High School Special Education Teacher - ST Substitute

Short-Term Substitute Position for a Partial Inclusion Special Education Program. Starting Date: December 7, 2026- March 5, 2027 • Responsible for the daily educational instruction and programming for students as prescribed in the Individual Educational Program (IEP) for identified students at the high school level. • Teach small group ELA, Math, and Student Strategies classes • Create a classroom environment that is conducive to learning and appropriate to the maturity and interests of students. • Guide the learning process toward the achievement of curriculum goals and establish clear objectives for all lessons, units, projects, and the like to communicate these objectives to students. • Work with special education personnel, general education teachers, and administrators. • Work with building staff to integrate students into general education classrooms and programs. • Provide specially designed instruction to students within a special education setting for a portion of the day. • Complete daily/weekly/monthly data sheets, evaluation reports, progress reports, IEPs, assessments, and other data required by local, state and federal mandates. • Assist classroom teachers, special subject staff, administrators and other building personnel in the implementation of accommodations and modifications. • Supervise the work of the ESP both in special and general education settings. • Such other responsibilities as may from time to time be assigned by the Principal, Assistant Principal and/or Special Education Building Administrator or Director of Student Services. • The duties commonly associated with the position include but are not limited to: • Adapt learning materials to students' needs • Keep track of and reflect on students' progress • Monitor children's behavioral patterns and arrange appropriate interventions if needed • Prepare students for transition to the next grade • Informing parents about their children's performance and potential problems • Collaborate with the support staff (e.g. school counselors and speech therapists) to create holistic intervention plans • Understanding of curriculum • Ability to apply Universal Design Strategies • Maintaining up-to-date knowledge of curriculum content • Planning and assessment of instruction and curriculum • planning and delivering effective instruction • promoting high standards and expectations for student achievement • communicating with students, parents, and other district employees to work on behalf of students • promoting equity and appreciation of diversity via culturally responsive practices • transition experience (assessment, planning community-based activities/opportunities, travel, etc.)