East Valley Elementary SPED Strategies Teacher 2026/27

Range $50,761-$92,279 annually with employer-paid retirement, dependent upon previous experience. 9-month salaried position (185/189 days). Must possess a Special Education Autism endorsement.

About the Role

The special education teacher is responsible for establishing teaching strategies that are goal-oriented and based on proven instructional techniques designed to benefit students with disabilities within the educational setting. Works under the direct supervision and evaluation of the school administrator.

Responsibilities

• Follow mandated compliance standards established by Federal, State, or District regulations.
• Utilize District curriculum guides, standardized tests, and special education teacher-prepared criterion-referenced test results to meet individual student needs.
• Evaluate and modify goals and plans as necessary.
• Develop and execute appropriate lesson strategies to guide daily instruction and accomplish long-range goals.
• Create organized plans to assist substitute special education teachers, including class lists, schedules, seating charts, materials, and lesson plans.
• Demonstrate knowledge and application of concepts, processes, and facts necessary for implementing IEP goals and objectives.
• Recognize and emphasize the interrelationships of all disciplines while teaching.
• Plan for and participate in professional improvement activities, including courses, readings, in-service training, and conferences.
• Provide clear, concise, and appropriate written and oral directions, modifying them as needed for student comprehension.
• Guide the learning process toward achieving IEP goals by establishing clear objectives and effectively communicating criteria to students.
• Use appropriate questioning strategies to enhance student participation, success, and development of thinking skills.
• Develop and utilize data about students' needs and progress, reporting this information to parents in alignment with general education practices.
• Assess individual student needs and provide varied learning activities to accommodate different learning styles.
• Utilize student interests and aptitudes to promote a desire to learn.
• Assign and monitor homework as an extension of classroom learning.
• Inform students of their progress through grading, evaluation, and testing in a timely manner.
• Use encouragement and positive reinforcement as effective motivational techniques.
• Provide learning experiences that encourage students to assume responsibility for self-direction.
• Utilize bulletin boards, displays, and interest centers to promote student learning without creating an over-stimulating environment.
• Demonstrate command of the English language in written and oral communication.
• Establish clear behavioral limits, communicate expectations, and defer to individual behavior plans to guide student conduct.
• Promote self-discipline and responsibility while monitoring behavior and using appropriate responses.
• Help students improve self-image by focusing on strengths and discouraging fixation on weaknesses.
• Create a caring classroom atmosphere where students feel valued and free to express their views.
• Encourage purposeful activity and cooperative learning without disrupting individualized instruction.
• Carry out clerical duties such as attendance, budgeting, and grade recording accurately and promptly.
• Communicate with parents to foster constructive relationships and inform them of student progress and rights.
• Promote a professional attitude toward schools, administration, staff, and the community.
• Collaborate with staff to achieve student success within an inclusionary model through communication, shared planning, and shared instructional responsibility.
• Maintain punctuality for school, classes, and meetings.
• Recognize the importance of regular attendance for instructional continuity.
• Consistently uphold and enforce school rules, administrative regulations, and board policies.
• Maintain strict confidentiality regarding student, parent, and staff information unless disclosure serves professional purposes or is required by law.

Requirements

• Bachelor’s Degree from an accredited college or university.
• Nevada teaching license issued by the Nevada Department of Education with certification in the relevant subject area.
• Special Education Autism endorsement.
• Knowledge of CPR/AED and Universal Precautions.
• Ability to work effectively with special needs students.
• Ability to interpret and apply oral and written instructions.
• Ability to perform multiple tasks and determine priorities.
• Ability to handle unusual behavior and crisis situations.
• Ability to learn and apply school rules, regulations, and procedures.
• Ability to complete routine records accurately.
• Ability to recognize and report hazards and apply safe work methods.
• Physical and mental stamina commensurate with the responsibilities of the position.
• Willingness to attend trainings related to IEP implementation.

Physical and Mental Requirements

• Strength, dexterity, coordination, and vision to use keyboard and video display terminal for prolonged periods.
• Strength and stamina to bend, stoop, sit, and stand for long periods.
• Dexterity and coordination to handle files, paper, and occasional lifting of materials.
• Reaching for items above and below waist and head level, including bending, squatting, and stooping to assist students.
• Manual dexterity and cognitive ability to operate educational technology (e.g., LCD projectors, SmartBoards, tablets, augmentative communication devices).
• Hearing and speech to communicate in person or over the telephone.
• Ability to lift 50 pounds or 1/3 body weight to waist height, perform 2-3 person lifts, and restrain students as needed in accordance with state regulations.

Working Conditions

• Exposure to climate-controlled classrooms and outdoor weather conditions ranging from mild to extreme temperatures.
• Exposure to noise levels ranging from moderate to very loud on occasional to frequent time periods.
• Work in crowded environments.
• Frequent to moderate lifting and other physical demands.
• Potential hazards: stress, anxiety, verbal and physical aggression, classroom furniture, playground/office equipment, bloodborne pathogens, communicable diseases, chemicals, and power/hand-operated equipment.