Special education teacher jobs in Pocatello, ID - 543 jobs

Spring Education Group is a multi-brand education network of superior private school institutions spanning infant care through high school. The network (currently composed of approximately 220 schools) brings together some of the best private school programs in the country, with proven track records educating children through unique and carefully crafted curricula. Montessori Academy in Idaho provides students and families with an authentic Montessori educational experience facilitated by passionate Montessori educators who guide students in meaningful work within a beautifully prepared environment. We cultivate an atmosphere of joyful learning and continuous growth for both our students and teachers, offering opportunities to grow professionally within a supportive community. We are more than a school-we are a community. Our goal is to uplift each other, work together, and implement the educational philosophy pioneered by Maria Montessori over 100 years ago. We believe in a holistic approach to Montessori education, combining academics, practical life, sensorial experiences, and mixed-age groups. Our culture is one of care, grace, courtesy and respect. About the Position Location: 3110 East Barber Valley Drive, Boise, ID 83716 Are you passionate about early childhood education and eager to make a difference in the lives of young children? We are seeking an on call, Substitute Teacher to work with our Infant, Toddler and Preschool classrooms. You will be part of a supportive and caring team, working together to ensure a stimulating, nurturing, and peaceful prepared environment. This includes: Facilitating smooth transitions throughout the day Assisting and supporting group time and outdoor activities Preparing engaging learning materials Supporting and ensuring the learning environment is an inviting and stimulating place for young learners to thrive What We Offer We offer a supportive community that encourages professional growth, with a salary of $16-$17 per hour. You'll also enjoy: Professional growth and development opportunities Tuition coverage is available for you to grow your knowledge through our accredited Montessori Certificate Program at Eagle Montessori Teaching Academy. A culture of care and positivity About You We are looking for someone who is excited to work with young children, positive, good at communicating with both fellow teachers and parents, and ready to share their own love of learning and development. You must be: At least 18 years of age Minimum high school diploma Must successfully clear criminal background check Previous teaching experience Compliance with all state education and licensing standards and maintains validation of credentials for the position Do you have other talents like crafting, cooking, gardening, or music? We would love to see them in action in our classrooms, share them with us! Ready to join our community and help shape the future of our students? Apply now to become part of our Montessori Academy family! To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Reasonable accommodations may be made to enable qualified individuals with disabilities to perform the essential functions. In general, this position requires an individual to frequently walk, stand, sit, squat, stoop, reach, kneel, rise from the floor, twist, listen, read, write, and speak the English language. In addition, this position often requires an individual to carry, lift, use repetitive or fine hand movements, and occasionally push, pull, or bend. This position is regularly required to hear and use clear vision with or without correction. Spring Education Group, including, but not limited to SEG Inc., and their affiliates (collectively "Company") is an Equal Opportunity Employer. All qualified applicants for employment and employees are provided equal employment opportunities, including in recruitment, hiring, and assignment, without regard to actual or perceived race, color, religion and religious creed, sex (including pregnancy and related conditions), sexual orientation, gender identity, gender expression, marital or familial status, age, national origin, ancestry, disability, genetic information, military/veteran status, or any other classification protected by federal, state, or local law. The Company expressly prohibits any form of unlawful employee or student harassment or discrimination.

Gem Prep is a K-12 college preparatory school. Our goal is to have all secondary students graduate from high school with an associate degree. Our elementary program builds a strong academic foundation for grades 6-12. Gem Prep schools are part of the Gem Innovation Schools organization, serving students across Idaho via large brick-and-mortar charter schools, a statewide virtual school, and micro school-like settings called Learning Societies. Learn more at **************** Our Mission: To prepare students for success in college by providing a high-quality, personalized, relevant, and rigorous education through exceptional teaching, innovative uses of technology, and partnerships with families. Student & Staff Competencies: Gem Prep students develop the following competencies by the time they graduate high school. Gem Prep staff are expected to possess each of these same competencies. Self-Aware, Self-Directed, Self-Disciplined Creative Problem-Solver Skilled Communicator and Collaborator Civic-Minded Position Summary The Special Education Teacher is responsible for providing and overseeing instruction through both digital and face-to-face components. The role includes planning, preparing, and delivering instruction while ensuring the success of all students. Collaboration and data-driven decisions are used to create a powerful learning experience for every student. Key Responsibilities Planning and Preparation Set ambitious, measurable expectations for student achievement. Internalize and prepare high-quality lessons to deliver excellent instruction tailored to student needs. Determine use of instructional time within fixed schedules (digital software, large/small group learning, etc.). Plan each day to maximize instructional minutes. Utilize assessments that accurately measure student progress. Classroom Environment Maintain high expectations for behavior and engagement. Create a classroom environment conducive to both collaborative and individual learning. Establish a culture of respect, enthusiasm, and rapport. Instruction Hold students accountable for measurable standards of academic achievement. Address students' social, emotional, behavioral, organizational, and time-management needs. Use a variety of techniques to engage students in their learning. Communicate with students and parents about academic progress. Perform other duties as assigned. Professional Responsibilities Lead the development and implementation of IEP's for a designated caseload, ensuring all goals are measurable and relevant. Collect and analyze data to track student progress towards IEP goals. Schedule and facilitate IEP meetings and 504 reviews. Collaborate with general education teachers to ensure students receive their mandated accommodations and modifications in a least restrictive environment. Administer and interpret formal and informal educational assessments to determine eligibility and instructional levels. Provide direction and training to paraprofessionals assigned to your classroom or caseload to ensure student needs are met. Seek and respond to feedback from supervisors and colleagues. Collaborate with teachers to analyze data, group students, and plan interventions. Participate in professional development opportunities. Provide support outside of class time (lunch, evenings, weekends, etc.). Contribute to student recruitment activities and events. Qualifications Bachelor's degree required. Valid Idaho Special Education Teacher certificate (or ability to obtain). Working at Gem Prep We hire and develop excellent educators and provide strong support. We value: Results. Gem Prep works relentlessly to create efficient, measurable, and sustainable results. We strive for excellence and pursue our mission tenaciously. Ideally, you thrive working in a fluid environment where flexibility and tenacity are required. Innovation. We embrace new approaches and ideas that have a powerful impact on learning and teaching, achieving success for every student. We believe that today's students need schools that dramatically rethink the traditional learning and teaching process for the success of every student. The status quo is not acceptable. Integrity. We are truthful, fair, and trustworthy in all aspects of our work. We expect the same of you. Humility. If you are humble and teachable, this will be a powerful learning experience for you. Your humility will be key to building trusted and authentic relationships as well as the key to your professional growth. We also understand that you bring valuable experiences and knowledge that will lift our team. Teamwork. We value each of our team members as individuals but believe that we achieve the greatest results by working together. FLSA Status: Exempt Gem Innovation Schools is an equal opportunity employer. We do not discriminate on the basis of race, color, religion, national origin, sex, age, disability, or other protected status. Preference may be extended to eligible veterans in accordance with state and federal guidelines. Gem Innovation Schools is a drug-free workplace, and adherence to this policy is a condition of employment.

Elementary School Teaching/Primary - Grades 1, 2, 3 Additional Information: Show/Hide 2nd Grade Teacher Salary Range: $52,750-$80,000 (Dependent on education and years of experience) Benefits: District retirement contribution, sick and personal leave, health insurance options, professional development opportunities, $2,000 sign on stipend, tuition reimbursement Reports To: Building Administrator Qualifications: Wyoming teacher certification with an Elementary Ed K-6 Endorsement required. (Applicants must be able to obtain a teaching certificate issued by the Wyoming Professional Teaching Standards Board (************************ You must attach a copy of your certificate or indicated date anticipated , an up-to-date/current resume, 3 signed letters of recommendation, letter of introduction, and college transcripts to be considered for this position. Job Summary: The Elementary Teacher will provide support to the instructional process by serving as a teacher with specific responsibility for supervising students within the classroom and other assigned areas; developing lesson plans and delivering group and individual student instruction within established curriculum guidelines; collaborating with other teachers, other professional staff, and administrators in addressing instructional and/or classroom issues; and responding to a wide range of inquiries from students' parents or guardians regarding instructional program and student progress. See attached file for full job description. BE BETTER! Principal: Joel Thomas Assistant Principal: Danielle McKee

The Special Education Teacher serves children assigned to them who are eligible students as defined in the Individuals with Disabilities Education Act (IDEA). Supervisory Responsibilities: Directs, monitors, and mentors assistant teachers, paraeducators and others who work with students who have disabilities Duties/Responsibilities Develops individualized education programs (IEPs) for eligible students, setting learning goals and accommodations and setting modifications as necessary Performs a variety of assessments and observations to determine the areas in which the student may need extra or modified educational services. Assessment areas may include academic performance, behavior, social development, or physical health Develops an integrated plan for the education of each student based on their IEP by collaborating with classroom teachers, parents, psychologists, social workers, service providers, and other medical and school staff as appropriate Develops and teaches lessons that provide engaging learning opportunities for small groups and individual students while meeting required specifications of IEPs Trains team members on IEP details and SDI delivery as appropriate Implements IEPs, provides ongoing or follow-up assessments, tracks student progress and makes modifications as necessary Supervises delivery of specially-designed instruction (SDI) by others to whom instruction has been delegated through observations and student progress data collection and review Collaborates with classroom and homeroom teachers to ensure each student assigned to them needs are met and plans are followed Ensures programs comply with Individuals with Disabilities Education Act (IDEA); ensures each applicable student is provided with Free Appropriate Public Education (FAPE) that is properly modified for his/her individual needs Develops, completes, and maintains documentation mandated by LEA, state, and federal guidelines, laws, and regulations Maintains knowledge of special education teaching methods, research, and best practices through professional development and study Implements positive reinforcement programs and acknowledges the achievements and successes of students and support the behavior programs used in the classroom Communicates with parents/guardians of IEP students and reports student progress to them Performs other related duties as assigned Qualifications Required Education and Qualifications Bachelor's degree required Appropriate state license or certification required Required Knowledge and Skills Understanding of LEA policies, laws, and guidelines related to special education including IDEA and specifically the development and implementation of IEPs Strong organizational skills and attention to detail Verbal and written communication skills Interpersonal skills that reflect an ability to maintain a calm and patient demeanor with all students Competency relating to special education needs, strategies, and services Proficient with Microsoft Office Suite, Google Suite and program-specific software (Skyward, Athlos) Interactions with Others Interacts positively with students, parents, staff, teachers, administration, and other school personnel. Provides encouragement and enthusiasm in daily interactions with colleagues, students and families. Adheres to the school communication policy of taking concerns or questions to the person most able to address them, according to the staff manual. Exhibits good character including honesty, assuming goodwill, positivity, diligence, and humility - quickly acknowledging errors and making appropriate amends. Working Environment Work settings are primarily in the classroom or various classrooms, and in an office setting. May be asked to work inside or outside the building to accomplish assigned tasks. Physical Requirements - Not limited to the following: Prolonged periods standing and walking throughout school and classroom Must be able to lift up to 45 pounds at a time Must be able to assist students who have physical difficulties Must be able to kneel, sit, stand, crawl, push, and pull to assist and teach children throughout the day Prolonged periods sitting and working on computer to complete necessary paperwork Specific vision abilities required include close vision, distance vision, color vision, peripheral vision, and depth perception. Accommodations can be made upon request as needed. Specific hearing and speaking abilities that will allow for effective communication with students. Time & Effort Certification (TEC) Each pay period, the Special Education Teacher will be required to certify that the hours for which they will be compensated were spent conducting allowable activities supporting special education students. If the Special Education Teacher is asked to spend time working outside of special education during any pay period, they must notify their supervisor so the TEC and payroll funding can be adjusted.

id="p2386_h"> id="p2386_"> Special Education/Secondary Special Education Teacher QUALIFICATIONS: Exceptional Child Certificate or Certifications/Endorsements: 7029 Generalists K/12; Standard Exceptional Child Strong background in teaching methods, developmentally appropriate classroom activities, and effective classroom management Strong background in behavior management, curriculum, and writing and implementing Individualized Education Plans Strong background in federal and state law, administrative rules, and Board policy pertaining to special education Ability to lift up to forty pounds and push and pull up to one hundred pounds Knowledge of the diverse needs of children with disabilities and appropriate special education classroom practices The ability to work with students with emotional, physical, and mental disabilities Ability to instruct students one-on-one and small group situations Demonstrated knowledge of subject matter and effective teaching methods Strong background in curriculum and the Idaho Core Standards Strong background in the integration of technology with instruction and in creating and completing required reports Ability to maintain a positive learning environment Work well with students, staff, and the public Excellent organizational skills Excellent interpersonal and communication skills Able to work under deadlines Maintain confidentiality of staff and students PRIMARY RESPONSIBILITY TO Building Principal and Director of Special Services JOB SUMMARY To provide students with a daily and ongoing instructional program that will provide for them the best possible academic knowledge and skills. To help pupils to develop skills, attitudes, and knowledge needed to provide a good foundation for continued education according to the guidelines outlined in each student's Individual Education Plan. MAJOR DUTIES AND RESPONSIBILITIES Instruction Prepare for assigned classes Design lessons with an appropriate level of difficulty which provide content in a logical and sequential manner Employ a variety of instructional techniques and media consistent with the physical limitations of the classroom and the needs and capabilities of the individuals or student groups involved Meet and instruct assigned classes in the locations and at the times designated Identify pupil needs and provide instruction appropriate to those needs Analyze and interpret student data to develop and modify instructional activities Follow modifications and accommodations as specified in Individual Education Plans (IEPs) Devise written and oral assignments and tests that require analytical and critical thinking as well as the reproduction of facts, and use them to evaluate student progress on a regular basis Prepare students academically for all district, state, and federal testing Display command of the subject matter Budget class time effectively Other Duties to Students Encourage students to strive to meet their highest potential Establish and communicate classroom rules, and encourage students to set and maintain standards of classroom behavior Engage children in conversation to encourage language development Make provisions for being available to students and parents for education-related purposes outside the instructional day when required or requested to do so under reasonable terms Work to establish and maintain open lines of communication with students and their parents concerning both the academic and behavioral progress of all assigned students Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities Assist, where appropriate, in loading and unloading the special education pupil from transportation buses or vans Professional Contacts and Activities Attend and participate in faculty meetings Organize a meeting at least once annually with the case manager, parents, and other professional staff to review and revise the IEP and placement of each assigned pupil Keep immediate supervisor informed of activities and any issues that may arise Cooperate with other members of the staff in planning instructional goals, curriculum, objectives, and methods Provide needed and requested information on a timely and effective basis Special Education-Specific Duties Provide instruction to classified pupils in accordance with each pupil's Individualized Education Program (IEP) Work cooperatively with regular education teaching staff to coordinate instructional activities and to monitor the progress of each pupil Provide support instruction in the regular classroom or the resource center as assigned Coordinate and cooperate with other members of the staff in the development of adaptations, modifications, accommodations, and instructional methods Provide home instruction to confined special education pupils as assigned Consult with members of the child study team regarding each pupil's educational program, academic program and personal growth Plan, coordinate, and lead the implementation of IEPs including modifications and accommodations Participate in the development of the District's plan for special education Evaluate student progress on a regular basis, as indicated on IEP's, and as often as general education students are evaluated and informed of their progress Assist in the evaluation of students referred for special education services Maintain accurate, complete, and correct records in accordance with applicable federal and state law, (including IDEA, ADA, and 504), administrative rules, and Board policy Input data in a timely fashion Other Assist in upholding and enforcing school rules Assume responsibility for his or her continuing professional growth and development by attendance at professional meetings, membership in professional organizations, enrollment in advanced courses, and by reading professional journals and other publications Adhere to The Code of Ethics of the Idaho Teaching Profession adopted by the Professional Standards Commission and the State Board of Education Seek assistance should emergencies arise Represent the school district in a positive manner Know and follow school district policy and chain of command Perform other duties as assigned BENEFITS: District benefit package for full time employees working 20+ hours per week: Medical/vision/dental insurance $30,000 life insurance with option to purchase additional coverage Employee assistance program (EAP) Unlimited accumulation of sick leave Personal, bereavement, professional leave, vacation (if applicable) Reimbursement of up to $550 for credits per year EVALUATION Performance of this position will be evaluated annually by the building principal and/or director of special services in conformance with District policy and IDAPA 08.02.02.120. TERMS OF EMPLOYMENT By contract as determined by the Board of Trustees in accordance with federal and state law, administrative rules, and Board policy. NOTE All certificated and non-certificated employees and other individuals are required to undergo a criminal history check and submit to fingerprinting. Any applicant convicted of any of the felony crimes enumerated in Section 33-1208, Idaho Code may not be hired, and any applicant convicted of any felony offense listed in Section 33-1208(2), Idaho Code shall not be hired. Legal Reference: I.C. § 33-512 Governance of Schools I.C. § 33-513 Professional Personnel I.C. § 33-515 Issuance of Renewable Contracts I.C. § 33-1201 Certificate Required I.C. § 33-1210 Information on Past Job Performance IDAPA 08.02.02.019 Early Childhood/Early Childhood Special Education Blended Certificate IDAPA 08.02.02.028 Exceptional Child Certificate IDAPA 08.02.02.120 Local District Evaluation Policy-Teacher and Pupil Personnel Certificate Holders

Special Education - Certified Date Available: 2026-2027 School Year Additional Information: Show/Hide TITLE: Special Education Teacher (Grades 7-12) * QUALIFICATIONS: * Valid Idaho Exceptional Child Certificate endorsed for the appropriate levels and areas. * Highly qualified to teach special education. * Ability to lift up to 50 pounds and transfer students weighing up to 200 pounds with the assistance of appropriate equipment. * Ability to work with students, staff, parents, and the public. * Such alternatives to the above qualifications as the Board may find appropriate and acceptable. * REPORTS TO: Building Administrator * JOB GOALS: To support the delivery of School District 91's written, taught, tested and reported curriculum and contribute to maximizing student achievement. To assist students with disabilities, which meet federal and state criteria for placement in special education, in achieving individualized and general education curriculum goals and objectives as determined by the IEP. * PERFORMANCE RESPONSIBILITIES: * Displays content knowledge and makes connection between content and other parts of the discipline. * Reflects understanding of current research and best pedagogical practice. * Demonstrates knowledge and understanding of special education laws and procedures. * Develops and implements Individual Education Plans (IEPs). * Maintains student compliance files in accordance with federal, state and local procedures. * Displays thorough understanding of typical developmental characteristics of age group as well as exceptions to general patterns. * Displays solid understanding of the different approaches to learning that different students display. * Develops instructional goals that adequately reflect identified individual student needs as determined by evaluation or assessment. * Uses assessment results to plan for individual and group instruction. * Displays knowledge of resources and knows how to gain access to enhance student learning. * Designs learning activities, which are suitable to students' IEP goals. * Interacts with students in a polite, caring and respectful manner. * Conveys genuine enthusiasm for subject and students. * Supervises paraprofessionals and volunteers. * Responds to student misbehavior appropriately and successfully. * Demonstrates clear and accurate oral and written communication. * Engages students in learning. * Persists in seeking instructional approaches for students who have difficulty learning. * Makes accurate assessments of instructional effectiveness. * Monitors student progress toward achievement of instructional goals. * Communicates with students and parents about student progress on a regular basis. * Maintains and submits data for Medicaid billing as requested. * Moves, lifts and positions students as required. * Seeks out opportunities for professional growth. * Maintains high standards of ethical behavior and confidentiality of student information. * OTHER DUTIES AND RESPONSIBILITIES: * Performs all other duties as assigned consistent with the responsibilities of a teacher and the Idaho Code of Ethics. * TERMS OF EMPLOYMENT: The exact terms of this position will be determined by the needs of the District and budget constraints.Benefits will be in accordance with approved board policy. Salary will be in accordance with the placement on the Teacher's Salary Schedule commensurate with years of experience and education. * EVALUATION: Performance of this position will be evaluated annually by the Building Administrator in accordance with provisions of board policy. Equal Opportunity Employer Hiring is done without regard to race, color, religion, national origin, sex, age, or disability. In addition, interview preference may be given to veterans who qualify under state and federal laws and regulations. If you need special accommodations to satisfy testing requirements, please contact Human Resources.

Certified Staff/Special Education - Resource Teacher Date Available: 01/05/2026 Additional Information: Show/Hide Possible $12,000 sign on bonus CERTIFIED PERSONNEL JOB DESCRIPTION Job Title: Special Education Resource Room Teacher Head Start Location: Head Start Department: Special Services Reports To: Executive Director/Special Services Director Terms of Contract: Full Contract Nature and Scope of Job: The purpose of a Preschool Special Education Resource Room teacher is to work with students who are identified under IDEA with a disability. The Special Eduation Resource Room Teacher will design an inidvidualized program, along with the parent/guardian(s), to teach academic and/or social skills to students aligned to District and State Standards. Job Functions: Essential Functions: 1. Plans and implements a program that meets individual needs, interests, and abilities within the Sweetwater County School District Number One curriculum as well as the specifically designed Individualized Education Plan (IEP) for the student. 2. Implements curriculum to meet imdividual student's goals and obectives using effective teaching techniques and materials. 3. Develops, in a cooperative manner with the Executive Director and Director of Special Services, a plan for the improvement and enrichment of instruction in special education. 4. Writes specific lesson plans describing daily learning targets aligned to national, state, and district standards. 5. Monitors and assesses student progress and provides feedback on a regular basis to students and parents/guardians as defined in the IEP. 6. Communicates learning targets to students in a well-planned, organized manner using clear and concise terms. 7. Creates a classroom environment conducive to learning and appropriate to the maturity of the students. 8. Assists Administration in implementing all Sweetwater County School District Number One policies and procedures along with the district vision and mission. 9. Assists Adminstration in implementing all Sweetwater County School District Number One Special Education Policies and Procedures, Federal Rules and Regulations, and Chapter 7 Rules and Regulations. 10. Creates educational experiences to provide students with opportunities to develop skills in decision-making and other areas of social and life skills. 11. Respects the dignity of each student as an individual and attempts to gain an adequate understanding of his/her needs, interests, abilities. 12. Communicates concerns and ideas with the appropriate Administration, colleagues, parents, students in a positive, confidential, collaborative manner. 13. Assumes legal responsibility for the discipline and supervision of students in the classroom and within the school environment at all times and maintains a high standard of conduct and good rapport with students. 14. Strives to maintain and improve professional competence. 15. Assumes professional and personal responsibility for the management and progress of goals under his/her authority, direction, and supervision. 16. Assumes individual responsibilitiy assigned by Executive Director or supervisor which may relate to committee work, student activities, student supervision, or other planning and professional assignments. 17. Maintains compliant, accurate, complete, legible, and correct records as required by district, state, and Federal law, Sweetwater County School District Number One policy, and Administrative regulation. 18. Takes necessary precautions to protect students, equipment, materials, and facilities. 19. Conducts oneself in aprofession manner. 20. Strives to be a good employee as well as an effective teacher. 21. Seeks to establish friendly and cooperative relationships between the home and the school. 22. Develops, implements and a behavior support plan and modifies as data indicates. 23. Oversees daily activity of assigned special services paraprofessionals. 25. Writes Indidualized Education Plans for students and faciliates required meetings. MAJOR DUTIES/FUNCTIONS Responsibilities as determined by Head Start Performance Standards and program management: A. Classroom: 1. Assuring that developmentally appropriate practices are followed in all aspects of the classroom environment and curriculum. 2. Providing an environment that demonstrates respect for and acceptance of children of diverse abilities, ethnicity's, and cultures. 3. The integration of the education and early child developmental aspects of the Head Start areas (health, family services, mental health) into the daily program of activities. 4. Establishing positive relationships with families to encourage involvement in the classroom and support each child's relationship in the family. 5. Ensuring the room is clean, inviting, stimulating and safe for the children and parents; 6. Utilizing positive methods of guidance by providing the children with a consistent routine and simple rules that are understood and accepted by all. 7. Promoting a relaxed atmosphere and engaging children in conversation at meal times. 8. Ensure children are supervised by an authorized adult at all times. B. Outdoors: 1. Supervise children to monitor and ensure safety and actively engage children in outdoor play. 2. Monitoring the environment and the activities of the children to ensure that they are safe and developmentally appropriate. 3. Planning and structuring outdoor time to meet standards and outcomes. C. Assessment: 1. Observation, assessment, and documentation of each child's needs, current level of ability, and their performance and progress 2. The development of individual classroom plans for each child that include short and long term goals in a variety of developmental areas. 3. Completing the program's assessment instruments. 4. Assisting with the development of an Individual Education Plan and incorporating those goals in the child's classroom activities as needed. 5. Involving parents and utilizing their input in all aspects of assessment and the development of individual classroom plans. D. Administration: 1. Conducting home visits, conferences and other required/necessary meetings. 2. Timely completion of required/necessary paperwork. 3. Carrying out specific activities written in the Education Services Workplan, curriculum and Performance Standards under the guidance and supervision of the Education Services Manager. 4. Participating in the program's self assessments, triennial federal monitors, and review of program procedures and processes as needed. 5. Supervision and evaluation of Assistant Teacher or Classroom Aide and classroom volunteers. 6. Assistance with identifying and provision of on going training needed by the Assistant Teacher, Classroom Aide, and classroom volunteers. 7. Attending and participating in staffings and or meetings with Head Start staff and other agencies as needed. 8. Assist with the transition plans for children entering public school and encourage the parents involvement in the process. E. Motivation/Communication: 1. Fostering positive and constructive relationships with the children, their families, Assistant Teacher or Classroom Aide, program managers and staff, and professionals from other agencies. 2. Actively communicating with the children in a way that encourages curiosity, exploration, problem solving and ongoing development of communication skills. 3. Greeting children and parents by name. 4. Developing and maintaining a relationship that encourages and supports parents to increase their knowledge and understanding of child development, participates in program activities, and reinforces the belief that parent's are their child's first and most important teacher. 5. Conferring regularly with managers, staff, and professionals from other agencies regarding behavioral or learning concerns and support the implementation of plans that are developed. 6. Preparing and submitting thorough and appropriate Internal Communications regarding children and families as needed. F. Professional Responsibilities: 1. Possess and utilize effective interpersonal skills with children and adults from a variety of socioeconomic backgrounds, abilities, and educational levels, including effective oral and written communications. 2. Project genuine care and sensitivity toward Head Start families. 3. Demonstrate the ability to work as a team. 4. Participate in staff development opportunities that will enhance qualifications and/or provide additional skills specific to job responsibilities. 5. Attend and actively participate in Head Start functions/meetings/activities as required. 6. Make decisions that are practical and sensible in everyday, as well as emergency situations. G. Employment Requirements: 1. Possess the following skills and mental abilities and attributes: * Ability to think clearly and calculate accurately * Possess positive attitude * Ability to adapt readily and quickly to new professional challenges * Ability to handle all aspects of daily work * Maintain confidentiality, per Head Start policy, of all information concerning students, staff, or parent/guardian(s) in any public setting and chooses the appropriate time, place, and supervisor to discuss problems * Must be able to maintain concentration on specific jobs, handle several interruptions, and return to the same concentration level on the specific job with a high level of accuracy. * Have the ability to address the public in a friendly and helpful manner. * Must be able to meet the requirements to operate program vehicles 2. Meet physical demands: * Visual acuity to meet all responsibilities * Hearing acuity to monitor children's overall safety and well being and to facilitate learning * Upper body strength to lift and carry 50 pounds * Lower body strength to allow repeated up and down movements while interacting with children * Flexibility and stamina to fulfill the above responsibilities and to engage children in a wide variety of physical activities, including demonstration of such activities 3. Adhere to program/personnel policies and procedures including: * Successful completion of First Aid/CPR course, as required by policy * Submission of documentation of a physical exam * Completion of Universal Precautions training annually * Submission of documentation of an initial tuberculosis test and any required followup recommended by the WY Department of Health * Criminal background check (cost to be shared by program and employee) * Child Abuse/Neglect and Adult Central Registry Screen Other Functions: 1. Attends and supervises school sponsered field trips as necessary. 2. Attends parent and staff meetings. 3. Keeps informed by reading building and district communications. 4. Responds to requests for information in a timely manner. 5. Schedules students to address IEP services. 6. Attends trainings and Professional Development Opportunities. * -EMPLOYEES ARE HELD ACCOUNTABLE FOR ALL DUTIES OF THIS JOB-- Job Qualifications: Knowledge, Skills and Mental Ability: Knowledge of child development, early childhood education, and family relationships gained through coursework, work experience or a combination of both Possess a strong knowledge of IDEA and Reauthorization of 1997, Rules and Regulations governing Students with Disabilities in Wyoming Public Schools, and local rules and regulations governing services to students with disabilities. Possess a broad knowledge of special education process, procedures, documentation, and time frames. Possess a broad general knowledge of all subject areas with specific knowledge needed in contract areas. Possess teacher leadership skills within the decision making process. Possess group dynamics and interpersonal skills. Possess knowledge of physiological, emotional, behavioral, and educational development of students. Possess classroom management skills with data to support progress or revision. Possess technological and computer skills. Possess problem solving, imagination, patience, reasoning, creativity, judgement, and analytical abilities. Possess excellent organizational and effective time management skills. Education, License, Certification Early Childhood Special Education Endorsement Valid Wyoming Professional Teaching Standards Board Certification or National License. Continued professional growth Equipment Used: Copier Docucam Laminator Promethean board Calculator Overhead Projector Telephone Assistive Technology Equiptiment Computer Data Support System for IEP's Microsoft Office iPads Physical Demands: Be able to stand, walk, and sit for long periods without fatigue or discomfort. Be able to lift up to 50 pounds and carry a distance of 50 feet. Be able to work at a computer for a portion of each day without fatigue or discomfort. Environmental Demands: Be able to spend most of the time inside classrooms with some work outside in cold/hot weather. Be able to tolerate noise up to 90 decibels.

We are looking for ESL/English Teachers and we will offer you a fully supported working experience with High Monthly salary with Free 2ways economy class Air ticket, free furnished 3 bedroom Apartment, Free Medical Insurance and Free Teaching Materials plus Feeding Allowance. Employees will receive 30 days Paid Vacation per year on top of the already stipulated holidays (national holidays and Saturdays and Sundays). Please submit your CV/Resume through email: rubajbaddawi AT gmail.com Job Description We are looking for ESL/English Teachers and we will offer you a fully supported working experience with High Monthly salary with Free 2ways economy class Air ticket, free furnished 3 bedroom Apartment, Free Medical Insurance and Free Teaching Materials plus Feeding Allowance. Employees will receive 30 days Paid Vacation per year on top of the already stipulated holidays (national holidays and Saturdays and Sundays). Please submit your CV/Resume through email: rubajbaddawi AT gmail.com Qualifications We are looking for ESL/English Teachers and we will offer you a fully supported working experience with High Monthly salary with Free 2ways economy class Air ticket, free furnished 3 bedroom Apartment, Free Medical Insurance and Free Teaching Materials plus Feeding Allowance. Employees will receive 30 days Paid Vacation per year on top of the already stipulated holidays (national holidays and Saturdays and Sundays). Please submit your CV/Resume through email: rubajbaddawi AT gmail.com Additional Information We are looking for ESL/English Teachers and we will offer you a fully supported working experience with High Monthly salary with Free 2ways economy class Air ticket, free furnished 3 bedroom Apartment, Free Medical Insurance and Free Teaching Materials plus Feeding Allowance. Employees will receive 30 days Paid Vacation per year on top of the already stipulated holidays (national holidays and Saturdays and Sundays). Please submit your CV/Resume through email: rubajbaddawi AT gmail.com

SPECIAL EDUCATION TEACHER Purpose Statement The job of Special Education Teacher was established for the purpose/s of providing support to the instructional process by serving as a teacher with specific responsibility for developing special education students' success in academics, interpersonal skills and activities of daily living; supervising students within the classroom and other assigned areas; developing lesson plans and delivering individual student instruction within established curriculum guidelines; collaborating with other teachers, other professional staff, and administrators in addressing instructional and/or classroom issues; and responding to a wide range of inquiries from students' parents or guardians regarding instructional program and student progress. This job reports to Special Services Director. Essential Functions * Adapts classroom work for the purpose of providing students with instructional materials that address individualized learning plans within established lesson plans. * Advises parents and/or legal guardians of student progress for the purpose of communicating expectations; student's achievements; developing methods for improvement and/or reinforcing classroom goals in the home environment. * 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. * Collaborates with instructional staff, other school personnel, parents and a variety of community resources for the purpose of improving the overall quality of student outcomes and achieving established classroom objectives in support of the school improvement plan. * Conducts IEP meetings for the purpose of conveying and sharing information about the student with parents, guardians and teachers.. * Counsels students for the purpose of improving performance, health status, problem solving techniques and a variety of personal issues. * Develops IEPs for the purpose of ensuring students receive the proper services and instructions according to their disabilities. * Directs aides, volunteers, etc. for the purpose of providing an effective classroom program and addressing the needs of individual students. * Educates staff about students with disabilities for the purpose of ensuring the staff is aware of the disability and the proper instruction and care is given to the student. * Instructs students for the purpose of improving their success in academic, interpersonal and daily living skills through a defined course of study. * Manages student behavior for the purpose of providing a safe and optimal learning environment. * Monitors students in a variety of educational environments (e.g. classroom, playground, field trips, etc.) for the purpose of providing a safe and positive learning environment. * Orders supplies and materials for the purpose of ensuring the proper items are available to help in the education of the student. * Participates in a variety of meetings (e.g. IEP meetings, faculty meetings, workshops, seminars, etc.) for the purpose of conveying and/or gathering information required to perform functions. * Prepares a variety of written materials (e.g. grades, attendance, anecdotal records, IEP records, special education paperwork, etc.) for the purpose of documenting student progress and meeting mandated requirements. * Reports incidents (e.g. fights, suspected child abuse, suspected substance abuse, etc.) for the purpose of maintaining personal safety of students, providing a positive learning environment and adhering to Education Code and school policies. * Responds to emergency situations for the purpose of resolving immediate safety concerns and/or directing to appropriate personnel for resolution. * Responds to inquiries from a variety of sources (e.g. other teachers, parents, administrators, etc.) for the purpose of resolving issues, providing information and/or direction. * Supports classroom teachers for the purpose of assisting them in the implementation of established curriculum and/or individual student plans. * Tests students to determine if they qualify for special education and at what level for the purpose of ensuring students receive the services they need to be successful. Other Functions Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit. Job Requirements: Minimum Qualifications Skills, Knowledge and Abilities SKILLS are required to perform multiple, highly complex, technical tasks with a need to occasionally 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. 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. 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 limited to 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. Responsibility Responsibilities include: working under limited superv1s1on using standardized practices and/or methods; directing other persons within a small work unit; and tracking budget expenditures. Utilization of some 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. Working 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 stooping, kneeling, crouching, and/or crawling; and significant fine finger dexterity. Generally the job requires 50% sitting, 40% walking, and 10% standing. The job is performed under conditions with some exposure to risk of injury and/or illness and in a clean atmosphere. Experience: Job related experience is required. Education: Bachelor's degree in job related area. Equivalency: None Specified Required Testing: As required by State Certification Continuing Education / Training: As required to maintain State Certification Certificates & Licenses: PTSB Teaching Certificate with Special Education Endorsement Clearances: Criminal Justice Fingerprint/Background Clearance FLSA Status: Exempt Approval Date: 9/18/2008 Salary Grade: Certified

Riverside Service Group is seeking a Behavioral Therapist/Intervention Professional to join our team of service professionals caring for children with developmental/intellectual disabilities, including Autism Spectrum Disorders, in their schools, community, and at their homes. Minimum Requirements: Human Service Field MASTERS DEGREE (Social Work, Sociology, Psychology, Special Ed/Education, Marriage and Family Therapy, Behavioral Sciences (ABA), Family Relations/Family and Child Services, Counseling, etc.) Minimum 1-year supervised experience working with children who have developmental/intellectual disabilities or autism spectrum disorders, ages 3-17 years. If you are near to completing some of this criteria, we may still be able to bring you on board! Please Note: Experience does not include personal experience, babysitting, or volunteer work. In lieu of a Human Services field MASTERS, other degrees will be reviewed to determine inclusive human services coursework of at least 24 upper level or higher semester credits (pre or post bachelor's degree) listed on college transcripts. Additional Requirements: Must complete Intervention PROFESSIONAL competency course work approved by the Idaho Department of Health and Welfare to demonstrate competencies related to the requirements to provide intervention services. Riverside Service group will assist successful candidate with completion of coursework to successfully gain certification with Department of Health and Welfare upon hire. ( Intervention Handbook Sec. 16.03.09.575 ) Able to lift up to 50 lbs. At Riverside Service Group, we approach therapy with an Applied Behavior Analysis (ABA) mindset. In this role you will: Provide functional and behavioral intervention Complete assessments in collaboration with the Clinical Supervisor Behavioral Therapist/Professionals help develop implementation plans in collaboration with the Clinical Supervisor Collect data and graph progress Provide a safe teaching environment Behavioral Therapist/Professionals encourage the child's successful developmental growth and acceptable social behaviors through reinforcing appropriate behaviors. Job Types: Full-time, Part-time Benefits: Dental insurance Health insurance Life insurance Paid time off Vision insurance Salary Description $26.00 - $32.00 per hour

A position has been declared open in the Weber School District for a part-time Special Education Paraeducator in the Life Skills classroom. This position is for 5.75 hours per day, 180 days (9 months) per year and is compensated according to Lane 4(B) of the Paraprofessionals Salary Schedule. Applicants shall apply on wsd.schoolspring.com. Files will be reviewed before interviews are scheduled. THIS POSITION WILL REMAIN OPEN UNTIL FILLED, AFTER A MINIMUM OF 5 WORKING DAYS Purpose Statement: Responsible for assisting assigned teaching personnel in the supervision and instruction of special education students; performing classroom clerical tasks; and assisting students by meeting special health care needs and developing students' daily living and behavioral skills. Essential Functions: Adapts classroom work under the direction of the teacher for the purpose of providing a method to support and/or reinforce lesson plans. Assists in job coaching activities (e.g. work skills, filling out applications, preparing for interviews, following up on job leads, etc.) for the purpose of supporting teachers and promoting student success. Assists other personnel as may be required for the purpose of supporting them in the completion of their work activities. Confers with parents for the purpose of assisting in evaluation of students' progress and/or implementing students' objectives as requested. Drives students for the purpose of providing transportation to/from interviews, job sites, etc. Implements under the supervision of the teacher, instructional behavioral programs in accordance with lesson plans for the purpose of assisting the teacher in improving students' academic success through a defined course of study. Maintains students' files/records for the purpose of documenting activities and/or providing reliable information. Monitors individual students, classroom, library, playground activities, etc. for the purpose of providing a safe and positive learning environment. Performs record keeping and clerical functions (e.g. scheduling, copying, etc.) for the purpose of supporting the teacher and/or administrator in providing records/materials. Regular and reliable attendance is a necessary essential function of this job Assists with daily living skills (e.g. toileting, changing diapers, feeding, personal hygiene, etc.) for the purpose of demonstrating skills and/or providing needed care. Job Requirements/Minimum Qualifications (Skills, Knowledge and Abilities): Skills, Knowledge and Abilities SKILLS are required to perform single, technical tasks with a potential need to upgrade skills in order to meet changing job conditions. Specific skill-based competencies required to satisfactorily perform the functions of the job include: adhering to safety practices. KNOWLEDGE is required to perform basic math, including calculations using fractions, percents, and/or ratios; understand written procedures, write routine documents, and speak clearly; and understand multi-step written and oral instructions. Specific knowledge based competencies required to satisfactorily perform the functions of the job include: safety practices and procedures; and health standards and hazards. Must be able to adapt to changing work priorities; displaying tact and courtesy; meeting deadlines and schedules; setting priorities; being attentive to detail; and working with detailed information/data. Basic Physical Requirements: Must be able to assume and maintain a variety of postures (kneeling, squatting, bending, standing, and sitting in student-size chairs) for extended periods of time Safely manage physical or verbally aggressive students. Participate with students in physical fitness activities including walking, stretching, and aerobic exercise. Lift occasionally up to 60 lbs. to a height of 36 inches and frequently up to 25 lbs. to a height of 36 inches. Sanitize and clean equipment (work boxes, exercise equipment, walkers, wheelchairs, etc.) Remain calm and follow safety procedures in emergency situations. Walk with students to bus stops in inclement weather. Willing to participate in and utilize MANDT training. May require working with bio-hazards (blood borne pathogens, human waste, cleaning/disinfecting materials, etc.) WEBER SCHOOL DISTRICT IS AN EQUAL OPPORTUNITY (EEO) EMPLOYER

2025-2026 Grade 5 Teacher- Ferron ES - (250006AH) Description ************* ccsd. net/employees/resources/pdf/desc/lp/elementary_teacher. pdf Please ensure that you complete the entire three (3) year work history in the "Experience and Credentials" 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. Primary Location: LAS VEGAS-FERRON, WILLIAM E. ESWork Locations: FERRON, WILLIAM E. ES 4225 EL ORO STREET LAS VEGAS 89110Job: ES TeacherOrganization: Region Two Day JobJob Posting: Nov 18, 2025, 6:37:04 PMUnposting Date: Ongoing

Required Qualifications Minimum GPA of 3.0. Passed the class/es for which you tutor with a B+ or better. Patient and a skillful communicator.

Shoshoni Language Teacher Is a member of CHIEF TAHGEE ELEMENTARY ACADEMY certified staff, CTEA is a Shoshoni language immersion charter school that delivers a unique K-6 student centered learning environment, which embodies the Shoshone-Bannock values of deniwape-lifeways of the people. Teaching staff will instruct pupils in essential concepts of education within the scope and sequence of the district's exceptional education program. Implements such instructions in a highly effective and efficient manner. Utilizes cutting edge technology in preparation for and implementation of instruction. Capably measures the results of that instruction in a manner so as to determine the level of student success. RESPONSIBILITIES: Shoshoni Language Teacher in a CTEA setting will: Creatively provide an interdisciplinary course of study that integrates reading, writing, analytical skills development in alignment with state curricular frameworks for core content areas in Shoshoni. Implement district learning goals and objectives through traditional and technology blended learning techniques in Shoshoni. Create developmentally appropriate, child centered environment that establishes positive student behavioral expectations conducive to all learners needs through structured routines, and positive behavioral interventions. Establish classroom structure that values positive relationships through intentional implementation of appropriate curriculum in Shoshoni. Promote bilingualism (Shoshoni/Bannock/English) throughout the learning environment. Continually demonstrate mastery of the subject area taught, and mastery of generally acceptable instruction techniques. Administer district beginning-year and end-of-year assessments in accordance with district guidelines. CORE COMPETENCIES: Using the Rubric of Effective Teaching, the Office of Human Capital has identified priority skills and abilities that all CTEA teachers should possess: Accountability for Student Achievement (II-A-1. Quality of Effort and Work, II-D-2. High Expectations, I-B-2. Adjustments to Practice) 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 Assesses students' understanding regularly with ambitious learning goals in mind and takes ownership of making necessary adjustments to instruction to reach goals despite setbacks Passionate and optimistic about their students, their content, and the teaching profession Communicating Content Knowledge (I-A-1. Subject Matter Knowledge, I-A-4. Well-Structured Lessons) Demonstrates mastery of and enthusiasm for content area and the pedagogy it requires in Shoshoni, Demonstrates understanding for how the subject matter applies in real-world settings and connects to other content areas and relevant standards in Shoshoni, Can convey content in creative and engaging ways that align to standards in Shoshoni. Equitable & Effective Instruction (II-A-3. Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment) Scaffolds and differentiates instruction in order for all students to do complex thinking and rigorous academic work in Shoshoni, Uses instructional practices that are likely to challenge, motivate, and engage all students and facilitate equitable, active student participation Builds a productive learning environment where every student participates and is valued as part of the class community Cultural Proficiency (II-C-1. Respects Differences, II-C-2. Maintains Respectful Environment) Actively creates and maintains an environment in which students' diverse backgrounds, identities, strengths, and challenges are respected Parent/Family Engagement (III-A-1. Parent/Family Engagement) Engages with families and builds collaborative, respectful relationships with them in service of student learning Professional Reflection & Collaboration (IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration) Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development Seeks to participate in and contribute to a collaborative adult learning community. Maintains cordial and cooperative working relationships with colleagues, Administration, and Board of Directors. Knows and follows school policy and the chain of command. Acts ethically and confidentially in all aspects of employment. Job Requirements At least 1 year of relevant experience preferred Citizenship, residency or work VISA in United States required Position Type: Full-time Positions Available: 1 Job Category: Classroom Teacher > Elementary

Student Support Services/SPED Resource Teacher (General) Date Available: 3/2/2026 Attachment(s): * Temp SPED Resource Teacher EMS 2025-2026.pdf

Support Staff/HQ Para Date Available: 2025-2026 School Year Additional Information: Show/Hide Click job title (right) for complete job description: All paraprofessionals must have a high school diploma or equivalent AND (a) completed 32 credits at an institution of higher education (verified by college transcript); OR (b) obtained an associate's or higher degree (verified by college transcript; OR (c) received a passing score on the ETS Paraprofessional Assessment (460 or higher) prior to beginning employment. This is a full-time position - 7 hours per day with benefits. For salary information, please see Paraprofessional & Aide Salary Schedules. Attachment(s): * Special Unit Paraprofessional.docx

Special Education Paraprofessional JobID: 6481 Support Staff/Instructional Paraprofessional Additional Information: Show/Hide INSTRUCTIONAL PARAPROFESSIONAL (Special Needs) POSTING DATE: November 13, 2025 CLOSING DATE: For best consideration please apply by November 20, 2025. However, position will be open until filled. ADDITIONAL INFO: 6.5 hours per day for full time DAYS: Nine month employment SALARY SCHEDULE: Rate of pay will be $14.15 per hour START DATE: January 26, 2026 JOB SUMMARY: The principle function of this position is to provide instructional assistance to students. The position works with individual and/or small groups of students to increase learning skills and levels; ability to work with students experiencing academic or behavior difficulties. The work is performed under the supervision of a classroom teacher and the building Principal. The principle duties of this position are performed in classroom environment. JOB QUALIFICATIONS: Requires a high school diploma or equivalent AND successful completion of a minimum of 32 academic core college semester credits that will lead to a Bachelors Degree OR must pass the ETS Paraprofessional Praxis Assessment Test. Copy of transcripts must accompany the application. EMPLOYMENT INFO: You must be highly qualified in order to apply. Transfer requests are available on-line, with AppliTracks, apply with the Internal Application. A letter of interest and a resume must be uploaded as well. If not in a highly qualified position, transcripts must accompany application. All other applicants must apply through the District on-line application process AppliTracks with the External Application. BENEFITS INFO: Medical, Dental, Vision, Life Insurance and Public Employees Retirement are available to Classified employees who work at least half time (20 hours per week) or more in a regular position and to Certified employees with a .50 FTE or greater contract. There are no benefits for part time (3.5 hour) Instructional Paraprofessionals.

Payette School District has the following opening for the 2025-2026 school year: Extended Resource Special Education Teacher To provide specially designed instruction and behavioral support to students in an extended resource setting who exhibit both cognitive and behavioral needs. The teacher will develop and implement instructional programs and behavior interventions tailored to each students Individualized Education Plan (IEP), support access to general education curriculum, and work collaboratively with families, paraprofessionals, and school teams to promote academic, functional, and emotional, and social success. QUALIFICATIONS: * Exceptional Child Certificate (Special Education K12 Specialist Idaho certification required) * Experience working in Extended Resource Rooms across grade levels (focus on K4) * Strong background in behavior management and intervention strategies, including Functional Behavior Assessments and Behavior Intervention Plans (BIPs) * Demonstrated experience supporting students with both behavioral and cognitive needs * Knowledge and experience in developing and implementing Individualized Education Plans (IEPs), including behavioral goals and accommodations * Strong understanding of federal and state laws (IDEA, ADA, 504), administrative rules, and Board policy related to special education * Proficient in modifying and adapting general education curriculum, including the use of replacement curricula * Experience working collaboratively with general education teachers to support inclusion * Ability to supervise, coordinate, and provide direction to paraprofessionals * Knowledge of curriculum, instructional strategies, and the Idaho Core Standards * Skilled in using technology and assistive technology to support learning * Demonstrated sensitivity and respect for diversity and ability to work effectively with families and multidisciplinary teams * Ability to lift up to forty pounds and push and pull up to one hundred pounds * Excellent organizational, interpersonal, and communication skills * Ability to maintain a positive learning environment and work under deadlines * Maintain confidentiality of student and staff information PRIMARY RESPONSIBILITY TO Building Principal MAJOR DUTIES AND RESPONSIBILITIES Instruction * Prepare for and teach assigned classes in accordance with each students IEP * Design lessons with appropriate levels of difficulty that address academic, behavioral, and functional needs * Provide direct instruction across all subject areas using a variety of instructional techniques and assistive technologies * Modify and adapt general education curriculum to meet individual student needs, including the use of alternative curriculum when appropriate * Utilize and implement behavioral strategies and evidence-based interventions for students with emotional and behavioral disorders * Analyze student data and progress to inform instructional decisions and update goals * Prepare students for district, state, and federal assessments as appropriate * Integrate social-emotional learning into daily instruction Behavioral Support and Oversight * Conduct or assist in conducting Functional Behavior Assessments (FBAs) * Develop, implement, and monitor Behavior Intervention Plans (BIPs) * Collaborate with school teams to promote Positive Behavioral Interventions and Supports (PBIS) * Coach and support paraprofessionals in the consistent use of behavior plans and strategies * Respond to escalating behavior using de-escalation techniques and trauma-informed practices Oversight of Paraprofessionals * Provide day-to-day direction, support, and oversight of paraprofessionals working within the extended resource classroom * Train paraprofessionals in instructional methods, behavior strategies, and data collection * Evaluate and provide feedback on paraprofessional performance as requested IEP Development and Collaboration * Lead the IEP process for assigned students, ensuring timely and compliant development and implementation of plans * Develop appropriate, measurable goals aligned with the Idaho Content Standards or Alternate Standards * Collaborate with general education teachers to ensure accommodations and modifications are effectively implemented * Work as a member of the multidisciplinary team for evaluations, reevaluations, and eligibility determinations Professional Responsibilities * Maintain accurate and compliant documentation of student progress, IEPs, and service delivery * Communicate regularly with families, teachers, and other service providers * Attend and contribute to faculty meetings, professional development, and staff collaboration sessions * Participate in school-wide and district-level initiatives related to special education and behavioral supports * Remain current with best practices in special education, behavior intervention, and instructional strategies * Ensure accurate and timely completion of required documentation related to student services; assist paraprofessionals in maintaining compliant records for service-related reporting Other Duties * Assist with supervision during loading/unloading of buses or vans as needed * Uphold school rules and district policies * Maintain confidentiality in all aspects of the role * Perform other duties as assigned by supervisor Candidates should upload the following: An essay, 250 words or less, on what your major strengths are as they apply to the position for which you are making application Cover letter Resume Photocopies of college transcripts Photocopy of current Idaho certification or other State Certification Three (3) current letters of recommendation COMPENSATION Salary based on experience and skills. Position qualifies for benefits which include health, dental, vision and life insurance; PERSI retirement, as well as access to optional ancillary insurance and retirement products. Payette School District is an Equal Opportunity Employer, as defined and required by state and federal laws. Positions are open until filled. All recommendations for hire are tentative offers. Employment is contingent upon board approval, and successful completion of a federal background check and drug-free workplace pre-employment screening (if required for the position). Regular attendance is an essential function of this position.

Education Support Professional - SpEd/ESP SPED-Elementary Date Available: 08/13/2025Special Education Para-Educator II Non-contract, no benefits Hours per day: 5.75 Hourly rate: $17.58 Contact Information: Name: Terri Rigby Phone: ************ Email: ************************* The job of SpEd Para II is done for the purpose/s of providing support to the instructional program under the direction of an assigned clasroom teacher with specific responsibility for assisting in the supervision, care and instruction of special needs students in the regular classroom or in a self-contained classroom; assisting in implementing plans for instruction; monitoring student behavior during instructional and non-instructional time; and providing information to appropriate school personnel. Essential Functions Adapts classroom activities, assignments and/or materials under the direction of the supervising teacher (e.g. listening to students read, assisting with art projects, cooking, physical education, etc.) for the purpose of supporting and reinforcing classroom objectives and IEP goals. Administers immediate first aid and medical assistance as instructed by a health care professional (e.g. medication, etc.) for the purpose of meeting immediate health care needs. Assists students with self-care activities (e.g. toileting, washing, changing diapers, eating, dressing, grooming, etc.) for the purpose of maintaining students' personal hygiene. Attends job specific trainings (e.g. first aid, behavior management, etc.) for the purpose of acquiring and/or conveying information relative to job functions. Collects data for the purpose of supporting teachers in the classroom and preparing reports and/or processing forms. Communicates with supervising instructional staff, professional support personnel for the for the purpose of assisting in evaluating progress and/or implementing IEP objectives. Implements under the supervision of assigned teacher, behavioral plans designed by IEP team for students with behavior disorders or other special conditions for the purpose of presenting and/or reinforcing learning concepts and acquiring appropriate social and school skills. Maintains instructional materials and/or manual and electronic files/records (e.g. decorating bulletin boards, making art projects, correcting papers, etc.) for the purpose of ensuring availability of items; providing written reference; and/or meeting mandated requirements. Monitors students during assigned periods within a variety of school environments (e.g. rest rooms, playgrounds, hallways, bus loading zones, cafeteria, parking lots, etc.) for the purpose of maintaining a safe and positive learning environment. Provides under the supervision of assigned teacher, instruction to students in a variety of individual and group activities (e.g. academic subjects, social skills, daily living skills, etc.) for the purpose of reinforcing instructional objectives; implementing IEP plans; and ensuring students success in school. Attends meetings and in-service presentations (e.g. first aid, CPR, emergency procedures, etc.) for the purpose of acquiring and/or conveying information relative to job functions. Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit. 16+ years old. High school diploma or equivalent. Job related experience is desired.