Special Education Teacher/Resource
Central Point School District 6, Gold Hill, OR, United States
Position
Special Education/Resource Teacher – Hanby Middle School – Start Date: August 2026.
Compensation and Benefits
$47,810.90 - $90,243.76, depending upon approved accepted experience. Salary listed is 2025-2026 pay rate. 2026-2027 salary is TBD.
MA stipend added to annual salary.
Service Premium pay after completion of 10 years of employment.
Annual COLA pay increase (as negotiated with Oregon Education Association).
Annual step pay increase awarded to eligible employees.
6 paid holidays annually.
10 paid sick leave days per year.
2 paid personal leave days per year.
3 paid personal leave deduct sub pay per year.
5 paid bereavement leave days per year.
Up to $1,900 per month district-paid contribution toward full-family medical, dental and vision insurance.
$600 per month opt-out stipend for employees who demonstrate other health insurance coverage under a qualifying employer-sponsored group medical plan (for full‑time employees).
Employee Assistance Program (EAP).
6% district-paid contribution towards Oregon Public Employees Retirement System.
$50 per month employer match into a tax‑sheltered annuity when employee contributes $50 per month (after employee completes three years with the district).
Qualifications
Must possess an Oregon Teaching License with Special Education endorsement.
Current TSPC Licensure with endorsement in the assigned subject area.
Fluent in both oral and written English to meet Title III requirements for English Learners (determined by District assessment).
Willingness to be actively involved in teaming, curriculum integration, and shared decision making.
Purpose
The Special Education Teacher plans and implements an instructional program that fosters learning and growth for students with special needs and guides them toward reaching their academic, social, intellectual, and physical potential.
Responsibilities
Demonstrates knowledge of content and pedagogy, identifying important concepts and their relationships to one another, providing clear explanations, answering questions accurately, providing effective feedback, and developing suitable instructional strategies.
Demonstrates knowledge of students by being aware of students' varying levels of cognitive development, becoming informed about different cultural groups and incorporating that knowledge in lesson planning, and remaining cognizant of the special needs of any student.
Sets instructional outcomes by setting high and rigorous expectations related to central concepts of the discipline; pursuing outcomes grounded in expectations of what students will learn (rather than do); ensuring outcomes represent various types of knowledge, including factual knowledge, conceptual understanding, reasoning, and social interaction; ensuring that outcomes are suitable to various groups of students in a given classroom.
Demonstrates knowledge of resources by ensuring that texts and other written are at varied levels, supplementing instructional materials with guest speakers and field experiences, facilitating the use of multidisciplinary and online resources, and expanding knowledge through professional training opportunities.
Designs coherent instruction by matching learning activities to instructional outcomes, providing opportunities for higher‑level thinking, providing material and resources that are appropriately challenging, organizing student groups to maximize learning, building on strengths, and ensuring that lesson plans are structured with reasonable time allocations.
Designs student assessments by ensuring that learning outcomes are assessed in a manner that matches expectations and are clearly communicated, modifying assessments as necessary, using formative assessments during instruction, and crafting lesson plans to allow adjustments based on formative assessment data.
Creates an environment of respect and rapport by ensuring classroom communication is uniformly respectful, responding effectively to disrespectful or off‑task behavior, ensuring that students participate willingly, and making general connections with individual students.
Establishes a culture of learning by communicating the importance of the content and that with hard work students can reach their full potential, demonstrating high regard for student abilities by conveying high expectations of student effort, eliciting student effort to achieve high‑quality work, insisting on precise use of language by students.
Manages classroom procedures by engaging students proactively during small group or independent work, transitioning smoothly between large and small group activities, establishing efficient routines for the distribution and collection of materials, ensuring that classroom routines function smoothly.
Manages student behavior through the establishment and implementation of effective standards of conduct, ensuring that student behavior is generally appropriate, frequently monitoring student behavior, and effectively responding to misbehavior.
Organizes physical space by ensuring that the classroom is safe, that all students are able to see and hear the teacher and see the board, arranging classroom to support instructional goals and activities, and making appropriate use of available technology.
Effectively communicates with students by stating clearly what students will be learning, explaining content, inviting student participation and thinking, avoiding content errors, describing specific strategies, inviting students to interpret them in the context of their learning, promoting student engagement and seeking indicators that they understand instructions, modeling processes, employing correct vocabulary and usage appropriate to the lesson, explaining vocabulary as needed.
Uses questioning and discussion techniques, employing open‑ended questions that invite students to think and offer multiple possible answers; using wait time, calling on most students including those who do not volunteer, engaging many students in active discussion, and prompting students to justify their reasoning.
Engages students in learning by ensuring that students are intellectually engaged, encouraging higher‑order thinking by creating tasks with multiple correct approaches, inviting students to explain their thinking, ensuring materials and resources require intellectual engagement, pacing lessons to provide students time to engage, and using groupings suitable to lesson activities.
Uses assessments in instruction, making standards of high‑quality work clear, eliciting evidence of student understanding, inviting students to assess their own work, providing feedback with specific and timely guidance.
Demonstrates flexibility and responsiveness, incorporating student interests into lesson, employing alternate approaches when students encounter difficulty, making adjustments to the lesson as needed.
Reflects on teaching, accurately assessing effectiveness of instruction, identifying specific ways to improve lessons.
Maintains accurate records, establishing efficient processes for recording student work, attainment of learning goals and non‑instructional information, ensuring student access to information about assignments, enabling students to see how they are progressing.
Communicates with families, making information about instruction regularly available, routinely making available information about student progress, developing activities to engage families in their children's learning, ensuring communications with families are appropriate to cultural norms.
Is present at school to fulfill daily necessary professional obligations, including student conferences, class preparation, curriculum improvement, staff and in‑service meetings, and parent conferences.
Participates in a professional learning community, maintaining supportive and collaborative relationships with colleagues, participating in school events and community activities and projects.
Grows and develops professionally, seeking regular opportunities for continued professional development, welcoming classroom supervision to gain insight and feedback.
Shows professionalism, demonstrating honesty and high standards of integrity, actively addressing student needs, working to provide opportunities for student success, participating in team and departmental decision making, and complying with District regulations.
Maintains effective and respectful working relationships with staff and students.
Additional Responsibilities – Special Education Specific
Provides specially designed instruction, including Behavior Instruction, Cognitive Instruction or Work Exploration, for students in accordance with their Individual Education Plan (IEP).
Manages and coordinates the IEP and eligibility process for all students on caseload; confers with parents, administrators, testing specialists, social workers, and other professionals to develop IEPs aimed at promoting educational, physical and social/emotional development.
Provides behavior management programs to control atypical behavior and increase appropriate behavior.
Schedules and manages the activities of paraprofessionals, including delegating duties to Instructional Assistants, monitoring effectiveness, and providing direction and training as needed.
Serves as a member of multidisciplinary teams.
Maintains close communication with parents, guardians, concerned agencies and outside professional consultants.
Communicates with general education teachers regarding specific IEP needs of students within regular classroom environments; counsels teachers on effective modifications and ensures students are receiving the necessary instructional support as identified on the student's IEP.
Provides expert guidance on the application of Special Education law in the classroom and appropriate instructional strategies.
Working Conditions
The Special Education Teacher works primarily in a school building. The curriculum may require occasional outdoor supervision during inclement weather. The teacher must stand and walk for extended periods, speak, and hear in loud environments. Exposure to indoor temperatures, dirt, and communicable diseases may occur. The role involves a high level of interaction with diverse families and requires composure under stress. Planning, assessment, and communication with students and families often require evenings and weekends.
EEO Statement
The Central Point School District recognizes the diversity and worth of all individuals and groups. It is the policy of the Central Point School District that there will be no discrimination or harassment of individuals or groups based on race, color, religion, gender, sexual orientation, gender identity, gender expression, national origin, marital status, age, veterans' status, genetic information or disability in any educational programs, activities or employment.
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Special Education/Resource Teacher – Hanby Middle School – Start Date: August 2026.
Compensation and Benefits
$47,810.90 - $90,243.76, depending upon approved accepted experience. Salary listed is 2025-2026 pay rate. 2026-2027 salary is TBD.
MA stipend added to annual salary.
Service Premium pay after completion of 10 years of employment.
Annual COLA pay increase (as negotiated with Oregon Education Association).
Annual step pay increase awarded to eligible employees.
6 paid holidays annually.
10 paid sick leave days per year.
2 paid personal leave days per year.
3 paid personal leave deduct sub pay per year.
5 paid bereavement leave days per year.
Up to $1,900 per month district-paid contribution toward full-family medical, dental and vision insurance.
$600 per month opt-out stipend for employees who demonstrate other health insurance coverage under a qualifying employer-sponsored group medical plan (for full‑time employees).
Employee Assistance Program (EAP).
6% district-paid contribution towards Oregon Public Employees Retirement System.
$50 per month employer match into a tax‑sheltered annuity when employee contributes $50 per month (after employee completes three years with the district).
Qualifications
Must possess an Oregon Teaching License with Special Education endorsement.
Current TSPC Licensure with endorsement in the assigned subject area.
Fluent in both oral and written English to meet Title III requirements for English Learners (determined by District assessment).
Willingness to be actively involved in teaming, curriculum integration, and shared decision making.
Purpose
The Special Education Teacher plans and implements an instructional program that fosters learning and growth for students with special needs and guides them toward reaching their academic, social, intellectual, and physical potential.
Responsibilities
Demonstrates knowledge of content and pedagogy, identifying important concepts and their relationships to one another, providing clear explanations, answering questions accurately, providing effective feedback, and developing suitable instructional strategies.
Demonstrates knowledge of students by being aware of students' varying levels of cognitive development, becoming informed about different cultural groups and incorporating that knowledge in lesson planning, and remaining cognizant of the special needs of any student.
Sets instructional outcomes by setting high and rigorous expectations related to central concepts of the discipline; pursuing outcomes grounded in expectations of what students will learn (rather than do); ensuring outcomes represent various types of knowledge, including factual knowledge, conceptual understanding, reasoning, and social interaction; ensuring that outcomes are suitable to various groups of students in a given classroom.
Demonstrates knowledge of resources by ensuring that texts and other written are at varied levels, supplementing instructional materials with guest speakers and field experiences, facilitating the use of multidisciplinary and online resources, and expanding knowledge through professional training opportunities.
Designs coherent instruction by matching learning activities to instructional outcomes, providing opportunities for higher‑level thinking, providing material and resources that are appropriately challenging, organizing student groups to maximize learning, building on strengths, and ensuring that lesson plans are structured with reasonable time allocations.
Designs student assessments by ensuring that learning outcomes are assessed in a manner that matches expectations and are clearly communicated, modifying assessments as necessary, using formative assessments during instruction, and crafting lesson plans to allow adjustments based on formative assessment data.
Creates an environment of respect and rapport by ensuring classroom communication is uniformly respectful, responding effectively to disrespectful or off‑task behavior, ensuring that students participate willingly, and making general connections with individual students.
Establishes a culture of learning by communicating the importance of the content and that with hard work students can reach their full potential, demonstrating high regard for student abilities by conveying high expectations of student effort, eliciting student effort to achieve high‑quality work, insisting on precise use of language by students.
Manages classroom procedures by engaging students proactively during small group or independent work, transitioning smoothly between large and small group activities, establishing efficient routines for the distribution and collection of materials, ensuring that classroom routines function smoothly.
Manages student behavior through the establishment and implementation of effective standards of conduct, ensuring that student behavior is generally appropriate, frequently monitoring student behavior, and effectively responding to misbehavior.
Organizes physical space by ensuring that the classroom is safe, that all students are able to see and hear the teacher and see the board, arranging classroom to support instructional goals and activities, and making appropriate use of available technology.
Effectively communicates with students by stating clearly what students will be learning, explaining content, inviting student participation and thinking, avoiding content errors, describing specific strategies, inviting students to interpret them in the context of their learning, promoting student engagement and seeking indicators that they understand instructions, modeling processes, employing correct vocabulary and usage appropriate to the lesson, explaining vocabulary as needed.
Uses questioning and discussion techniques, employing open‑ended questions that invite students to think and offer multiple possible answers; using wait time, calling on most students including those who do not volunteer, engaging many students in active discussion, and prompting students to justify their reasoning.
Engages students in learning by ensuring that students are intellectually engaged, encouraging higher‑order thinking by creating tasks with multiple correct approaches, inviting students to explain their thinking, ensuring materials and resources require intellectual engagement, pacing lessons to provide students time to engage, and using groupings suitable to lesson activities.
Uses assessments in instruction, making standards of high‑quality work clear, eliciting evidence of student understanding, inviting students to assess their own work, providing feedback with specific and timely guidance.
Demonstrates flexibility and responsiveness, incorporating student interests into lesson, employing alternate approaches when students encounter difficulty, making adjustments to the lesson as needed.
Reflects on teaching, accurately assessing effectiveness of instruction, identifying specific ways to improve lessons.
Maintains accurate records, establishing efficient processes for recording student work, attainment of learning goals and non‑instructional information, ensuring student access to information about assignments, enabling students to see how they are progressing.
Communicates with families, making information about instruction regularly available, routinely making available information about student progress, developing activities to engage families in their children's learning, ensuring communications with families are appropriate to cultural norms.
Is present at school to fulfill daily necessary professional obligations, including student conferences, class preparation, curriculum improvement, staff and in‑service meetings, and parent conferences.
Participates in a professional learning community, maintaining supportive and collaborative relationships with colleagues, participating in school events and community activities and projects.
Grows and develops professionally, seeking regular opportunities for continued professional development, welcoming classroom supervision to gain insight and feedback.
Shows professionalism, demonstrating honesty and high standards of integrity, actively addressing student needs, working to provide opportunities for student success, participating in team and departmental decision making, and complying with District regulations.
Maintains effective and respectful working relationships with staff and students.
Additional Responsibilities – Special Education Specific
Provides specially designed instruction, including Behavior Instruction, Cognitive Instruction or Work Exploration, for students in accordance with their Individual Education Plan (IEP).
Manages and coordinates the IEP and eligibility process for all students on caseload; confers with parents, administrators, testing specialists, social workers, and other professionals to develop IEPs aimed at promoting educational, physical and social/emotional development.
Provides behavior management programs to control atypical behavior and increase appropriate behavior.
Schedules and manages the activities of paraprofessionals, including delegating duties to Instructional Assistants, monitoring effectiveness, and providing direction and training as needed.
Serves as a member of multidisciplinary teams.
Maintains close communication with parents, guardians, concerned agencies and outside professional consultants.
Communicates with general education teachers regarding specific IEP needs of students within regular classroom environments; counsels teachers on effective modifications and ensures students are receiving the necessary instructional support as identified on the student's IEP.
Provides expert guidance on the application of Special Education law in the classroom and appropriate instructional strategies.
Working Conditions
The Special Education Teacher works primarily in a school building. The curriculum may require occasional outdoor supervision during inclement weather. The teacher must stand and walk for extended periods, speak, and hear in loud environments. Exposure to indoor temperatures, dirt, and communicable diseases may occur. The role involves a high level of interaction with diverse families and requires composure under stress. Planning, assessment, and communication with students and families often require evenings and weekends.
EEO Statement
The Central Point School District recognizes the diversity and worth of all individuals and groups. It is the policy of the Central Point School District that there will be no discrimination or harassment of individuals or groups based on race, color, religion, gender, sexual orientation, gender identity, gender expression, national origin, marital status, age, veterans' status, genetic information or disability in any educational programs, activities or employment.
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