sped teacher

Kreyco

<div>
 Kreyco (formerly known as Language Learning Network) is a nationwide organization that specializes in preK-12 education. We support students of all kinds by building strong partnerships between schools and teachers. As we continue to grow, we are looking to connect with passionate, qualified, and dedicated teachers who may be interested in joining our team! We ensure that all of its teachers have everything that they need to be successful in the classroom. This includes providing a comprehensive curriculum, coaching and mentorship, and professional development at no cost.
 
 
 We have an
 
 on-site, high school SPED
 
 teaching opportunity available for the 2025-2026 school year. Payment varies and depends on your teaching project, ranging from $400 to $1,100 weekly. Our payment structure also includes holidays and school breaks.
 
 
 Kreyco teachers are qualified, passionate, and dedicated. Our teachers may come from diverse backgrounds and have work experience in a wide range of careers, but they all share a common goal: having a positive impact on student learning, growth, and development. We welcome teachers with or without certification and assist them in obtaining certification while they teach!
 
 
 
 Job Summary
 
 
 
 <ul>
 <li>
 Job location: in person
 </li>
 <li>
 Schedule: M-F, daytime teaching hours only, no night or weekend classes
 </li>
 <li>
 Employment type: 1099 independent contractor
 
 
 </li>
 </ul>
 You can learn more about Kreyco and what it is like to work with us by following this link to watch a short video:
 
 
 Kreyco is hiring!
 
 
 If what we have shared resonates with you, Kreyco may be your new professional home. We look forward to hearing from you soon!
 
 
 
 Requirements
 
 
 
 <ul>
 <li>
 Bachelor's degree
 </li>
 <li>
 Must reside in the US
 </li>
 <li>
 Authorized to work in the United States
 </li>
 <li>
 Ability to commute
 </li>
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 Complete background check
 
 
 </li>
 </ul>
 
 Benefits
 
 
 
 <ul>
 <li>
 Professional development
 </li>
 </ul>
</div>

High School SPED Teacher (Vineland area)

Compass Collegiate Academy

<div>Company Description 
School Mission
Compass Collegiate Academy provides every scholar with the academic foundation and strong habits that inspire and cultivate lifelong learners who lead purposeful, civic lives.
Compass Collegiate Academy strives to create a diverse, inclusive, and anti-racist community. People from historically underrepresented groups are encouraged to apply.
School Overview
Compass Collegiate Academy (CCA) is a public charter school that opened in Charleston, South Carolina with grades K-1 in August of 2021. Our school is adding a grade each year thereafter until we are a full Kindergarten through 8th grade school. CCA has intentionally built its school model and structured its budget to ensure that the student body is representative of the student population in North Charleston and the Charleston peninsula, the school&rsquo;s geographic target area. CCA is driven by the following core beliefs for its school model:
All Means All - The school will operate with a non-negotiable belief in the potential of every child. Every adult employed at the school will operate with a daily mindset that every scholar can achieve at high levels irrespective of a scholar&rsquo;s family income, disability, language proficiency or prior developmental experience.
Rigorous Curriculum - The school&rsquo;s rigorous curriculum and academic program is designed to assist scholars to acquire a foundation of knowledge and advanced literacy skills in the early grades that will prepare scholars to undertake higher order analysis, evaluation, and critical thinking skills in later grades.
An Intentional Commitment to Scholar Social and Emotional Growth - Preparing scholars for successful secondary and postsecondary pursuits involves growing both sharp minds and big hearts. CCA will focus on helping scholars to better understand their own identities, their communities, and how to successfully build relationships with peers across lines of difference. Scholars will develop character strengths such as kindness, determination, curiosity, gratitude and integrity and will be better equipped to positively impact their diverse local communities and world.
High-quality Staff - The school will have a robust hiring and development model based on some of the nation&rsquo;s best public schools to ensure a high-quality teaching and learning environment for scholars. Teachers and leaders will be respected as skilled practitioners and professionals in a culture that prioritizes continuous growth and development for adults as well as scholars.
Personalized Learning through Data-Driven Instruction - Through a continuous cycle of assessment, analysis, and action, the school will identify personalized needs to close academic gaps while also differentiating instruction for scholars with more advanced achievement.
Parental Involvement and Intentional Community - The school values families as partners in the academic growth and human development of scholars. Families can expect daily updates on scholar progress, weekly phone communication and availability with a scholar&rsquo;s teacher, open doors to the school, and access to workshops and seminars on childhood human development. The school will intentionally cultivate a supportive school community among diverse families. 
Job Description 
Role Expectations
The Special Education Teacher works closely with the Lead Teachers, the Dean of Academics and the Executive Director to support CCA scholars who are at-risk for academic underperformance due to emotional, cognitive, and/or physical challenges so that they can succeed in the school&rsquo;s academic program. The Special Education Teacher holds primary responsibility for managing the school&rsquo;s special education caseload, monitoring scholar IEPs, and providing academic, emotional, and physical support and interventions for scholars who require additional support to thrive within the school&rsquo;s inclusion model. Special Education Teachers will support teachers in all academic subject areas.
Responsibilities and Duties:
Special Education Program<ul><li>
Ensure I operate in compliance with special education law and procedures at all times.</li><li>
Serve as the case manager for scholars who have IEPs on case load</li><li>
Attend all required charter school sponsor special education training and workshops.</li><li>
Participate in the school&rsquo;s pre-referral and IEP and 504 processes.</li><li>
Participate in the development of Individual Educational Programs (IEPs) (and potentially 504 plans) as needed.</li><li>
Develop expertise with the school&rsquo;s literacy program and ways to successfully adapt literacy instruction to all special education scholars.</li></ul>
Within caseload:<ul><li>
Ensure scholar IEP requirements and 504 plan accommodations on caseload are being met.</li><li>
Assess and report mastery of IEP goals to parents and other members of the scholar&rsquo;s support team.</li><li>
Maintain all special education records according to privacy and confidentiality requirements.</li><li>
Communicate regularly with parents and as required by law to support special education scholar learning needs.</li><li>
Participate in and collaborate with school leader or SPED coordinator to lead multi-disciplinary team meetings, including but not limited to annual, eligibility, re-evaluation, and manifestation determination meetings.</li></ul>
Instructional Collaboration and Support<ul><li>
Provide direct intervention (i.e. instruction) to scholars in accordance with their IEP requirements.</li><li>
Assist teachers to adapt weekly lesson plans and instructional for individual scholars that require additional support to experience a high-quality curriculum.</li><li>
Assist teachers to utilize effective teaching strategies to support special education scholars in the least restrictive manner.</li><li>
Implement scholar behavior supports consistent with special education laws and scholar IEPs to achieve an optimal learning classroom learning environment.</li></ul>
Assessment and Data<ul><li>
Participate cooperatively in CCA&rsquo;s assessment system and data platforms to monitor special education scholars&rsquo; learning and progression.</li><li>
Administer alternative assessments in accordance with CCA&rsquo;s testing programs and state testing requirements.</li><li>
Evaluate scholar&rsquo;s academic and SEL growth, keep appropriate records, prepare scholar reports and regularly communicate with parents regarding their scholar's progress.</li></ul>
General Responsibilities<ul><li>
Regularly participate in CCA&rsquo;s professional development program, including CCA&rsquo;s annual summer professional development prior to school opening.</li><li>
Actively participate in CCA&rsquo;s instructional coaching program (coach and be coached).</li><li>
Supervise scholars in out-of-classroom activities on rotating schedules. Examples include, but are not limited to: cafeteria duty, bus monitor, and recess duty. Not sure if this should be part of my job description, but I&rsquo;m ok with it.</li><li>
Communicate with parents, CCA leadership team, and CCA colleagues in a timely, consistent manner.</li><li>
Attend school wide functions and community events as requested.</li></ul>
The Special Education Teacher will perform other duties as required to achieve the school&rsquo;s mission. 
Qualifications 
Education and Experience<ul><li>
Bachelor&rsquo;s degree is required; Master&rsquo;s degree is preferred.</li><li>
South Carolina teaching certification in relevant special education teaching field is required.</li><li>
Expertise and knowledge of applicable special education laws and procedures.</li><li>
Proven track-record of achievement as a teacher, instructional coach, or academic leader.</li><li>
Experience working with a culturally diverse student body preferred.</li></ul>
Ability to:<ul><li>
Work hard to achieve the school&rsquo;s mission.</li><li>
Improve the minds and lives of scholars in and out of the classroom.</li><li>
Communicate clearly and effectively in both oral and written language.</li><li>
Establish and maintain positive relationships with a variety of people.</li><li>
Engage families and the larger community in the life of the school.</li></ul> 
Additional Information 
We Offer:<ul><li>
A supportive and energetic team environment.</li><li>
Opportunities for professional growth and community impact.</li></ul>
Salary is competitive and commensurate with your experience. Compass Collegiate Academy full-time employees are provided with a benefits package that includes medical, vision, and dental insurance, retirement plan, parental leave, and a laptop.
All employment with CCA is AT-WILL and nothing contained in this job description or in any other document provided by CCA creates a contract of employment for a specified term. In at-will employment, both the employee and employer retain the right to terminate the employment relationship at any time and for any reason, with or without cause and with or without any advance notice.
Compass Collegiate Academy is committed to providing equal access to educational and employment opportunities regardless of race, color, religion, national origin, disability, pregnancy, age, sex, or any other protected characteristic, as may be required by law.
OMlfS281nD</div>

Special Education Teacher

Englewood Public School District

<div></div><div><ul><div><div>JobID: 2908</div></div> 
<div><div>
Position Type: 
 Licensed SpEd Teachers &amp; SSPs/Special Education Teacher 
</div><div>
Date Posted: 
 12/30/2025 
</div><div>
Location: 
 Englewood Middle School and Englewood High School 
</div><div>
Date Available: 
 ASAP 
</div><div>
Closing Date:
 
 01/04/2026</div> 
 
EFFECTIVE: 2025-26 school year 
Position type: Exempt 
New Employee: 187 days/year 
1.0 FTE 
Benefits Eligible: Yes 
 
POSITION SUMMARY: 
This role is a center-based program teacher for the Significant Support Needs and Autism Program at The Englewood Campus (6-12 grades). 
 
The Special Education Teacher will provide specialized instruction and support to students with significant cognitive, physical, and/or behavioral needs, fostering their independence, inclusion, and connection to the school community. This person will create a highly structured and supportive learning environment that promotes skill mastery and achievement of individualized education program (IEP) goals, while embracing the latest advancements in educational technology and inclusive practices. This will require collaboration and coordination with general education teachers and special education team members to ensure all services are provided to students. 
 
This program will also support students who do not have significant cognitive delays but require assistance with independent living, community access, and social skills as outlined in their IEPs. These needs are often, but not exclusively, associated with characteristics of students identified as being on the Autism Spectrum. 
 
This position will support the overall academic, independent living, community access and social skills programming for students who qualify for all of these supports between the two schools (Englewood Middle and Englewood High School). This will require the following:<ul><li>
Supporting the creation of a schedule that allows for both direct instruction of modified academics as well as independent living, community access and social skills classes</li>
<li>Supporting the coordination of student, specialists and paraprofessional schedules</li>
<li>Supervision of paraprofessionals to support inclusive practices, small group and individual student support</li>
<li>Planning and providing direct instruction of adapted and modified curriculum connected to grade level standards to students who qualify for modified curriculum instruction</li>
<li>Team-teaching and planning with general education teachers</li>
<li>Participating with students in school and community activities/events for students of all developmental levels</li>
</ul>
 
ESSENTIAL DUTIES AND RESPONSIBILITIES: 
 
Case Management &amp; IEP Responsibilities
<ul><li>Create/write IEPs</li>
<li>Evaluate academics and life skills when required</li>
<li>Complete Progress Reports</li>
<li>Provide services outlined in IEPs</li>
<li>Work with students toward their IEP goals</li>
<li>Conduct and lead IEP meetings for assigned students as applicable</li>
<li>Facilitation of FBAs and BIPs as needed</li>
<li>Deliver alternative state assessment (CoALT) with all students 
</li></ul>Student Support &amp; Instruction
<ul><li>Schedule students according to needs and abilities, aligning with school schedules</li>
<li>Create lesson plans for:<ul><li>
ELA and Math lessons based on extended outcomes for SSN students</li>
<li>Life skills class(es)</li>
</ul></li><li>Weekly lesson plans shall include learning targets and success criteria based on Extended Evidence Outcomes (EEOs) and/or Colorado Academic Standards (CAS)</li>
<li>Actively encourage and support student participation in extracurricular activities, school events, and community-based learning experiences</li>
<li>Apply research-based methods and evidence-based strategies to support student success</li>
<li>Assist students in the area of personnel care (including but not limited to feeding, toileting, safety support etc.)</li>
</ul>
 
Team Collaboration
<ul><li>Collaborate with other SSPs on students&rsquo; IEPs (SLP, OT, Mental Health, TVI, TOD) when applicable:<ul><li>
Support staff with skills groups</li>
<li>Partner with staff for life skills classes</li>
</ul></li><li>Work closely with general education and other special education teachers to ensure student success</li>
<li>Support and coordinate student, specialist, and paraprofessional schedules to optimize instructional support and intervention</li>
</ul>
 
Meetings
<ul><li>Attend and report out at weekly special education team meetings for EMS and EHS schools</li>
</ul>
 
Paraprofessional Supervision &amp; Training
<ul><li>Supervise, guide, and train paraprofessionals assigned to the program</li>
</ul> 
Communication
<ul><li>Ongoing and regular communication with Principals and the Executive Director of Student Services</li>
<li>Clearly communicate during team meetings as reflected in team meeting notes</li>
</ul>
 
Assistive Technology &amp; Communication Systems Support
<ul><li>Implement and support the use of assistive technology (AT) and augmentative and alternative communication (AAC) systems to enhance student access, engagement, and independence.</li>
</ul>
 
Data-Driven Instruction &amp; Progress Monitoring
<ul><li>Use data-driven instructional methods to assess student progress and adapt teaching strategies accordingly</li>
<li>Maintain accurate records and utilize data to inform individualized support and instructional decisions</li>
</ul>
 
Compliance &amp; Administrative Responsibilities
<ul><li>Communicate with the Principal and Executive Director of Student Services regarding any challenges in implementing students&rsquo; IEP requirements</li>
<li>Ensure compliance with federal, state, and district policies related to special education services</li>
<li>Perform additional duties as assigned to support the needs of the SSN/ASD program</li>
<li>Perform other related duties as assigned or requested.</li>
</ul>
 
SUPERVISION/TECHNICAL RESPONSIBILITIES: 
Supervision (not evaluation) of support personnel involves conducting supervisory duties in accordance with the organization's policies and relevant laws. These responsibilities may include, but are not limited to, participating in interviews, providing training and development opportunities, assigning and directing work, offering performance feedback, and addressing complaints to resolve issues. 
 
BUDGET AND/OR RESOURCE RESPONSIBILITIES: 
None 
 
 
The education/training/experience, license/certification, general expectations, physical demands, and work environment factors described below 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. 
 
EDUCATION/TRAINING/EXPERIENCE: 
Bachelor&rsquo;s degree. 
Master&rsquo;s degree (preferred). 
English fluency will be determined through the interview process and licensure. 
 
LICENSES OR CERTIFICATIONS: 
Valid Colorado Driver&rsquo;s License. 
Valid Colorado Teaching License with a Special Education Generalist endorsement. 
 
GENERAL EXPECTATIONS:
<ul><li>Demonstrates flexibility and adaptability in response to change.</li>
<li>Possesses computer and technology skills.</li>
<li>Effectively works with students from diverse backgrounds and abilities.</li>
<li>Collaborates well with supervisors and co-workers.</li>
<li>Capable of understanding and following both complex oral and written instructions.</li>
<li>Able to perform duties independently with minimal supervision.</li>
<li>Communicates effectively with the School District community.</li>
<li>Skilled in analysis, instruction, negotiation, coordination, communication, problem-solving, and interpersonal interactions.</li>
<li>Proficient in comparing, computing, synthesizing, and evaluating information.</li>
<li>Meets attendance standards and works the necessary hours to fulfill essential responsibilities.</li>
<li>Maintains confidentiality.</li>
<li>Upholds a generally positive attitude.</li>
<li>Complies with all District policies and procedures.</li>
<li>Adheres to federal and state laws, regulations, and policies.</li></ul> 
 
 
ESSENTIAL PHYSICAL REQUIREMENTS: 
Frequent lifting 5 (five) to 10 (ten) pounds. 
Lifting of up to one hundred fifty (150) pounds with support. 
Frequent sitting, bending, walking, standing, stooping, kneeling, squatting, crawling, and reaching. 
Ability to run, jog, and/or expel physical exertion in order to appropriately respond to the needs of students. 
 
WORK ENVIRONMENT: 
Mostly clean and comfortable. 
The work environment is high energy and may often appear chaotic. 
Possible diapering, and feeding via feeding tube. 
Physical restraint may be necessary to provide safety for students and others. 
May encounter noise, odors or bodily fluids. 
 
REPORTS TO: 
Principal or designee. 
 
LOCATION: 
The Englewood Campus (Englewood Middle School and Englewood High School) 
 
SALARY: 
Salary placement from $53,464 - $103,027 based upon education, experience and Negotiated Agreement. Current Salary Schedule posted at Salary Schedules - Englewood Schools. Per the Negotiated Agreement, any District Teacher-Coordinator will also be paid an additional 10% of the Formula Base as a stipend for the District Teacher-Coordinator&rsquo;s duties over and above the District Teacher-Coordinator&rsquo;s regular teaching assignment. 
 
BENEFITS: 
At Englewood Schools, we provide a comprehensive benefits package designed to enhance employee well-being and satisfaction. Our offerings include Paid Time Off (PTO), medical, dental, and vision insurance, and pre-tax savings options through Health Savings Accounts (HSA) and Flexible Spending Accounts (FSA), with monthly District contributions for HSA. The costs for short and long-term disability programs are 100% covered, which provide financial protection in the event of illness or injury. Our Employee Assistance Program (EAP) provides counseling and support services, and our wellness programs are designed to promote a healthy lifestyle. 
 
In addition to these benefits, we offer a comprehensive retirement plan through the Colorado Public Employees' Retirement Association (PERA), as well as additional retirement savings options including 401(k), 403(b), and 457(b) plans. Optional voluntary plans are also available for life insurance, accidental death and dismemberment (AD&amp;D), critical illness, cancer, and accidents, offering additional layers of security. 
 
For more details about benefits at Englewood Schools, please refer to the Benefit Guide available on the District's website. 
 
ADDITIONAL INFORMATION: 
New hires or rehires will be responsible for the fingerprint processing fee required for background checks through the Colorado Bureau of Investigation. 
 
Per the negotiated agreement, all licensed staff that start after student first day are temporary. 
 
CLOSING DATE: 
This position will close 01/04/2026. 
 
APPLICATION INSTRUCTIONS: 
All interested and qualified applicants must complete an online application. Incomplete applications and resumes received in lieu of applications will not be considered. Selected applicants will be contacted for an interview. 
 
This job description is not intended to create any express or implied contract of employment or expectancy of continued employment for any definite term. 
 
In compliance with Titles VI &amp; VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, the Age Discrimination in Employment Act of 1967, the Americans with Disabilities Act, the Genetic Information Nondiscrimination Act of 2008 and Colorado law, Englewood Schools does not unlawfully discriminate against otherwise qualified students, employees, applicants for employment, or members of the public on the basis of disability, race, creed, color, sex, sexual orientation, marital status, gender identity, gender expression, religion, national origin, ancestry, family composition, or need for special education services. Discrimination against employees and applicants for employment based on age, genetic information, and conditions related to pregnancy or childbirth is also prohibited in accordance with state and/or federal law. Harassment, if it rises to the level described in state law, is a prohibited form of discrimination. To review Title IX policies and procedures, please click here. Inquiries or complaints may be referred to Dr. Rana Razzaque, Director of Opportunity, Access &amp; Inclusion and Title IX Coordinator, 4101 S. Bannock St., Englewood, CO 80110, 303-806-2004 or may be filed directly with the Office for Civil Rights, U.S. Department of Education, 1244 North Speer Blvd., Suite 310, Denver, CO 80204. Complaints regarding violations of Title VII (employment) and the ADEA (prohibiting age discrimination in employment) may be filed directly with the Federal Office of Equal Employment Opportunity Commission, 950 17th St., Suite 300, Denver, CO 80202, or the Colorado Civil Rights Commission, 1560 Broadway, Suite 825, Denver, CO 80202.</div></ul></div>

Teacher for Significant Support Needs and Autism Program

Boston Public Schools

<div>THIS IS A LONG-TERM SUB POSITION that is expected to start on 01/05/2026 and end on 02/23/2026. Please note that all substitute teachers are hired as per diem subs, even when placed in long-term assignments. All substitutes begin at the per diem rate of pay. For further information about becoming a BPS sub, please refer to our website (https://www.bostonpublicschools.org/old-homepage2/careers1/sub-central). 
Boston Public Schools seeks an exceptional ELEMENTARY AND SPECIAL EDUCATION (SpEd) TEACHER with an SEI endorsement who is highly qualified and knowledgeable to join our community of teachers, learners and leaders. This is an exciting opportunity for teachers who desire to serve where their efforts matter. In BPS, the teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools. BPS is a great place for those who seek to work in an environment that supports their creativity and innovation, and respects their skills and abilities as a teacher. 
REPORTS TO: Principal/Headmaster 
RESPONSIBILITIES: 
Teach: Elementary General Curriculum in a setting inclusive of students with Special Needs and English Language Learners (SEI)<ul><li>
Implement district learning goals and objectives, in alignment with state frameworks, having familiarity in identifying access points for student portfolio development.</li><li>
Provide small-group instruction to students diagnosed with from moderate to severe cognitive delays to ensure understanding and progress in the general curriculum.</li><li>
Write and implement goals and objectives consistent with student Individualized Education Plans (IEPs) and provide timely and regular progress reports on student development.</li><li>
Provide needed accommodations for student learning and testing when required. If needed, develop and implement curriculum, and collect and analyze student work in preparation for MCAS Alternative Assessment to assure progress and development.</li><li>
Collaborate as a team member within school building in supporting other staff members to respond to student needs for modification.</li></ul>
CORE COMPETENCIES: Using the Rubric of Effective Teaching, the Office of Human Capital has identified priority skills and abilities that all BPS teachers should possess: 
<ul><li>
Accountability for Student Achievement
</li></ul>(II-A-1. Quality of Effort and Work, II-D-2. High Expectations, I-B-2. Adjustments to Practice)<ul><li>
Sets ambitious learning goals for all students, creates cognitively demanding tasks, and models the belief that that all students can master challenging material through effective effort</li><li>
Assesses students&rsquo; understanding regularly with ambitious learning goals in mind and takes ownership of making necessary adjustments to instruction to reach goals despite setbacks</li><li>
Passionate and optimistic about their students, their content, and the teaching profession</li></ul> 
<ul><li>
Communicating Content Knowledge</li></ul>
(I-A-1. Subject Matter Knowledge, I-A-4. Well-Structured Lessons)<ul><li>
Demonstrates mastery of and enthusiasm for content area and the pedagogy it requires</li><li>
Demonstrates understanding for how the subject matter applies in real-world settings and connects to other content areas and relevant standards</li><li>
Can convey content in creative and engaging ways that align to standards</li></ul> 
<ul><li>
Equitable &amp; Effective Instruction
</li></ul>(II-A-3. Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment)<ul><li>
Scaffolds and differentiates instruction in order for all students to do complex thinking and rigorous academic work</li><li>
Uses instructional practices that are likely to challenge, motivate, and engage all students and facilitate equitable, active student participation</li><li>
Builds a productive learning environment where every student participates and is valued as part of the class community</li></ul> 
<ul><li>
Cultural Proficiency
</li></ul>(II-C-1. Respects Differences, II-C-2. Maintains Respectful Environment)<ul><li>
Actively creates and maintains an environment in which students&rsquo; diverse backgrounds, identities, strengths, and challenges are respected</li></ul> 
<ul><li>
Parent/Family Engagement
</li></ul>(III-A-1. Parent/Family Engagement)<ul><li>
Engages with families and builds collaborative, respectful relationships with them in service of student learning</li></ul> 
<ul><li>
Professional Reflection &amp; Collaboration
</li></ul>(IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration)<ul><li>
Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development</li><li>
Seeks to participate in and contribute to a collaborative adult learning community.</li></ul> 
QUALIFICATIONS__REQUIRED:<ul><li>
Education: Hold a Bachelor&rsquo;s degree.</li><li>
Hold a Massachusetts Teaching License in Elementary 1-6 AND Moderate Disabilities PK-8 AND either SEI Endorsement OR ESL license for the appropriate grade level.</li><li>
Meet all state and federal guidelines in order to be fully licensed and Highly Qualified.</li><li>
Ability to meet the Standards of Effective Teaching established by the Boston Public Schools as outlined above.</li><li>
Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.</li></ul> 
QUALIFICATIONS__PREFERRED:<ul><li>
Experience teaching in urban schools.</li><li>
Degree in Special Education</li><li>
BPS values linguistic diversity and believe that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, &amp; Somali.</li><li>
In order to best serve all students, BPS prefers all core content teachers to be certified in their subject area and one or both of the following: Moderate Disabilities, English as a Second Language (at the appropriate grade level(s)).</li></ul> 
TERMS: BTU, Group I 
Please refer to www.bostonpublicschools.org/ohc (under &quot;Employee Benefits and Policies&quot;) for more information on salary and compensation. Salaries are listed by Unions and Grade/Step. 
The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the &quot;Schedule A&quot; Expanded Learning Time (ELT) agreement. To learn more about ELT at BPS and whether or not this school is a &quot;Schedule A&quot; ELT school, check here: https://www.bostonpublicschools.org/Page/6571. To see the bell schedule for every BPS school, go to: https://www.bostonpublicschools.org/Page/7017. Please note, these times may be subject to change prior to the start of the school year. 
The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals&rsquo; dignity or interferes with their ability to learn or work.</div>

Teacher - Elementary and Moderate Disabilities/Inclusion, Gr. 5 (Long-Term Substitute) (SY25-26)

Clark County School District

<div><div>2025-2026 HIGH SCHOOL GENERALIST RESOURCE ROOM TEACHER - LAS VEGAS HS
 - (250006OM)</div><div></div><div> 
https://ccsd.net/employees/resources/pdf/desc/lp/special_education_generalist_self_contained.pdf
Program: Resource Room
External applicants:
Ensure that you have attached the required documents listed in the job description and completed the full seven-year work history, including periods of unemployment, in the &quot;Experience and Credential&quot; section of the application.<div> 
</div></div><div>
Primary Location LAS VEGAS-LAS VEGAS HS</div><div>
Work Locations LAS VEGAS HS 6500 EAST SAHARA AVENUE LAS VEGAS 89142</div><div>
Job SPED HS Teacher</div><div>
Organization Region Three</div><div>
 Day Job</div><div>
Job Posting Dec 31, 2025, 10:24:59 AM</div><div>
Unposting Date Ongoing</div></div>

2025-2026 HIGH SCHOOL GENERALIST RESOURCE ROOM TEACHER - LAS VEGAS HS

<div><div>2025-2026 K-12 GENERAL RESOURCE TEACHER - WOLFF, ELISE ES
 - (250006OH)</div><div></div><div> 
https://ccsd.net/employees/resources/pdf/desc/lp/special_education_generalist_self_contained.pdf
Please ensure that you complete the entire three (3) year work history in the &quot;Experience and Credentials&quot; section of your application including periods of unemployment, schooling and volunteer work.
Please ensure that you have read the job description for the position. Required documents for the job which you are applying must be attached at the time of application in order to be considered.<div> 
</div></div><div>
Primary Location HENDERSON-WOLFF, ELISE L. ES</div><div>
Work Locations WOLFF, ELISE L. ES 1001 SEVEN HILLS DRIVE HENDERSON 89052</div><div>
Job SPED ES Teacher</div><div>
Organization Region Three</div><div>
 Day Job</div><div>
Job Posting Dec 30, 2025, 12:32:26 PM</div><div>
Unposting Date Ongoing</div></div>

2025-2026 K-12 GENERAL RESOURCE TEACHER - WOLFF, ELISE ES

Washoe County School District

Special Education CLS Teacher Full-time Standard

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