26 - ESS Special Education Generalist Teacher - Social Emotional Communication Classroom (2026 - 2027 School Year)

About the role

The primary responsibility of the ISEC (Intense Social Emotional Communication) Special Education Generalist Teacher is to provide support to the instructional process by developing ESS students' success in academics, interpersonal skills, and activities of daily learning.

Performs instructional and related duties in accordance with District policies and terms of the teacher contract. The Teacher also maintains a cooperative attitude with staff, parents, and students.

Qualifications

• Valid Colorado Teaching License within 60 days from date of hire
• Endorsement in applicable level of teaching (i.e. Elementary or Secondary)
• ESS Generalist Teacher must be highly qualified in ESS through the following options: Endorsement on a Colorado teaching license in: Special Education Generalist or Special Education Specialist Endorsement or Trainable Child or Educable Mentally Handicapped, Multi-handicapped, Severe Needs Cognitive, Profound Needs
• Minimum of three (3) years teaching in ESS Special Education
• Must complete a fingerprint-based criminal background check and must be cleared by the Office of Human Resources
• Must be able to communicate effectively in English, both orally and in writing, using proper grammar and vocabulary

Skills and Knowledge

• Thorough knowledge of the principles, practices and procedures of special education and specialty area
• Thorough knowledge of the principles and methodology of effective teaching of students with disabilities
• Thorough knowledge of school rules, regulations and procedures; ability to establish and maintain standards of behavior
• Ability to deliver and articulate oral presentations and written reports
• Ability to effectively analyze needs and problems objectively
• Ability to establish and maintain effective working relationships with children, students, parents, staff, administration and the general public
• Knowledge of relevant technology including the use of technology such as iPads to individualize instruction
• Meet professional teacher education requirements of school district and state
• Knowledge and skills in working with children with ADD and behavior and emotional disabilities
• Must have the ability and proven ability to report to work on a regular and punctual basis

Essential Job Duties and Responsibilities

• Provide direct and indirect instructional support to students in a positive environment
• Employ special education strategies and techniques during instruction to improve the development of sensory and perceptual motor skills, language, cognition, and memory
• Confer with parents, administrators, testing specialists, social workers, and other professionals to develop and implement individualized education programs (IEPs) designed to promote students' educational, physical, and social/emotional development and include: present levels of educational performance, special education needs, instructional goals and objectives, and the special education and related services required to meet those goals
• Instruct students in academic subjects using a variety of techniques such as phonetics, multi-sensory learning, and repetition to reinforce learning and to meet students' varying needs and interests
• Teach socially acceptable behavior, as determined by the students' individualized education programs (IEPs) by employing techniques in an overall positive behavioral support system
• Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate
• Absess student progress and determine the need for additional reinforcement or adjustments to instructional techniques
• Establish and enforce rules for behavior and procedures for maintaining an environment conducive to learning for all students
• Meet with parents to discuss their children's progress and to determine priorities for their children and their individualized educational needs
• Schedule team meetings and work cooperatively with child study team members and others in developing instructional goals and strategies
• Maintain accurate and complete student records and prepare reports on children and activities, as required by laws, district policies, and administrative regulations
• Develop plans for effective communication, monitoring, and follow-up of students in inclusive classroom settings
• Serve as primary contact for parents
• Provide crisis intervention, as needed, for students and those in inclusive classrooms
• Aid in the collection of data for providing appropriate classroom interventions
• Aid in the preparation of data for local, state, and federal reports
• Participate in department, school, district, and parent meetings