SPECIAL EDUCATION TEACHER
Significant Support Needs
Gypsum Creek Middle School

BENEFITS: Health, Dental and Vision insurance, 20-22% employer contribution to your PERA retirement plan, paid holidays, paid leave, tuition reimbursement, free CMC credits, amongst others. For full time employees.
HIRING SALARY RANGE: $50,500 - $69,100 per year

For the most current salary schedules, please visit https://www.eagleschools.net/departments/finance/salary-schedules

INTERNATIONAL APPLICATIONS:
We are not accepting international applications for the 2026–2027 school year at this time. We encourage you to check back in Spring 2027 for future opportunities.

SUMMARY OF JOB DESCRIPTION:
Provides students, parents, and teachers with learning/teaching strategies and techniques that will enable students with special needs to be successful in a variety of educational settings. Through individual student assessment, collaboration, small group instruction, and consultation with regular education teachers, assists in the development of accommodations and modifications of curriculum, instruction, and environment increasing the probability of improvement in student performance. Supports instruction and assessment aligned with District learner outcomes, State content standards, and/or individual education plan goals. Maintains a positive inter-personal relationship with students, parents, staff, and community members and groups.

SUPERVISED BY: School Principal/Assistant Principal/Exceptional Student Services Administrator

ESSENTIAL JOB ELEMENTS:

Demonstrates high expectations and a belief that all children can and will learn.
Participates in school/district meetings focusing on student learning and individual growth plans.
Participates in the development and enhancement of a school-wide culture that promotes professional growth and student learning.
Teaches approved District curriculum and/or life skills curriculum to meet individual education plan (IEP) goals.
Through individual student assessment and small group instruction, collaborates to develop accommodations and modifications of curriculum, instruction, and environment increasing the probability of improvement in student performance.
Uses appropriate, multiple measures of student achievement and performance to assess student progress in meeting individual education plan (IEP) goals.
Teaches assigned students in all settings and subject areas across the continuum of placement, General Education to Special Education, as well as co-teaching assignments.
Promotes and maintains student behavior expectations conducive to learning and maximizing learning time.
Adapts instruction to meet the learning needs of all students thus increasing the probability of advancing their achievement.

Assessment/Staffings/Reporting:

Effectively evaluates, helps determine eligibility, and provides appropriate services to students with disabilities.
Maintains required and needed student special education records in an accurate, thorough, confidential, and timely manner.
Apply skills in observation, diagnosis, and data collection.
Analyzes behaviors and applies a variety of interventions that facilitate positive behavior changes.
Identify physical and emotional factors in the environment that impact student learning.
Actively participates in staffings and helps develop student IEPs.
Provide parents with written information regarding their child’s progress toward meeting IEP goals on a schedule similar to that of their regular education peers.

Collaboration:

Collaborate with building/district staff members to develop a special education program that provides the least restrictive environment for students with disabilities through a full spectrum of educational services and that enables students to obtain reasonable educational benefit.
Effectively communicate the needs of students and collaboratively problem-solves with parents, teachers, administrators, and others.
Train, schedule, monitor, and evaluate available paraprofessionals and other available human resources.
Through collaboration and consultation with regular education teachers, develops accommodations and modifications of curriculum, instruction, and adjustments in the environment increasing the probability of improvement in student performance.
Maintain an ongoing program of professional growth that meets District requirements and expectations and personal professional goals.
Provide support and knowledge that inspires and encourages the professional growth of teachers at the school and district as resources are utilized for the enhancement of student learning.
Assist in scheduling students into appropriate classes and/or programs.

Professional Responsibilities:

Ensure the accuracy, completeness, confidentiality, and security of all student information.
Contributes to the decisions made by the building/district on school student achievement goals, budget, facility allocation, curriculum revision, and extracurricular activities.
Comply with school and District policies and procedures including meeting with assigned students at scheduled location and time.
Participate actively in the adopted District evaluation process, contributing to mutual agreement on the summative evaluation.
Maintain an ongoing program of professional growth that meets District expectations and personal professional goals.
Perform other duties as assigned.

Mild/Moderate Needs Program:
The Mild/Moderate program is a service in which the Special Education teacher provides direct and indirect Special Education support both within the General Education setting as well as within settings other than the General Education classroom. These services may include, but are not limited to, co-teaching, co-planning, small group and individualized instruction, consultation, curricular/instructional accommodations and modifications, as well as support in regards to supplemental aids, materials and/or equipment. Services within the Mild/Moderate program may be focused on a combination of academics (reading/writing/math) in addition to social-emotional needs of students.

Affective Needs Program:
The Affective Needs program is designed to provide intensive and individualized social-emotional, behavioral, and academic support to students experiencing significant and chronic difficulties within these domains that have not improved with previous interventions and services. The program provides a smaller adult to student ratio within a highly structured classroom. Students participate in daily social-emotional instruction, as a primary purpose of the AN program is to help students learn and maintain the necessary self-regulation and coping skills to support their learning in the general education setting alongside their peers. As students demonstrate successful participation in the more restrictive setting of the AN classroom, they are provided opportunities for teaching/facilitating generalization of these skills into less restrictive environments with a focus on student independence and fading reliance on adults over time.

Significant Support Needs Program:
The Significant Support Needs program is designed for students with significant disabilities (which could include intense communication, intellectual, physical, and/or medical needs) who need opportunities to develop functional academic skills in addition to adaptive skills that they will need to function in everyday life such as self-care, vocational skills, money management, self-advocacy, independence, social skills, and others. This classroom provides a highly structured environment with a low staff-to-student ratio where a variety of research-based methodologies are used to meet the needs of students. This classroom provides students the opportunity to develop the skills necessary to successfully transition into less restrictive environments with consideration for any medical and/or developmental needs.

Transition Program:
The transition program is designed for students age 18-21 who require continued support in transitioning from high school. Transition services occur in age appropriate community settings, including services for adult living skills, vocational supports, exploring post-secondary options, and life management with a detailed schedule to be determined by service providers and constraints of employment schedule.

Contacts:
Students, parents, support staff, administrative staff, and community members.

SUPPORT:

Participation in an approved induction program if necessary.
Participation in school level teams and meetings.
Collaborative professional development through teaming with other teachers and service providers at school and district level.
A school culture that promotes professional growth, collaboration among teachers and student learning.

QUALIFICATIONS:

Active teacher or special service provider certification or license issued by the State of Colorado
Endorsement and/or specialized courses and training in the area(s) of Special Education and/or a Temporary Teacher Eligibility in area(s) of assignment

In order to be employed in this role, you need to hold a Colorado Department of Education Teaching License.

If, upon commencement of the Contract term, the Teacher does not have proper licensure, nor appropriate highly qualified status, the Teacher shall be paid the Permanent Substitute Teacher salary and the Teacher shall have until October of the current school year to obtain such licensure and highly qualified status and submit written evidence thereof to the District and the Teacher’s salary shall be adjusted to the Teacher Salary specified in the offer above. If, however, the Teacher fails to obtain licensure nor appropriate highly qualified status and submit written evidence thereof to the District by October of the current school year, the Teacher shall remain a Permanent Substitute Teacher and be paid at the Permanent Substitute Rate for the remainder of the Contract.

Special Education Teacher (SSN) - GCMS