inclusion teacher

Yuma School District One

<div></div><div><ul><div><div>JobID: 6247</div></div><br>
<p></p><div><div><b>
Position Type:</b><br>
 Elementary School Teaching/Primary - Grades 1, 2, 3<br>
</div><div><b>
Date Posted:</b><br>
 3/19/2026<br>
</div><div><b>
Location:</b><br>
 James B. Rolle Elementary<br>
</div><div><b>
Closing Date:
</b><br>
 Until Filled</div><div><b><br>
School Year:</b><br>
<b>2026 - 2027</b><br>
<br>
<b>Working Calendar Days:</b><br>
189 Days<br>
<br>
<b>Salary Range:</b><br>
See Certified Placement Schedule<br>
<br>
<b>Benefited Status:</b><br>
Benefited Position - Tier 1<br>
<br>
<b>Purpose Statement</b></div><div>
The job of Preschool Inclusion Teacher is done for the purpose of providing inclusive educational services to a blended preschool classroom composed of typically developing children and children with disabilities. The teacher is responsible for delivering high-quality, developmentally appropriate instruction to all students while also ensuring compliance with special education laws and the delivery of services outlined in each student's Individualized Education Program (IEP). This role combines general early childhood instruction with individualized supports, fostering a learning environment that promotes academic, social, interpersonal and functional growth for every child.</div><div></div><div><br>
This job reports to Principal</div><div></div><div><b><br>
Essential Functions</b></div><ul><li>
Develops and implements developmentally appropriate lesson plans that meet the diverse needs of both typically developing and special education students by utilizing district provided resources and standards (e.g. state standards, curriculum frameworks, ECERS, CLASS, and evidence-based assessment tools including Teaching Strategies Gold, etc.)</li><li>
Differentiates instruction and materials to accommodate individualized learning plans, developmental levels, and IEP goals.</li><li>
Writes and maintains IEPs in compliance with IDEA regulations, including completing progress reports, monitoring goals, and ensuring services are delivered according to each student's IEP.</li><li>
Ensures appropriate delivery of special education services in the inclusive setting through coordination with related service providers (e.g., SLP, OT, PT), instructional assistants, and other staff.</li><li>
Facilitates inclusive learning experiences (e.g., circle time, art, movement, play-based learning, literacy, math, science) that support engagement and success for all students.</li><li>
Implements accommodations, modifications, and support strategies within the inclusive setting to promote student access to the curriculum.</li><li>
Conducts and interprets developmental assessments and screenings to inform instruction and IEP development.</li><li>
Supports and monitors student behavior using positive behavior strategies that promote safety, regulation, and engagement.</li><li>
Models inclusive practices and respectful interactions to promote acceptance, empathy, and positive peer relationships.</li><li>
Trains, supervises, and collaborates with paraprofessionals to ensure consistent support for all students, including those with disabilities.</li><li>
Maintains ongoing communication with families, including regular updates about student progress and participation in IEP development and implementation.</li><li>
Participates in multidisciplinary team meetings (e.g., IEPs, METs, parent-teacher conferences), prepares required documentation, and ensures compliance with district and legal requirements.</li><li>
Maintains accurate records including attendance, assessments, student progress, parent communication, and special education documentation.</li><li>
Organizes structured and inclusive indoor/outdoor activities that promote developmental and academic growth for all students.</li><li>
Responds to students' medical, sensory, and hygiene needs (e.g., toileting, diapering, feeding) as required for students with disabilities in the classroom.</li><li>
Participates in professional development, staff meetings, and training relevant to early childhood special education.</li><li>
Advises parents and/or legal guardians of student progress (e.g. IEP updates, progress reports, report cards, behavioral plans, etc.) for the purpose of communicating expectations; student's achievements; developing methods for improving and/or reinforcing classroom goals in the home environment.</li><li>
Assesses student progress towards objectives, expectations, and/or goals (e.g. behavioral, motor development and communication skills, academic needs, vocational abilities, etc.) for the purpose of providing feedback to students, parents and administration.</li><li>
Collaborates with instructional staff, other school personnel, parents and a variety of community resources for the purpose of ensuring the provision of special education services in accordance with students' IEP in the LRE and in accordance with school district, state and federal requirements.</li><li>
Prepares a variety of written and electronic materials (e.g. grades, attendance, anecdotal records, IEP goals and objectives, student records, intervention and treatment plans, etc.) for the purpose of documenting student progress and meeting mandated requirements and timelines.</li><li>
Responds to emergency situations for the purpose of resolving immediate safety concerns and/or directing to appropriate personnel for resolution.</li><li><div>
Responds to inquires from a variety of sources (e.g. other teachers, parents, administrators, therapists, etc.) for the purpose of resolving issues, providing information and/or direction.</div></li></ul><div></div><div><b><br>
Other Functions</b></div><ul><li><div>
Performs other related duties, as assigned, for the purpose of ensuring the efficient and effective functioning of the work unit.</div></li></ul><div></div><div><b><br>
Job Requirements: Minimum Qualifications</b></div><div><b>
Skills, Knowledge and Abilities</b></div><div>
SKILLS are required to perform multiple, highly complex, technical tasks with a need to periodically 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 using pertinent software applications; and preparing and maintaining accurate records; managing student behavior; planning individualized instruction.</div><div>
KNOWLEDGE is required to perform algebra and/or geometry; read technical information, compose a variety of documents, and/or facilitate group discussions; and analyze situations to define issues and draw conclusions. Specific knowledge based competencies required to satisfactorily perform the functions of the job include: appropriate codes, policies, regulations and/or laws; age appropriate activities; lesson plan requirements; stages of child development; and behavioral management strategies; IDEA regulations, IEP procedures and special education delivery models.</div><div>
ABILITY is required to schedule a number of activities, meetings, and/or events; gather, collate, and/or classify data; and consider a number of factors when using 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 a variety of data; and utilize job-related equipment. 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 ability based competencies required to satisfactorily perform the functions of the job include: establishing and maintaining constructive relationships; adapting to changing work priorities; maintaining confidentiality; exhibiting tact and patience; and working flexible hours; work effectively with students with diverse needs; collaborating with multidisciplinary teams.</div><div></div><div><b><br>
Responsibility</b></div><div>
Responsibilities include: working under limited supervision using standardized practices and/or methods; directing other persons within a small work unit; tracking budget expenditures. utilization of resources from other work units is often required to perform the job's functions. There is some opportunity to significantly impact the organization's services.</div><div></div><div><b><br>
Working Environment</b></div><div>
The usual and customary methods of performing the job's functions require the following physical demands: occasional 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 30% sitting, 30% walking, and 40% standing. The job is performed under minimal temperature variations and under conditions with some exposure to risk of injury and/or illness.</div><div></div><div><br>
Experience Job related experience is required.</div><div>
Education Bachelors degree in job-related area.</div><div>
Equivalency</div><div></div><div><div><div><div><br>
Required Testing</div><div> Certificates</div></div><div><div><div><br>
Designated Subject Matter Endorsement</div><div>
Teaching Credential</div></div><div></div><div><br>
</div></div><br>
<div><div>
Continuing Educ./Training</div><div> Clearances</div></div><div><div><div><br>
Maintains Certificates and/or Licenses</div></div></div></div></div><div></div><div><br>
FLSA Status Approval Date Salary Range</div><div>
Exempt May 12, 2014 BA</div></div></ul></div><p></p>

Teacher - Preschool Inclusion

Aldar Education

<div>
 <strong>
  Job Description
  <br/>
  <br/>
 </strong>
 Aldar Academies are currently seeking an outstanding Teacher - Inclusion for Mamoura British Academy in Abu Dhabi commencing August 2026.
 <br/>
 <br/>
 Mamoura British Academy is a British curriculum, mixed gender school until Year 8 and a girl&rsquo;s only school from Year 9 onwards. It is located in a state of the art building in the heart of Abu Dhabi. We strive for excellence in all that we do through our high expectations and commitment to ensuring that we provide high quality learning opportunities for our students. Our vision is to be &lsquo;a sustainable and innovative learning community, where we nurture all learners through our bespoke Mamoura British Academy DNA .&rsquo; This Mamoura Learner, Teacher and Values DNA is at the heart of the school community.
 <br/>
 <br/>
 This is an exciting opportunity to join the highly successful Aldar family of schools and to help shape the future of Abu Dhabi&rsquo;s leading school group.
 <br/>
 <br/>
 The successful candidates will be closely aligned with our core values and ethos and possess a genuine understanding and appreciation of the values of the region.
 <br/>
 <br/>
 <strong>
  Responsibilities
  <br/>
  <br/>
 </strong>
 <strong>
  Main Duties Key Task:
  <br/>
  <br/>
 </strong>
 <ul>
  <li>
   To deliver lessons that inspire students to succeed in order to achieve the best possible outcomes.
  </li>
  <li>
   Roles and responsibilities include:
  </li>
  <li>
   Teamwork and collaboration
  </li>
  <li>
   To be a good communicator at all levels.
  </li>
  <li>
   Be committed to developing positive relationships with all members of the school community.
  </li>
  <li>
   Working alongside fellow teachers to plan engaging lessons that meet requirements of the curriculum.
  </li>
  <li>
   Liaising with colleagues and working flexibly.
  </li>
  <li>
   Working with parents to ensure the happiness and best academic outcomes for all children.
  </li>
  <li>
   Working cooperatively with curriculum support staff (where applicable) to support children&rsquo;s development.
   <br/>
   <br/>
   <br/>
  </li>
 </ul>
 <strong>
  Specific Duties Teaching and learning:
  <br/>
  <br/>
 </strong>
 <ul>
  <li>
   Clear understanding of the Curriculum.
  </li>
  <li>
   Organising the classroom provision and learning resources and creating displays to encourage a positive and engaging learning environment.
  </li>
  <li>
   Planning, preparing and presenting sessions that cater for the needs of the whole ability range within the class.
  </li>
  <li>
   Motivating pupils with enthusiastic, imaginative teaching.
  </li>
  <li>
   Observing and assessing children in line with school assessments.
  </li>
  <li>
   Being reflective of the classroom provision, sessions taught, progress made, and adjusting environment, planning and curriculum to reflect this.
  </li>
  <li>
   Meeting with other professionals such as speech and language therapists, occupational therapists and educational psychologists, if required.
  </li>
  <li>
   Ensure the Al Mamoura Academy Teacher and Learner DNA language and attitudes are being embedded throughout the curriculum
   <br/>
   <br/>
   <br/>
  </li>
 </ul>
 <strong>
  Assessment and data:
  <br/>
  <br/>
 </strong>
 <ul>
  <li>
   Taking responsibility for the progress of a class.
  </li>
  <li>
   Meeting requirements for the assessment and recording of student&rsquo;s development using Target Tracker.
  </li>
  <li>
   Using data provided by assessments to influence further planning, provision and intervention.
  </li>
  <li>
   Providing feedback to parents and carers on a student&rsquo;s progress at Parent Teacher Conferences and other meetings
   <br/>
   <br/>
   <br/>
  </li>
 </ul>
 <strong>
  Behaviour management and duties
  <br/>
  <br/>
 </strong>
 <ul>
  <li>
   Follow the school&rsquo;s behaviour policy.
  </li>
  <li>
   Manage classes effectively, using approaches which are appropriate to students&rsquo; needs in order to inspire, motivate and challenge pupils.
  </li>
  <li>
   Maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary within the school&rsquo;s behavioural policy.
  </li>
  <li>
   Be a positive role model and demonstrate consistently the positive attitudes, values and behaviour, which are expected of pupils.
  </li>
  <li>
   Have high expectations of behaviour, promoting self-control and independence of all learners.
  </li>
  <li>
   Carry out duties as directed and within the school&rsquo;s policy.
   <br/>
   <br/>
   <br/>
  </li>
 </ul>
 <strong>
  Wider Professional Responsibilities
  <br/>
  <br/>
 </strong>
 <ul>
  <li>
   To work as part of a curriculum action group, supporting planning, assessment, resources and special events linked to that team.
  </li>
  <li>
   Support the organising and taking part in school events, outings and activities which may take place at weekends or in the evening.
  </li>
  <li>
   Communicate effectively with parents/carers with regards to student&rsquo;s achievements and well-being using school systems/processes such as CPOMS as appropriate.
  </li>
  <li>
   Make a positive contribution to the wider life and ethos of the school
  </li>
  <li>
   Run a weekly ECA each term.
   <br/>
   <br/>
   <br/>
  </li>
 </ul>
 <strong>
  Qualifications
  <br/>
  <br/>
 </strong>
 <strong>
  Minimum Qualifications
  <br/>
  <br/>
 </strong>
 <ul>
  <li>
   Bachelor&rsquo;s Degree in the related subject with PGCE or other teacher qualification
   <br/>
   <br/>
   <br/>
  </li>
 </ul>
 <strong>
  Minimum Experience
  <br/>
  <br/>
 </strong>
 <ul>
  <li>
   Minimum 1- 2 years Teaching experience
   <br/>
   <br/>
   <br/>
  </li>
 </ul>
 <strong>
  Job Specific Knowledge &amp; Skills
  <br/>
  <br/>
 </strong>
 <ul>
  <li>
   Previous experience working with students whom English is not their first language
  </li>
  <li>
   Passion for teaching and commitment to educating the whole child
  </li>
  <li>
   A high level of professionalism and consideration of the well-being of children
  </li>
  <li>
   Recent and consistent involvement in extra-curricular activities
  </li>
  <li>
   Respect for all members of a school community, irrespective of position, gender, age and ethnic background
  </li>
  <li>
   A positive and solution-focused attitude to working life
  </li>
  <li>
   A clean enhanced Disclosure and Barring Services check or police check
  </li>
 </ul>
</div>


Teacher - Inclusion - Mamoura British Academy (AY 26/27)

Knowledge Road

<div>
 <strong>
  Role:
 </strong>
 NYS-Certified Special Education Teacher &mdash; High School ICT (Grades 11&ndash;12)
 <br/>
 <br/>
 <strong>
  Location:
 </strong>
 Downtown Manhattan (10004)
 <br/>
 <br/>
 <strong>
  Type:
 </strong>
 Full-Time Contract |
 <strong>
  W-2 or 1099 (your choice)
  <br/>
  <br/>
 </strong>
 <strong>
  Schedule:
 </strong>
 Monday&ndash;Friday | 9:00 AM&ndash;3:30 PM
 <em>
  (partial schedules considered)
  <br/>
  <br/>
 </em>
 <strong>
  Pay:
 </strong>
 <strong>
  $55/hour
  <br/>
  <br/>
 </strong>
 <strong>
  Start:
 </strong>
 <strong>
  Immediate
 </strong>
 |
 <strong>
  Renewable year after year
  <br/>
  <br/>
 </strong>
 Who We Are
 <br/>
 <br/>
 Knowledge Road is a special education staffing company that partners with schools to place strong, reliable educators &mdash; and actually supports them once they&rsquo;re placed. Our goal is straightforward: help students with IEPs access grade-level learning and make real progress, with a team culture that respects teachers.
 <br/>
 <br/>
 The Opportunity
 <br/>
 <br/>
 We&rsquo;re hiring a
 <strong>
  NYS-certified Special Education Teacher
 </strong>
 for a
 <strong>
  High School Integrated Co-Teaching (ICT)
 </strong>
 assignment supporting
 <strong>
  11th and 12th grade
 </strong>
 students at a school in
 <strong>
  downtown Manhattan
 </strong>
 . This is a
 <strong>
  push-in / inclusion
 </strong>
 role across multiple classrooms, working in close partnership with general education teachers across core subjects.
 <br/>
 <br/>
 You&rsquo;ll support instruction in
 <strong>
  ELA, Math, History, and Science
 </strong>
 , helping students with IEPs succeed in rigorous, credit-bearing coursework.
 <br/>
 <br/>
 What You&rsquo;ll Do
 <br/>
 <br/>
 <ul>
  <li>
   Co-teach and co-plan with general education teachers using the ICT model
  </li>
  <li>
   Push in to multiple classrooms to provide accommodations, scaffolds, and targeted support
  </li>
  <li>
   Work 1:1 and in small groups to reinforce skills, improve access, and build independence
  </li>
  <li>
   Implement IEPs with fidelity: accommodations, modifications, goal support, and progress tracking
  </li>
  <li>
   Help adjust assignments, assessments, and materials to meet diverse learning needs
  </li>
  <li>
   Communicate clearly with school staff and families as needed (professional, consistent, calm)
   <br/>
   <br/>
  </li>
 </ul>
 What We&rsquo;re Looking For
 <br/>
 <br/>
 <ul>
  <li>
   NYS certification required: Students with Disabilities (Grades 7&ndash;12)
  </li>
  <li>
   Bachelor&rsquo;s or Master&rsquo;s in Special Education
  </li>
  <li>
   Experience in ICT / inclusion / collaborative teaching strongly preferred
  </li>
  <li>
   Strong IEP knowledge (instructional + compliance)
  </li>
  <li>
   Organized, flexible, and able to manage a schedule across multiple classrooms
  </li>
  <li>
   Team-first mindset &mdash; you collaborate well and don&rsquo;t do the lone-wolf thing
   <br/>
   <br/>
  </li>
 </ul>
 What You Get
 <br/>
 <br/>
 <ul>
  <li>
   $55/hour + consistent bi-weekly pay
  </li>
  <li>
   W-2 or 1099 flexibility depending on your preference
  </li>
  <li>
   Long-term stability: renewable assignment year after year
  </li>
  <li>
   Ongoing support from Knowledge Road (real humans, not a ghosted inbox)
  </li>
  <li>
   Access to professional development + educator resources
  </li>
  <li>
   Predictable school-day schedule
   <br/>
   <br/>
  </li>
 </ul>
 <strong>
  Please Apply now
 </strong>
 &mdash; we move fast for qualified candidates.
 <br/>
 <br/>
</div>


NYS-Certified Special Education Teacher — High School ICT (Grades 11–12)

International Schools Group (ISG)

<div><div><div><h1 class="jobSectionHeader"><b>Learning Support Teacher</b></h1>
<div><div><div><b>American School Dhahran</b></div>
(ASD)
</div><div>March 2, 2026</div>
</div></div><div><h2 class="jobSectionHeader"><b>Position Description</b></h2>
<div><div><div><div><b>LOCATION</b></div> <div>Al Khobar, Eastern, Saudi Arabia</div>
</div><br>
<div><div><b>SCHOOL / SITE</b></div> <div>American School Dharan
</div></div><br>
<div><div><b>DIVISION / DEPARTMENT</b></div> <div>Middle School</div>
</div><br>
<div><div><b>POSITION TYPE</b></div> <div>Teacher</div>
</div><br>
<div><div><b>SUBJECT / STAGES</b></div>
<br>
</div><br>
<div><div><b>WORKS DAYS / HOURS</b></div> <div>191 Days @ 8 Hours per day</div>
</div><br>
<div><div><b>POSITION STATUS</b></div> <div>Full Time</div>
</div><br>
<div><div><b>SALARY CODE</b></div> <div>Teacher</div>
</div><br>
<div><div><b>ELIGIBLE APPLICANTS</b></div> <div>International, Saudi, Dependent</div>
</div><br>
<div><div><b>POSITION START DATE</b></div> <div>August 1, 2026</div>
</div><br>
<div><div><b>APPLICATION DEADLINE</b></div> <div>Until filled</div>
</div><br>
<div><div><b>REPORTS TO</b></div> <div>Susan Jarnot-Benthem, Incoming ES/MS Principal</div>
</div><br>
<div><div><b>REQUISITION NUMBER</b></div> <div>03-2627-047</div>
</div><br>
</div></div></div></div><h2 class="jobSectionHeader"><b>Summary</b></h2>
<p></p>
<p>We are seeking a qualified and passionate Learning Support Teacher to join our outstanding Student Support Team. This position focuses on supporting middle school students with identified learning differences, gaps in learning, or those requiring short-term targeted academic intervention. At times, the role may also provide support to English language learners.</p>
<p>
Our learning support model is primarily inclusion-based (push-in), with minimal pull-out instruction. The Learning Support Teacher works collaboratively with classroom teachers within a co-planning and co-teaching framework to ensure all learners can successfully access the curriculum.</p>
<h2 class="jobSectionHeader"><b>
Position Duties</b></h2>
<p>
A learning support teacher (LST) is a professional who works with students who require additional support in their academic and personal development.</p>
<p>
The successful candidate will be expected to:</p>
<ul>
<li>Demonstrate commitment to the safety and security of children and young people (child protection).</li>
<li>Provide targeted support for students requiring additional academic assistance.</li>
<li>Collaborate with classroom teachers to develop, implement, and monitor Individual Learning Plans (ILPs) or Student Support Plans.</li>
<li>Assess student learning needs and design appropriate intervention strategies.</li>
<li>Support inclusive classroom instruction through co-planning and co-teaching.</li>
<li>Use a range of evidence-based instructional strategies and resources to engage learners.</li>
<li>Monitor, document, and evaluate student progress using relevant data to inform instruction and intervention.</li>
<li>Administer and support annual standardized testing processes, including data collation and analysis.</li>
<li>Maintain clear and professional communication with students, families, and colleagues.</li>
<li>Contribute to professional learning by supporting colleagues in best practices for inclusive education.</li>
<li>In collaboration with the school counselor, provide basic social-emotional support to students as appropriate.</li>
<li>Perform other duties as assigned by the Assistant Principal or Principal.</li>
</ul><h2 class="jobSectionHeader"><b>Qualifications and Knowledge</b></h2>
<p>
The ideal candidate will have:</p>
<p><b>
Qualifications</b></p>
<ul>
<li>Minimum of a Bachelor's degree in the subject area of employment (Master&rsquo;s degree preferred).</li>
<li>Current teacher certification in the required subject area.</li>
</ul>
<p><b>Knowledge</b></p>
<ul><li>
Sound knowledge and expertise in differentiating curriculum, utilizing assistive technology, and performing data-driven progress monitoring</li></ul>
<h2 class="jobSectionHeader"><b>Experience and Skills</b></h2>
<p>
The ideal candidate will have:</p>
<p><b>
Experience</b></p>
<ul>
<li>Prior experience as a Learning Support Teacher.</li>
<li>Experience with G Suite and/or Microsoft Office.</li>
</ul>
<p><b>Skills</b></p>
<ul>
<li>Excellent communication skills in English, both verbal and written.</li>
<li>Ability to demonstrate a track record of continued professional development.</li>
<li>Good interpersonal skills in interacting with students, parents and colleagues.</li>
<li>Ability to supervise students in non-classroom settings.</li>
<li>Ability to work independently and within a team.</li>
<li>Ability to lead an after-school activity.</li></ul></div><div></div>

Learning Support Teacher

مدارس المجموعة العالمية (ISG)

<div><div><div><div><div><div><b>American School Dhahran</b></div>
(ASD)
</div><div>March 2, 2026</div>
</div></div><div><h2 class="jobSectionHeader"><b>Position Description</b></h2>
<div><div><div><div><b>LOCATION</b></div><div> Al Khobar, Eastern, Saudi Arabia</div></div><br>
<div><div><b>SCHOOL / SITE</b></div><div> American School Dharan</div></div><br>
<div><div><b>DIVISION / DEPARTMENT</b></div><div> Middle School</div></div><br>
<div><div><b>POSITION TYPE</b></div><div> Teacher</div></div><br>
<div><div><b>SUBJECT / STAGES</b></div><br>
</div><br>
<div><div><b>WORKS DAYS / HOURS</b></div><div> 191 Days @ 8 Hours per day</div></div><br>
<div><div><b>POSITION STATUS</b></div><div> Full Time</div></div><br>
<div><div><b>
SALARY CODE</b></div><div> Teacher</div></div><br>
<div><div><b>ELIGIBLE APPLICANTS</b></div><div> International, Saudi, Dependent</div></div><br>
<div><div><b>POSITION START DATE</b></div><div> August 1, 2026</div></div><br>
<div><div><b>APPLICATION DEADLINE</b></div><div> Until filled</div></div><br>
<div><div><b>REPORTS TO</b></div><div> Susan Jarnot-Benthem, Incoming ES/MS Principal</div></div><br>
<div><div><b>REQUISITION NUMBER</b></div><div> 03-2627-047</div></div><br>
</div></div></div></div><h2 class="jobSectionHeader"><b>Summary</b></h2><p></p><p>
We are seeking a qualified and passionate Learning Support Teacher to join our outstanding Student Support Team. This position focuses on supporting middle school students with identified learning differences, gaps in learning, or those requiring short-term targeted academic intervention. At times, the role may also provide support to English language learners.</p><p>
Our learning support model is primarily inclusion-based (push-in), with minimal pull-out instruction. The Learning Support Teacher works collaboratively with classroom teachers within a co-planning and co-teaching framework to ensure all learners can successfully access the curriculum.</p><h2 class="jobSectionHeader"><b>
Position Duties</b></h2><p>
A learning support teacher (LST) is a professional who works with students who require additional support in their academic and personal development.</p><p>
The successful candidate will be expected to:</p><ul><li>
Demonstrate commitment to the safety and security of children and young people (child protection).</li><li>
Provide targeted support for students requiring additional academic assistance.</li><li>
Collaborate with classroom teachers to develop, implement, and monitor Individual Learning Plans (ILPs) or Student Support Plans.</li><li>
Assess student learning needs and design appropriate intervention strategies.</li><li>
Support inclusive classroom instruction through co-planning and co-teaching.</li><li>
Use a range of evidence-based instructional strategies and resources to engage learners.</li><li>
Monitor, document, and evaluate student progress using relevant data to inform instruction and intervention.</li><li>
Administer and support annual standardized testing processes, including data collation and analysis.</li><li>
Maintain clear and professional communication with students, families, and colleagues.</li><li>
Contribute to professional learning by supporting colleagues in best practices for inclusive education.</li><li>
In collaboration with the school counselor, provide basic social-emotional support to students as appropriate.</li><li>
Perform other duties as assigned by the Assistant Principal or Principal.</li></ul><h2 class="jobSectionHeader"><b>
Qualifications and Knowledge</b></h2><p>
The ideal candidate will have:</p><p><b>
Qualifications</b></p><ul><li>
Minimum of a Bachelor's degree in the subject area of employment (Master&rsquo;s degree preferred).</li><li>
Current teacher certification in the required subject area.</li></ul><p><b>
Knowledge</b></p><ul><li>
Sound knowledge and expertise in differentiating curriculum, utilizing assistive technology, and performing data-driven progress monitoring</li></ul><h2 class="jobSectionHeader"><b>
Experience and Skills</b></h2><p>
The ideal candidate will have:</p><p><b>
Experience</b></p><ul><li>
Prior experience as a Learning Support Teacher.</li><li>
Experience with G Suite and/or Microsoft Office.</li></ul><p><b>
Skills</b></p><ul><li>
Excellent communication skills in English, both verbal and written.</li><li>
Ability to demonstrate a track record of continued professional development.</li><li>
Good interpersonal skills in interacting with students, parents and colleagues.</li><li>
Ability to supervise students in non-classroom settings.</li><li>
Ability to work independently and within a team.</li><li>
Ability to lead an after-school activity.</li></ul><div></div>
<h3 class="jobSectionHeader"><b>JOB CODE: 03-2627-047</b></h3></div>

Clayton County Public Schools

<div><p><b><i>Applicants: </i></b><i>Please ensure that you upload all necessary documents and include all relevant information related to the position you are applying for. Please make sure that you are reading the job description in its entirety to align your documents and relevant information with the requirements.</i></p><p></p><p><b><br>
POSITION SUMMARY</b><br>
Instructs incarcerated high school students with emotional and/or cognitive impairments, or<br>
learning disabilities in one or more subjects, such as English, mathematics, science, social<br>
studies, etc. May be designated according to subject matter or content specialty. Utilizes<br>
current strategies and theories to plan and implement lessons. This position reports to the<br>
Director of the Department of Exceptional Students.</p><p></p><p><b><br>
KEY RESPONSIBILITIES</b></p><p>
Provides instruction to students with mild, moderate, severe, and profound disabilities in academic and social/behavioral skills. Prepares lessons and other instructional materials according to the general curriculum and achievement level of the student, as specified in each<br>
student&rsquo;s Individualized Educational Program (IEP) Plan.</p><p></p><p><br>
Prepares course outlines and objectives according to curriculum guidelines or state and local requirements. Observes, evaluates, and prepares reports on progress of students, including reevaluation referrals and development of Individualized Education Program (IEP) Plans.</p><p>
Conducts parent/student/teacher conferences to review students&rsquo; progress, performance, and behavior. Works with parents/guardians to develop and provide an appropriate special education program to eligible students with disabilities. Participates in faculty and professional meetings, educational conferences, and teacher training workshops. Supports Child Find procedures within the correctional facility and works with evaluators to coordinate appointments to complete the evaluation procedures for all students.</p><p></p><p><br>
Coordinates instructional activities with other professionals, including teachers, speech therapists, physical therapists, mobility specialists, and other professionals.</p><p></p><p><br>
Assists in developing transition plans for students who are preparing to re-enroll into Clayton County Public Schools, reenter the community, or transition to other educational settings upon release from the correctional facility.</p><p></p><p><br>
Advocates for the educational rights and unique needs of students with disabilities, ensuring that they receive appropriate services, accommodations, and support within the correctional facility.<br>
<br>
Collaborates with correctional staff, mental health professionals, and other stakeholders to address the academic, behavioral, and emotional needs of students with disabilities within the correctional facility.</p><p><br>
All other duties, as assigned and required, in order to perform the above services.</p><p></p><p><b><br>
KEY JOB REQUIREMENTS</b></p><p>
Minimum of Bachelor&rsquo;s degree in Special Education, Child Development, Child Psychology, or related field required related to grade level and content area.</p><p></p><p><br>
Minimum of one (1) year teaching experience preferred.</p><p></p><p><br>
Makes recommendations or decisions which usually affect the entire department/school.</p><p></p><p><br>
GaPSC Certification at Level 4 or higher and content area specialization (Special Education - General/Adapted Curriculum, etc.) required.</p><p></p><p><br>
Varied; supervisor is available to review established broad objectives; independent judgment is required.</p><p></p><p><br>
Requires regular, frequent contact with inter-departmental personnel.</p><p></p><p><br>
Requires regular, frequent communication with different constituencies: correctional facility staff, external agencies, parents, community, etc.</p><p></p><p><br>
Excellent classroom management required. May be designated as a lead teacher or trainer.</p><p></p><p><br>
Applies, recommends, and implements technology to improve the effectiveness of school operations.</p><p></p><p><br>
Clayton County correctional facility and classroom area.</p><p><br>
Will require frequent travel between the correctional facility and Clayton County Public Schools&rsquo; school sites.<br>
<br>
Moderate duty - On most occasions sitting at a desk or table; intermittently sitting, standing, or stooping.</p><p><br>
Must be able to stand and walk approximately seven (7) to seven and one-half (7&frac12;) hours per day. Light lifting or carrying; twenty (20) lbs. or less.</p><p></p><p><br>
The 2026-2027 salary scales are not yet available. The 2025-2026 salary schedules may be accessed via the following link: <b>2025-2026 Teacher Salary Scale</b></p></div>

Special Education Teacher (Incarcerated Students)

KIPP KANSAS CITY

<div>
 KIPP Kansas City Public Schools is part of a nationwide network of free, open-enrollment, college-preparatory charter schools dedicated to preparing students in educationally underserved communities for success in college and life. Our strength as a region serves as a catalyst for empowerment, change, and hope.
 <br/>
 <br/>
 Founded in 2007, KIPP Kansas City Public Schools began with KIPP Endeavor Academy, serving approximately 31 fifth-grade students. Today, we educate approximately 1,000 students from Pre-K through 12th grade, with our community continuing to expand. Together with families and communities, we strive to create joyful, academically excellent schools that equip students with the skills and confidence to pursue their chosen paths&mdash;whether college, career, or beyond&mdash;so they can lead fulfilling lives and contribute to a more just world.
 <br/>
 <br/>
 <strong>
  Job Description
  <br/>
  <br/>
 </strong>
 Position Overview:
 <br/>
 <br/>
 Every member of the Team &amp; Family at KIPP KC plays a critical role in ensuring our students are on the path toward college, career, and beyond. Our educators are passionate advocates for our students and families, working tirelessly to connect them with access to opportunity for lives of power and choice. As a Self-Contained Special Education Teacher, you will deliver exceptional instruction and assess student growth. You are dedicated to constant learning and proactively provide academic and cultural support to your school and team. You are deeply committed to educational equity, building relationships with students and families so they are safe, seen, heard, and loved.
 <br/>
 <br/>
 Key Responsibilities:
 <br/>
 <br/>
 Instructional Delivery and Assessment
 <br/>
 <br/>
 <ul>
  <li>
   Provide modifications and accommodations as stated on the student&rsquo;s IEP.
  </li>
  <li>
   Write IEPs with appropriate data on student performance for all students on caseload.
  </li>
  <li>
   Facilitate ARD meetings for students on their caseloads.
  </li>
  <li>
   Seek out present levels of performance from general education teachers and related service providers.
  </li>
  <li>
   Instructionally plan and teach in deficit areas (reading, writing, math); provide optimal learning environment for students with special needs.
  </li>
  <li>
   Provide support to general education teachers with modifications and accommodations and ensure services are being provided in the classroom setting.
  </li>
  <li>
   Provide testing accommodations as needed in a one-on-one or small group setting.
  </li>
  <li>
   Collaborate and determine a strategy with general education teachers on ways to help service students in the general education setting.
  </li>
  <li>
   Ensure service minutes in IEP are met.
  </li>
  <li>
   Document all collaboration/consultative meetings.
  </li>
  <li>
   Progress monitor goals and objectives for students on their caseload.
  </li>
  <li>
   Document Parent Contact and Service Minutes into eSPED.
  </li>
  <li>
   Document Behavior and Restraint into eSPED.
  </li>
  <li>
   Other duties as specified by school leadership teams.
   <br/>
   <br/>
  </li>
 </ul>
 Academic and Cultural Support
 <br/>
 <br/>
 <ul>
  <li>
   Collaborate with content and grade-level teams to promote an environment of critical thinking and academic rigor.
  </li>
  <li>
   Establish and maintain working relationships with students and families based on trust and respect.
  </li>
  <li>
   Participate in the daily functions of the school such as morning, lunch, and afternoon supervisory duties.
  </li>
  <li>
   Attend critical school events such as staff meetings, open houses, and parent-teacher conferences.
  </li>
  <li>
   Develop individualized learning plans for students and communicate these plans to families in parent meetings and conferences.
  </li>
  <li>
   Meet professional obligations including timeliness and consistency in meeting deadlines.
   <br/>
   <br/>
  </li>
 </ul>
 <strong>
  Qualifications
  <br/>
  <br/>
 </strong>
 <ul>
  <li>
   Bachelor&rsquo;s degree or higher from an accredited university or college (required)
  </li>
  <li>
   Valid Missouri Teaching license with required certification for subject and level assigned. Special Education certification for applicable grade level required for all Special Education teacher assignments.
  </li>
  <li>
   Relentless focus on results and a commitment to teamwork
  </li>
  <li>
   Deep commitment to educational equity and underserved communities
  </li>
  <li>
   Demonstrated knowledge of core subject area assigned
  </li>
  <li>
   Satisfactory outcome of a background check
   <br/>
   <br/>
  </li>
 </ul>
 Skills and Competencies:
 <br/>
 <br/>
 <ul>
  <li>
   Commitment to KIPP KC&rsquo;s mission and values
  </li>
  <li>
   Ability to work collaboratively in a diverse environment
  </li>
  <li>
   Demonstrates a commitment to diversity, equity, and inclusion
  </li>
  <li>
   Fosters an inclusive environment for students, staff, and families
  </li>
  <li>
   Works effectively with colleagues and stakeholders
  </li>
  <li>
   Builds strong relationships within the KIPP KC community
   <br/>
   <br/>
  </li>
 </ul>
 PHYSICAL DEMANDS:
 <br/>
 <br/>
 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 may be made to enable individuals with disabilities to perform the essential functions.
 <br/>
 <br/>
 This job requires that the employee be able to:
 <br/>
 <br/>
 Sit, stand, walk, speak, hear, use hands, fingers, reach with hands and fingers; bend, stoop, and lift objects of at least 25 pounds.
 <br/>
 <br/>
 <strong>
  Compensation
  <br/>
  <br/>
 </strong>
 <strong>
  Additional Information
  <br/>
  <br/>
 </strong>
 KIPP Kansas City offers a competitive compensation and benefits package: medical, dental, vision, life insurance, and additional ancillary benefits.
 <br/>
 <br/>
 Physical Requirements:
 <br/>
 <br/>
 The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this position. Reasonable accommodations may be made to enable individuals with disabilities to perform the functions.
 <br/>
 <br/>
 The person in this position needs to be able to move about inside and outside the school or office throughout the workday.
 <br/>
 <br/>
 The candidate is expected to attend conferences, meetings and training sessions both virtually and in person within the Region.
 <br/>
 <br/>
 All your information will be kept confidential according to EEO guidelines.
</div>


SY 26/27 High School SPED Teacher

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