiate instruction to meet diverse learning needs while maintaining high expectations and rigor

Support student access to grade-level content through accommodations, modifications, and scaffolds

Implement evidence-based interventions in literacy, math, and behavior

Monitor student progress and adjust instruction to ensure growth

IEP DevelopmentCompliance

Develop, write, and implement compliant Individualized Education Programs (IEPs)

Ensure all services, accommodations, and supports are delivered as outlined in the IEP

Maintain accurate and timely documentation, including progress monitoring and service logs

Lead and participate in IEP meetings, including annual reviews and reevaluations

Ensure compliance with Individuals with Disabilities Education Act and state regulations

CollaborationCo-Teaching

Collaborate with general education teachers to plan and deliver instruction that meets the needs of all learners

Support co-teaching models and inclusive practices within the classroom

Provide guidance on accommodations, differentiation, and instructional strategies

Work closely with paraprofessionals, related service providers, and intervention staff

Participate actively in Professional Learning Communities (PLCs)

Data, AssessmentProgress Monitoring

Use multiple data sources to inform instruction and IEP goal development

Conduct ongoing progress monitoring and report progress toward IEP goals

Analyze assessment data (e.g., DIBELS, STAR) to guide instructional decisions

Adjust interventions and supports based on student performance

BehaviorSocial-Emotional Support

Support development and implementation of Behavior Intervention Plans (BIPs) and Functional Behavior Assessments (FBAs)

Provide instruction and support for social-emotional and behavioral needs

Collaborate with administration on discipline and manifestation determination processes

Support a positive, structured learning environment aligned with PBIS and school expectations

Family CommunicationEngagement

Maintain clear, consistent, and professional communication with families

Support families in understanding student progress, services, and supports

Collaborate with families as partners in the IEP process

Address concerns proactively and with care

School CultureInstructional Alignment

Support implementation of the school's instructional framework, including:

Science of Reading practices and explicit phonics instruction

Core Knowledge Language Arts (CKLA) and/or SuperKids

Eureka Squared and mathematical practices

Gradual Release of Responsibility

Reinforce positive classroom culture aligned to Capturing Kids' Hearts and PBIS

Promote student independence, ownership, and engagement

Certificates, Licenses,Registrations:

• Criminal background check required for hire
• Valid Colorado driver's license required for hire

• CPR and First Aid within 6 months of hire • CPI within 6 months of hire

Other Work Factors

The physical demands, work environment factors, and mental functions described herein are representative of those that must be met by an employee to successfully perform the essential functions of this job.

Physical Demands: While performing the duties of this job, the employee is frequently required to stand, climb or balance, push, stoop, kneel, crouch, or crawl, and smell. The employee must regularly lift and/or move up to 50 pounds frequently, including pushing a student who uses a wheelchair. Requires a sufficient range of physical strength, endurance, and mobility to assist in the personal care of students.

Work Environment: While performing the duties of this job, the employee will work primarily in a school environment.

Mental Functions: While performing the duties of this job, the employee is regularly required to communicate, compare, analyze, coordinate, instruct, evaluate, and use interpersonal skills. Occasionally required to compile, copy, compute, and negotiate.