Special Education Intensive Learning Center Teacher High School

Independence, MO - USA

Monthly Salary: Not Disclosed

Posted on: Yesterday

Vacancies: 1 Vacancy

Job Summary

JOB SUMMARY:

The Special Education Teacher Intensive Learning Center (ILC) designs and leads a structured supportive program for high school students with diverse learning social-emotional and transition needs. This role focuses on helping students build the skills necessary for success in academics employment independent living and postsecondary opportunities.

The teacher provides specially designed instruction aligned to Individualized Education Programs (IEPs) including transition-focused goals and delivers instruction in functional academics career readiness and daily living skills. This role collaborates with staff families and community partners to support student growth increase independence and ensure successful transition to post-school outcomes.

This position reports to the building Principal and there is a preference for bilingual candidates fluent in English and Spanish. Please note that the salary listed below reflects the 2025/2026 licensed salary schedule and may be subject to change pending contract negotiations. This position also qualifies for a Special Education Recruitment and Retention bonus equivalent to 5% of the BA Column Row A.

ESSENTIAL FUNCTIONS:

Designs and implements a structured supportive instructional program aligned to student IEPs and transition goals

Creates and maintains a safe predictable and inclusive learning environment
Provides specially designed instruction in academic social-emotional behavioral and functional life skills
Provides instruction in transition areas including career readiness employability skills and daily living skills (e.g. budgeting transportation personal care)
Develops and implements Individualized Education Programs (IEPs) including measurable postsecondary goals for education employment and independent living
Performs case management duties for assigned students including coordinating services monitoring progress ensuring IEP implementation and communicating with team members and families
Conducts and utilizes transition assessments (e.g. interest inventories vocational assessments) to inform instruction and planning
Uses data to monitor student progress and inform instructional decisions transition planning and goal development
Collaborates with school staff to support student access to general education electives and school-based opportunities aligned to transition goals
Collaborates with families district specialists and outside agencies (e.g. Vocational Rehabilitation) to support transition to post-school activities
Coordinates and supports student participation in work-based learning community-based instruction and transition experiences as appropriate
Supports development of student independence self-advocacy and functional skill generalization across settings
Facilitates and participates in meetings (e.g. IEPs team meetings transition planning meetings) to support student planning and services
Coordinates evaluation processes including initial and triennial evaluations in collaboration with district specialists
Collaborates with staff to adapt and modify curriculum instruction and environments to support student access and inclusion
Supervises trains and supports instructional assistants to ensure consistent implementation of student supports and program expectations
Communicates regularly with families regarding student progress transition planning and supports
Supports implementation of behavior strategies and plans to promote safe and effective learning environments
Maintains accurate timely and confidential records in compliance with district state and federal requirements
Engages in ongoing reflection and collaboration to support continuous program improvement

Other Functions and Responsibilities

Performs other related duties as assigned to support the efficient and effective functioning of the program

To perform this job successfully an individual must be able to perform the above essential duties addition the requirements listed below are representative but not limited to the knowledge skill and/or ability required.

JOB REQUIREMENTS:

Minimum Qualifications

Valid Oregon teaching license with appropriate Special Education endorsement and grade level authorization (or ability to obtain)
Experience providing direct instruction case management and collaboration with staff and families

PREFERRED:

Experience supporting transition services work-based learning or community-based instruction
Experience in a structured special education or life skills program or in treatment or therapeutic settings
ESOL endorsement
Bilingual (Spanish/English) skills

KNOWLEDGE OF:

Special education laws regulations and procedures including IDEA requirements
Transition planning and development of measurable postsecondary goals
Evidence-based instructional strategies for students with diverse learning needs
Functional academics daily living skills and career readiness instruction
Behavior support strategies and classroom management practices
Culturally responsive and equity-centered practices including working with multilingual learners
Data collection progress monitoring and data-based decision-making
Community agencies and postsecondary transition resources
Applicable laws regulations and ethical practices

ABILITY TO:

Create a structured supportive and student-centered learning environment
Build strong relationships with students staff families and community partners
Support students in developing independence self-advocacy and life skills
Collaborate effectively with multidisciplinary teams and external agencies
Plan and deliver instruction aligned to IEP and transition goals
Analyze data and adjust instruction and supports accordingly
Supervise and support instructional assistants
Communicate effectively in oral and written formats
Organize and manage multiple responsibilities and timelines
Maintain confidentiality and professional judgment

WORKING ENVIRONMENT:

Requires frequent standing walking and movement including supporting students in classroom and community settings
May include supporting students in community-based instruction or work-based learning environments
May include responding to students in crisis situations
Work is performed in school and community settings with occasional exposure to unpredictable situations

EXPERIENCE:

Job related experience.

Experience with creating and implementing behavior support plans behavior management systems social emotional learning student motivation and de-escalation and crisis prevention training is desired.
Bilingual Spanish/English preferred

EDUCATION:

Bachelors degree or higher in Education or a related field required

CERTIFICATES & LICENSES:

Valid Oregon teaching license with Special Education endorsement (or ability to obtain)
CPR/First Aid certification (or ability to obtain)
Ability to complete required training in de-escalation and safety practices
Meets the standards of Competent and Ethical Performance as outlined in Oregon Administrative Rules (OAR to )

NOTE: This is not necessarily an exhaustive or all-inclusive list of responsibilities skills duties requirements eorts functions or working conditions associated with the job. This job description is not a contract of employment or a promise or guarantee of any specic terms or conditions of employment. The school district may add to modify or delete any aspect of this (or the position itself) at any time as it deems advisable.

Required Experience:

JOB SUMMARY:The Special Education Teacher Intensive Learning Center (ILC) designs and leads a structured supportive program for high school students with diverse learning social-emotional and transition needs. This role focuses on helping students build the skills necessary for success in academics...