Special Education Teacher Mild/Mod 2026-2027 (Northeast Campus)
$65,000–$85,000 year
On-siteDenver, Colorado, United States
Denver, Colorado, United StatesOn-siteFull Time$65,000–$85,000 yearMid LevelSmall
Full TimeMid LevelSmall
Job Summary
Provide research-based specialized instruction to address instructional goals within each student's IEP while assessing progress and adjusting techniques as needed. Develop and implement annual Individualized Educational Plans, including present levels, goals, and required services, and coordinate the delivery of special education services. Schedule team meetings, collaborate with child study members and general education teachers for co-teaching, and progress monitor students biweekly using targeted intervention curriculums. Conduct evaluations, reevaluations, and testing for identified students; complete all IEPs in ENRICH or DPS and communicate updates to parents and teachers. Manage educational assistants, maintain positive classroom culture, and attend parent conferences and school events.
Required Qualifications
- Valid teaching credential for Special Education or Enrolled in Aspire* progressing towards a license
- Teaching experience appropriate to the assignment
- Demonstrated commitment to and understanding of the Highline mission
- All teachers will be hired based on being highly qualified per No Child Left Behind (NCLB) specifications
- Strong communication and collaboration skills
- Be able to walk quickly, bend, kneel, crouch, sit, stand, grab or hold with one or both hands
- To be able to lift up to 40lbs without difficulty
- To maintain appropriate demeanor and professional classroom behavior when working with children and adults
- The ability to sit for extended periods during group training
- Must be available for weekend shifts
- Must be available for evening events
- Must attend parent teacher conferences
- Must show up for at least three evening or weekend events
- Must help plan and lead at least one event for families during the year
- Must meet with general education teachers in whose room they support at least once a week
- Must progress monitor students every two weeks
- Must use research based, targeted intervention curriculums
- Must be up to date on all CDE procedures for testing students and writing IEPs
- Must complete all IEPs in ENRICH, or alternate DPS database
- Must communicate with all parties regarding IEPs including setting up meetings, review of goals and accommodations, progress monitoring with current data, and addressing concerns as they arise
- Must meet with district support partners
- Must meet with IP cohort team as needed
- Must participate in school based coaching meeting
Desired Qualifications
- Excellent oral and written communication skills
- Great lesson planners
- Strong and nurturing at classroom management
- Excellent collaborators with teammates and families
- Good communication skills
- Dedication to do everything it takes to make a difference for each child
- A growth mindset
- Be caring about the whole child
- Be advocates and devotees to inclusion
- Clear competency and reliable practice of creating a Positive Classroom Culture and Climate for students and TAs
- Clear competency and reliable practice of Practice Effective Classroom Management
- Clear competency and reliable practice of Plan and implement Masterful Content Delivery
- Clear competency and reliable practice of Practice High-Impact Instructional Moves
- Clear competency and reliable practice of Demonstrate Essential Knowledge of Students and Use of Data
- Clear competency and reliable practice of Demonstrate Effective Collaboration and Engagement with students and colleagues
- Clear competency and reliable practice of Demonstrate thoughtful reflection, learning and development
- Demonstrate the Highline Internal Commitments for Professional Practice
- Take responsibility for student learning by valuing diversity, needs, learning styles and through shared ownership
- Commit to being clear and purposeful in our objectives and instruction while continuing to reflect and revise learning strategies by frequently monitoring student assessment data and ensuring that it is used as a tool for learning
- Accept and embrace diversity within the community of faculty, students, and parent/guardians by valuing each other for who and where we all are in life as learners and as people, and commit to providing a safe place for all to succeed
- Be direct, intentional, timely, and graceful in giving and receiving communication without judgment and for positive and proactive purposes
- Create an environment that empowers faculty, students and parent/guardians to be active participants in student success
- Create a focused and sustainable adult community by focusing on what is most essential to student success and staying focused on Highline's goal
- Consistently model and enforce Highline's academic and behavioral expectations
- Build positive relationships with their students
- Hold students to high expectations
- Manage their groups with positive proactive systems and strong rituals and routines
- Build relationships with families through phone calls and both formal and informal meetings
- Attend parent teacher conferences for the students on their caseload, either with the homeroom teacher or host a conference independently
- Show up for at least three evening or weekend events such as the music performances for their grade level, the Cultural Fair and the Fall festival
- Help plan and lead at least one event for families during the year such as a parent education meeting or a student demonstration of learning
- Be able to effectively lead and coach others
- Strong attention to detail
- Helping customers gives you energy
- Get charged up by interacting with others
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