Description
Position Summary: The Mary Walker School District is seeking a compassionate, highly skilled, and student-centered educator to serve as the Special Education Teacher for the Social, Emotional, and Adaptive (SEA) Classroom at Springdale Elementary School. Reporting to the Building Principal and Director of Special Services, the SEA Classroom Teacher will provide specialized instruction, behavioral support, and social-emotional interventions for elementary students whose individualized needs require intensive academic, behavioral, and adaptive programming within a structured and supportive learning environment.
The successful candidate will create and maintain a safe, positive, and relationship-centered classroom that promotes student growth in academic, social, emotional, behavioral, and adaptive skill areas. The teacher will utilize evidence-based instructional and behavioral practices, trauma-informed approaches, and restorative strategies to support students with a wide range of social-emotional and behavioral needs.
Working collaboratively with families, general education staff, related service providers, administrators, and community partners, the SEA Classroom Teacher will develop, implement, and monitor Individualized Education Programs (IEPs), conduct assessments, collect and analyze student data, and design individualized supports that foster student success and inclusion. The successful candidate will be committed to building strong relationships, maintaining high expectations for all learners, and empowering students to develop the skills necessary to succeed in school and beyond.
Join Mary Walker School District in creating a supportive and inclusive learning community where every student is valued, connected, and provided opportunities to thrive.
DESIRED QUALIFICATIONS:
Demonstrate willingness and ability to use a variety of research-based effective instructional strategies.
Demonstrate commitment to improve and refine instructional and management skills by participating in professional development.
Capacity to work collaboratively with colleagues, parents, and support staff to create a cohesive educational experience for students.
Clear and effective communication abilities, both verbal and written, to convey ideas, instructions, and feedback to students, parents, and stakeholders.
Willingness to reflect on teaching practices, evaluate effectiveness, and adapt instructional approaches to better meet the needs of diverse learners.
Skills to motivate students, and communicate with individuals from varied educational and cultural backgrounds.
Ability to remain flexible to changes in assignments or situations.
Knowledge and Experience working with the PBIS model.
Additional endorsements.
Experience with IEP Online preferred
RESPONSIBILITIES (Knowledge and Skills):
Maintain a special education caseload and ensure the provision of services in accordance with all applicable federal, state, and district laws, regulations, policies, and procedures.
Serve as the case manager for assigned students by coordinating, monitoring, and ensuring the implementation of all services, accommodations, modifications, behavioral supports, and supplementary aids identified within each student's Individualized Education Program (IEP).
Design, facilitate, implement, monitor, and review Individualized Education Programs (IEPs) in compliance with all state and federal requirements.
Provide specially designed instruction to students with significant social, emotional, behavioral, adaptive, and academic needs within a highly structured and supportive educational environment.
Create and maintain a safe, predictable, nurturing, and trauma-informed classroom environment that promotes student engagement, self-regulation, social-emotional growth, and academic success.
Implement evidence-based instructional practices, positive behavior interventions, restorative approaches, and de-escalation strategies to support student learning and behavioral success.
Conduct functional behavior assessments (FBAs), develop and implement Behavior Intervention Plans (BIPs), and collaborate with multidisciplinary teams to address individual student needs.
Utilize data to monitor student progress, inform instructional decisions, evaluate intervention effectiveness, and adjust programming to maximize student growth.
Collaborate as an active member of school and district teams, including Multi-Tiered Systems of Support (MTSS), Student Support Teams, Professional Learning Communities (PLCs), and other collaborative problem-solving teams.
Work collaboratively with general education teachers, related service providers, administrators, and families to ensure continuity of supports and successful inclusion opportunities for students whenever appropriate.
Adapt curriculum, instructional materials, assessments, and learning environments to meet the unique learning styles and individualized needs of students.
Provide instruction in both specialized and inclusive educational settings through the use of accommodations, modifications, supplementary supports, and individualized instructional strategies.
Alongside teammates, use student data to collaboratively plan, develop, and implement instructional and behavioral supports designed to meet individual student needs.
Establish and maintain positive, effective, and ongoing two-way communication with parents and families regarding student progress, educational programming, and behavioral supports.
Supervise, train, schedule, and provide ongoing support to paraeducators in implementing instructional programs, behavioral interventions, and other assigned responsibilities across educational settings.
Utilize technology effectively to enhance instruction, communication, data collection, progress monitoring, and student engagement.
Maintain accurate, complete, confidential, and timely educational records, progress reports, behavior data, and special education documentation.
Participate in professional learning opportunities and ongoing training related to special education, behavior support, trauma-informed practices, and instructional best practices.
Perform other duties and responsibilities as assigned by the Building Principal or Director of Special Services.
Requirements
ENVIRONMENTAL AND PHYSICAL REQUIREMENTS:
Ability to lift, carry, push, and/or move up to 50 pounds, with or without reasonable accommodation.
Ability to frequently bend, stoop, kneel, crouch, reach, and assist students as required to support instructional, behavioral, and safety needs.
Work is primarily performed in a climate-controlled indoor educational environment, with or without air conditioning.
Position requires frequent movement throughout classrooms, hallways, playgrounds, cafeterias, and other school facilities.
May be required to supervise students outdoors during recess, arrival and dismissal, field trips, emergency drills, and other school activities in varying weather conditions.
Ability to escort and supervise students in multiple settings, including classrooms, cafeterias, playgrounds, libraries, buses, community-based instruction sites, and field trips.
Ability to safely manage and respond to the activity level and behavioral needs of elementary-aged students, including students exhibiting significant social, emotional, behavioral, or adaptive challenges.
May be required to implement approved crisis prevention, de-escalation, and physical safety interventions consistent with district training and student behavior plans.
Position requires prolonged periods of standing, walking, sitting, and active engagement with students throughout the school day.
Must possess sufficient physical stamina, mobility, and agility to actively participate in instructional activities, student supervision, and emergency response procedures.
