Teacher (Elementary) Special Education

Position Profile

Position: Teacher (Elementary) Special Education

Department/School:McAuliffe Elementry

Reports To:Principle

FTE:1

Days/Year:187

Salary Schedule:2025-2026 Teacher/SSP Salary Schedule School Based Positions (Group A)

FLSA Status:Exempt

Position Summary (Universal Licensed Educator Expectations)

Teachers at Colorado Springs School District 11 are professional educators who ensure that every student has access to rigorous engaging and equitable learning opportunities. They embody the districts values of innovation inclusion collaboration and excellence and are key contributors to creating a thriving school culture that supports academic and social-emotional success.

Core expectations include designing and implementing standards-aligned instruction maintaining an inclusive learning environment integrating technology effectively using data to inform teaching collaborating with colleagues and engaging families as partners in education. Teachers also serve as reflective practitioners who continuously seek to improve through professional learning and feedback.

Essential Job Functions

Provide Specialized Instruction

• Design and deliver individualized evidence-based instruction aligned with each students Individualized Education Program (IEP).
• Adapt curriculum materials and teaching strategies to meet diverse learning behavioral and social-emotional needs.

Develop and Implement IEPs

• Collaborate with IEP teams to develop measurable goals and appropriate accommodations and modifications.
• Ensure compliance with all federal state and district requirements under the Individuals with Disabilities Education Act (IDEA).
  

Monitor and Assess Student Progress

• Collect and analyze data on student performance to inform instructional decisions and interventions.
• Maintain accurate records progress reports and documentation to support ongoing evaluation of student growth.
  

Collaborate with Staff and Families

• Partner with general education teachers related service providers and administrators to support inclusive practices and coordinated instruction.
  
• Communicate regularly with families and caregivers to share progress celebrate successes and address student needs.
  

Promote Inclusive and Supportive Learning Environments

• Implement positive behavior supports and proactive strategies to foster student engagement and independence.
• Advocate for equitable access to general education settings and resources.
  

Ensure Legal and Ethical Compliance

• Maintain confidentiality and adhere to all legal and ethical standards related to special education services and student records.
• Participate in IEP meetings eligibility determinations and compliance reviews as required.
  

Engage in Professional Growth and Collaboration

• Participate in professional learning communities training and development opportunities to enhance instructional practices.
• Reflect on teaching effectiveness and contribute to school and district initiatives promoting inclusive student-centered education.

Knowledge Skills and Abilities

Knowledge of:

• Federal and state laws governing special education including the Individuals with Disabilities Education Act (IDEA) and Section 504.
• Principles and practices of individualized instruction differentiation and Universal Design for Learning (UDL).
• Methods for developing and implementing Individualized Education Programs (IEPs) including goal setting progress monitoring and documentation.
• Evidence-based instructional and behavioral interventions for students with a range of disabilities.
• Strategies to promote social-emotional learning self-regulation and independence among students.
• Assessment tools and data collection methods used to evaluate student learning and inform instructional decisions.
• Collaborative and inclusive practices that support effective partnerships between general and special education staff.
• Ethical and professional standards related to confidentiality equity and student advocacy.

Skills in:

• Designing and delivering individualized instruction that addresses students academic behavioral and social-emotional needs.
• Writing clear compliant and measurable IEP goals aligned with student strengths and needs.
• Collecting analyzing and interpreting student performance data to guide instruction and interventions.
• Managing and documenting multiple caseloads deadlines and compliance requirements efficiently.
• Communicating effectively and empathetically with students families colleagues and community partners.
• Implementing positive behavior supports and proactive classroom management strategies.
• Using assistive technology digital tools and adaptive resources to support student learning and access.
• Working collaboratively within multidisciplinary teams to ensure cohesive and inclusive support for students.

Ability to:

• Foster a supportive inclusive classroom environment that promotes respect engagement and student growth.
• Adapt curriculum and instruction to accommodate individual learning differences and cultural backgrounds.
• Maintain accurate organized and timely records consistent with district and legal requirements.
• Build trusting relationships with students and families to encourage advocacy communication and partnership.
• Apply problem-solving and critical thinking skills to address academic and behavioral challenges.
• Reflect on professional practice and actively pursue ongoing learning and development.
• Uphold confidentiality integrity and professionalism in all aspects of special education service delivery.
• Demonstrate commitment to equity inclusion and the districts mission to inspire every mind through student-centered education.

Qualifications

• Bachelors degree in education or related field.
• Valid Colorado Teaching License with appropriate Special Education endorsement (e.g. Mild/Moderate Needs Generalist or equivalent).
• Preferred qualifications include a masters degree prior K12 special education teaching experience and/or bilingual proficiency (English/Spanish or other district-identified languages).

Working Conditions

Work is performed primarily in a classroom or small-group instructional setting and requires regular punctual attendance. The position involves frequent standing walking and movement throughout the school building with occasional sitting. Special Education teachers may need to assist students with mobility or adaptive needs and lift and carry instructional materials or equipment up to 100 pounds. Duties may include bending reaching and physically supporting or restraining students in accordance with district policy and training. The work requires sufficient physical ability manual dexterity vision hearing and verbal communication to effectively support student learning and safety. Occasional evening events may be required. Duties must be performed with or without reasonable accommodation.

Join Our Team!

Join Colorado Springs School District 11 and help empower exceptional learners to reach their fullest potential. As a Special Education Teacher your dedication compassion and expertise make a lasting impactcreating inclusive classrooms where every student is seen supported and celebrated.

Employees in this category will also receive the following for the 2025-2026 school year:

1. Non-Recurring Pay: 6% of base salary in Non-Recurring Pay (distributed as 3% on November paycheck and 3% on May paycheck).
2. Staffing Stability Incentive (Adams Elementary Galileo Middle School and Mitchell High School):
1. All Teachers/SSPs (regardless of FTE) will receive an additional $5000 split over two payments ($2500 in November and $2500 in May). NOTE: This is prorated based off of FTE.
2. Teaching and SSP Staff qualify to receive an additional 10 extra days (beyond the District Calendar) paid at the per diem rate. Five (5) days for USIP design and five (5) days as collaborative flex days. NOTE: SSPs receiving extra days (per the Employee Handbook) are only allowed to work a TOTAL of 10 extra days. For example nurses are allowed to work 3 additional days per the Handbook and are only allowed to work an additional 7 days (for a total of 10).
3. Mitchell High School Only: Teachers/SSPs also receive a one-step increase (paid monthly).

• Pay for Performance (Mitchell High School): All Teachers/SSPs receive a Pay for Performance Bonus that is paid out in the fall (utilizing performance measures criteria from the previous year).

• Additional 10% to Base Pay for the following Hard to Fill positions: OT PT School Nurses Audiologists & School Psychologists

• Additional 15% to Base Pay for the following Hard to Fill position(s): SLP

Base Salary Setting: Employment assignment and salary placement is in accordance with job description requirements. A work history is required to demonstrate job title job duties and time worked in the position. Reference the linked How Your Compensation Is Determined for more details.

Base Salary Setting (New Hires): Any newly-employed Teacher/Special Service Provider (SSP) will be placed on the appropriate lane for their educational background (BA MA etc). according to the official transcripts that are provided. They will be placed at the appropriate step for experience listed on the resume. Teachers will receive credit for a maximum of 14 years for any applicable teaching experience (provided that the experience occurred in the last 15 years).

Base Salary Setting (Rehires): Returning employees who have previously resigned or separated from the District will be rehired at the same step they were on at the time of resignation/separation plus any new experience gained in the same job provided step increases were approved by the Board during the years in question.

See Employee Handbook (located on the D11 website) for information on salary setting for rehires (after retirement) promotions and lateral transfers.

EQUAL EMPLOYMENT OPPORTUNITY

Required Experience:

IC