SCHOOL/DEPARTMENT:  Desert Sonora School

TYPE:  Certified    STATUS:  Exempt    SALARY Range:  Teacher Salary Assignment (Base Level 1 starting at $43,698 thru Level X $64,395) DOE, recognize up to 12 years experience, 9 month position, Full Benefit Package).  WORK CALENDAR: 191.5 Days  START DATE: September 2026

 

REPORTS TO: Building Principal and Exceptional Services Director  

 

PURPOSE STATEMENT: The job of Teacher - ESS is done for the purpose/s of providing individualized instruction and support to students with disabilities in accordance with their Individualized Education Programs (IEPs); adapting curriculum, instructional strategies, and materials to meet diverse learning, behavioral, social-emotional, and functional needs; ensuring access to appropriate educational opportunities in the least restrictive environment; evaluating student progress through ongoing assessment and data analysis; collaborating with teachers, administrators, families, and multidisciplinary teams; maintaining compliance with special education laws and regulations; providing resources and strategies to teachers whose students need differentiated instruction; and supporting the development of academic, communication, behavior, and life skills to promote student independence and success in school and community settings.

 

ESSENTIAL FUNCTIONS

• Adapts instructional activities, materials, and assessments for the purpose of accommodating diverse learning needs, implementing Individualized Education Programs (IEPs), and supporting student access to grade-level curriculum across all instructional settings.
• Administers a variety of formal and informal assessments (e.g. functional skills assessments, curriculum-based measures, performance tasks, observations, etc.) for the purpose of evaluating student progress, determining present levels of performance, and informing instructional and IEP decisions.
• Administers, under supervision and in accordance with district protocols and individualized health plans, personal care and basic medical support to students with disabilities (e.g. toileting, diapering, catheterization, tube feeding, repositioning, other medically related supports, etc.) for the purpose of ensuring student health, safety, dignity, and access to educational services.
• Collaborates with general education teachers, related service providers, administrators, parents/guardians, and community agencies for the purpose of improving student outcomes, ensuring implementation of IEP services, and supporting district and school improvement goals.
• Communicates regularly with parents/guardians regarding student progress, services, accommodations, and goals for the purpose of promoting home-school collaboration and supporting consistent reinforcement of learning and behavioral expectations.
• Demonstrates effective special education instructional strategies for the purpose of delivering individualized, differentiated instruction that supports academic, functional, behavioral, social-emotional, and developmental goals.
• Manages student behavior using positive behavioral interventions and supports and individualized behavior intervention plans (BIPs) for the purpose of maintaining a safe, structured, and supportive learning environment.
• Monitors students across educational environments (e.g. inclusion classrooms, resource settings, community-based instruction, playgrounds, and transitions, etc.) for the purpose of ensuring safety, engagement, and appropriate support across settings.
• Participates in IEP meetings, parent conferences, professional development, staff meetings, and compliance trainings for the purpose of developing, reviewing, and implementing individualized student programs and improving instructional practices.
• Prepares and maintains required documentation (e.g. IEPs, progress monitoring data, service logs, grades, attendance, anecdotal records, etc.) for the purpose of ensuring compliance with IDEA and state regulations and documenting student growth.
• Provides academic, behavioral, social-emotional, and functional skill support to students for the purpose of improving independence, self-regulation, problem-solving techniques, communication, and overall school success.
• Provides direct instruction and guided practice using specialized and adapted curriculum materials for the purpose of addressing individualized academic, behavioral, and functional goals as outlined in students’ IEPs.
• Provides direction and guidance to paraprofessionals, instructional assistants, student teachers, volunteers, and other support staff for the purpose of implementing individualized education programs (IEPs), ensuring consistency of instructional and behavioral strategies, and supporting the academic, behavioral, and functional needs of students with disabilities.
• Reports and submits incidents (e.g. mandated reporting laws and district processes, fights, suspected child abuse, suspected substance abuse, student tiered behavior following matrix, etc.) for the purpose of ensuring student safety and compliance with mandated reporting laws and district policies.
• Responds to emergency situations for the purpose of ensuring immediate student safety and coordinating appropriate interventions with school personnel.
• Responds to inquiries from teachers, administrators, parents, and support staff for the purpose of providing information, clarifying student needs, and supporting coordinated services.
• Supports collaboration with general education teachers and instructional staff for the purpose of ensuring inclusion opportunities, co-teaching effectiveness, curriculum access, and alignment of accommodations and modifications across settings.
• Performs other related duties, as assigned, for the purpose of ensuring the efficient and effective functioning of the classroom.

 

JOB REQUIREMENTS: MINIMUM QUALIFICATIONS:

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: applicable codes, policies, regulations, and laws (including IDEA, Section 504, ADA, and state special education regulations); age-appropriate activities; lesson plan requirements; curriculum and instruction of subject areas; instructional strategies and methods; assessment and evaluation techniques; technology integration (including assistive technology and augmentative and alternative communication systems); stages of child development; developmental disabilities and eligibility categories; individualized education program (IEP) development, implementation, and compliance procedures; positive behavior intervention and supports (PBIS) and behavior intervention plan (BIP) development; classroom and behavioral management strategies; communication and collaboration strategies for working with families and multidisciplinary teams; and professional ethics and responsibilities.

SKILLS are required to perform multiple, 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: operating standard office equipment, including using pertinent software applications; preparing and maintaining accurate records; differentiating instruction; implementing the curriculum; using assessment data to inform and adjust instruction; developing, implementing, and monitoring individualized education programs (IEPs); using assistive technology and augmentative and alternative communication (AAC) systems; and conducting ongoing progress monitoring and documenting IEP goals.

ABILITY is required to schedule a number of activities, meetings, and/or events; gather, collate, and/or classify data; and consider a wide variety of factors when using equipment. Flexibility is required to independently work with others in a wide variety of circumstances; analyze data utilizing a variety of complex processes; and utilize equipment under a variety of conditions for multiple purposes. Ability is also required to work with a significant diversity of individuals and/or groups; work with data of widely varied types and/or purposes; and utilize a variety of job-related equipment. Independent problem solving is required to analyze issues and create action plans. Problem solving with data requires analysis based on organizational objectives; and problem solving with equipment is moderate. Specific ability based competencies required to satisfactorily perform the functions of the job include: developing and maintaining positive working relationships; adapting to changing work priorities; maintaining confidentiality; exhibiting tact, empathy, and patience; managing multiple tasks; supporting social-emotional development and conflict resolution; promoting equity and inclusion in the classroom; supporting students with significant cognitive, behavioral, communication, and adaptive needs; monitoring and responding to student safety and crisis situations; taking initiative and working independently; ensuring compliance with related timelines and documentation requirements; collaborating effectively with multidisciplinary teams, paraprofessionals, and families; and using appropriate verbal and written communication with students and parents.

 

RESPONSIBILITY: Responsibilities include: working under limited supervision using standardized practices and/or methods; directing other persons within a department, large work unit, and/or across several small work units; operating within a defined budget. 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.

 

WORK ENVIRONMENT: 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, some stooping, kneeling, crouching, and/or crawling, and significant fine finger dexterity. Generally the job requires 20% sitting, 40% walking, and 40% standing. The job is performed under conditions with some exposure to risk of injury and/or illness.

 

Experience: Job related experience within specialized field is required

Education (Preferred): Bachelors degree in Special Education

Education:  Bachelors degree in job related area

Certificates and Licenses: ADE Teaching Certification, Criminal Background Check, MMR, IVP Fingerprint Clearance Card