Middle School Special Education Teacher

Job | Posted 3 months ago


Special Education Teacher
Reports To 

Building Principal
Director of Student Support Services

Job Purpose and Focus 

Under the direct supervision of the school principal, provides an education program for special education students.  Demonstrates the ability to communicate complex ideas clearly. Provides effective leadership that will ensure a positive learning environment and will stress the importance of academic achievement. Demonstrates a high degree of ethics, professionalism, human relations and is a positive role model for all students.
Essential Qualifications and Requirements 

  • Meets the state definition of “Highly Qualified”
  • Special Education teacher certification for appropriate grade levels
  • Understanding of special education administrative rules and laws
  • Valid teacher certification for assignment with verifying transcripts
  • Knowledge of principles and methods for curriculum, teaching and instruction for individuals and groups, and the assessment of learning
  • Knowledge of curriculum and content for assignment
  • Ability to assess and address individual learning needs
  • Knowledge of best practices and differentiated instruction
  • Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar
  • Ability to assess and diagnose problems
  • Ability to interpret diagnostic evaluations
  • Knowledge of the kinds of information, skills, and behavior an individual child needs to know to succeed in the cognitive, affective and psychomotor domains
  • Ability to write a curriculum plan for each student in behavioral objective terms
  • Ability to effectively communicate information and ideas in speaking and writing
  • Knowledge of human behavior and performance; individual differences in ability, personality, and interests; learning and motivation; psychological research methods
  • Positive attitude
  • Demonstrated initiative and understanding in working with students, staff, and parents/guardians
  • Ability to conduct achievement testing and interpret results
  • Willingness to participate in ongoing training
  • Ability to function within board policies and procedures with a minimum of supervision
  • Ability to exercise tact and discretion in relationships with students, faculty, and the general public
  • Ability to develop and maintain record keeping systems and procedures

  • Patience, reliability, problem solving ability, as well as diplomacy and negotiation skills
  • Ability to work independently and also with a team
  • Excellent oral and written communication skills, and the ability to interact professionally with a wide variety of individuals
  • Respect for confidentiality and integrity
  • Strong organizational skills
  • Professionalism and strong work ethic
  • Model for appropriate behavior, including dress
  • Ability to exercise interpersonal and conflict resolution skills in dealing with students and parents
Essential Functions and Representative Duties
  • Participate as a team member in the evaluation of students referred for possible disabilities and in three-year re-evaluations of students with disabilities
  • Participate in child study team meetings, related to the pre-referral process
  • Conduct achievement testing and interrupt results
  • Assist in the organization and coordination of building evaluation and IEPT meeting schedules
  • Participate in IEP team meetings (may serve as administrative designee)
  • Prescribe and carry out educational programs for children commensurate with his/her abilities or disabilities on an individualized basis
  • Provide end-of-year evaluations to parents
  • Maintain and process appropriate records/reports
  • Manage a caseload in compliance with Michigan Administrative Rules for Special Education
  • Understand the CIMS process
  • Serve as a resource person to parents regarding rules, program, and service options
  • Work with building staff in developing Positive Behavior Support systems
  • Provide consultation regarding special education discipline referrals

  • Organize the classroom to provide an effective teaching/learning climate

  • Establish clear objectives for all lessons, units, and projects, and communicate those objectives to students
  • Provide progress reports
  • Develop appropriate Functional Performance statements
  • Develop goals and objectives within a team setting
  • Write Behavior Plans and Functional Behavior Assessments
  • Complete Medicaid billing in a timely manner
  • Instruct students individually and in groups, using various teaching methods such as lectures, discussions, and demonstrations
  • Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula
  • Confer with parents or guardians, teachers, counselors, and administrators in order to resolve students’ behavioral and academic problems
  • Enforce administration policies and rules governing students
  • Instruct and monitor students in the use and care of equipment and materials, in order to prevent injuries and damage
  • Maintain accurate and complete student records as required by laws, district policies, and administrative regulations
  • Meet with other professionals to discuss individual students' needs and progress
  • Meet with parents and guardians to discuss their children’s progress and to determine their priorities for their children and their resource needs
  • Observe and evaluate students’ performance
  • Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate
  • Plan and supervise class projects, field trips, visits by guest speakers or other experiential activities, and guide students in learning from those activities
  • Prepare materials and classrooms for class activities
  • Prepare reports on students and activities as required by administration
  • Provide a variety of materials and resources for children to explore, manipulate and use, both in learning activities and in imaginative play
  • Supervise, evaluate, and plan assignments for teacher assistants and volunteers
  • Administer standardized ability and achievement tests and interpret results to determine student strengths and areas of need
  • Attend and actively participate in professional meetings, educational conferences, and teacher training workshops in order to maintain and improve professional competence
  • Collaborate with other teachers and administrators in the development, evaluation, and revision of elementary school programs
  • Perform duties such as assisting in school libraries, hall and cafeteria monitoring, and bus loading and unloading when appropriate
  • Provide disabled students with assistive devices, supportive technology, and assistance accessing facilities such as restrooms
  • Select, store, order, issue, and inventory classroom equipment, materials, and supplies
  • Support extracurricular activities such as clubs, student organizations, and academic contests.
  • Use technology and materials to supplement instruction
  • Assist teachers in developing unit and lesson plans, utilizing district curriculum, pacing guides, state benchmarks, and national standards

  • Keep appropriate records of student progress, prepare reports, and communicate progress with families
  • Work with other professional staff to best meet student needs
  • With principal, select and order instructional supplies, materials, and resources
  • Participate in professional development on a regular basis
  • Supervise students both in and out of the classroom
  • Prepares appropriate written lesson plans for substitute teachers

  • Perform other duties as assigned
Terms of Employment

Wages and benefits as outlined in the Collective Bargaining Agreement with The Board of Education.
Work Environment

Work is normally performed in a typical interior/office work environment. There is limited exposure to physical risk.  Interruptions of work are routine. Flexibility and patience are required. Must be self-motivated and able to complete job assignment
without direct supervision. Must be able to work toward district goals.
Evaluation/Performance Measurements

Performance of this job will be evaluated in accordance with provisions of the Board’s policy and the Collective Bargaining Agreement.  Criteria for performance include but are not limited to:
  • Demonstrating knowledge of content and pedagogy
  • Demonstrating knowledge of students
  • Selecting instructional goals
  • Demonstrating knowledge of resources
  • Designing coherent instruction
  • Assessing student learning
  • Creating an environment of respect and rapport
  • Establishing a culture for learning
  • Managing classroom procedures
  • Organizing physical space
  • Communicating clearly and accurately
  • Using questioning and discussion techniques
  • Engaging students in learning
  • Providing feedback to students
  • Demonstrating flexibility and responsiveness
  • Reflecting on teaching
  • Maintaining accurate records
  • Communicating with families, including sending progress reports within deadlines
  • Contributing to the school and the district
  • Growing and developing professionally
  • Showing professionalism
  • Participation in specific training or workshop opportunities
  • Demonstration of interpersonal, time, conflict, and stress management skills
  • Demonstration of ability to keep records and meet deadlines
  • Human interactions
  • Production and efficiency related to job duties
Intent and Function of Position Descriptions
Job descriptions assist organizations in ensuring that the hiring process is fairly administered and that qualified employees are selected.  They are also essential to an effective appraisal system and related promotion, transfer, layoff, and termination decisions.
All descriptions reflect essential functions and basic duties.  Peripheral tasks have been excluded.  Requirements, skills, and abilities are the minimal standards required to successfully perform the positions.  In no instance should the duties, responsibilities, and requirements delineated be interpreted as all-inclusive.  Additional functions and requirements may be assigned by supervisors as appropriate, in keeping with collective bargaining agreements and law.
Carman-Ainsworth Community Schools does not discriminate on the bases of race, color, national origin, sex, (including sexual orientation and transgender identity), disability, age, religion, height, weight, marital or family status, military status, ancestry, genetic information, or any other legally protected characteristic, in its programs and activities, including employment opportunities.

Posted By

Carman-Ainsworth Community Schools

1409 West Maple Ave, Flint, MI 48507
Compare with State

Amount per Student


State Average: $12,292

% ELL Students


State Average: 6%

Student Teacher Ratio


State Average: 18.25

% IEP Students


State Average: 13%



State Average: 199