Special Education Teacher (Self Contained) - 1.0 FTE - South Medford High School
Young World Physical Education, Medford, OR, United States
Special Education Teacher (Self Contained) - 1.0 FTE - South Medford High School (2026-27)
Medford School District, 549C South Medford High School – Medford, Oregon
Job Details
Job ID:
5665551
Application Deadline:
Posted until filled
Posted:
Apr 23, 2026 7:00 AM (UTC)
Starting Date:
To Be Determined
Position Type:
Full‑Time
Salary:
$47,941 to $91,725 Annual Salary
Job Description
Permanent 1.0 FTE position to begin with the 2026-27 school year.
Salary range is pending final budget approval for the 2026-27 school year; posted salary range is for the 2025-26 school year.
$5,000 sign‑on bonus for new to district and first‑time Special Education teachers.
Our Mission:
ALL Own Their Present and Future, ALL Are Known and Challenged, ALL Achieve Their Potential, ALL Options are Open and Hopeful
Job Title:
Special Education Classroom Teacher
Classification:
Certified
Supervisor:
Principal
FLSA Status:
Exempt
Days:
192
Summary:
Under the direction of the Building Principal and Director of Special Education, the Licensed Special Education Teacher develops and provides specialized instruction to meet the unique needs of students with disabilities; evaluates and assesses student progress against instructional objectives; follows State and Federal requirements and functions as a case manager to assigned students. The Special Education Teacher may be required to work before or after the contractual year and will be compensated at the per diem rate.
Essential Duties and Responsibilities
Develops, implements annual Individualized Educational Program (IEP) plans for students, provides ongoing or follow‑up assessments, and continually tracks progress and makes modifications as necessary.
Coordinates the delivery of special education services in each student’s IEP.
Develops, completes, and maintains all paperwork mandated by local, state, and federal guidelines, laws, and regulations.
Maintains knowledge of special education teaching methods, research, and best practices through professional development and study.
Provides direction, supervision, and evaluation of educational assistants as directed.
Collaborates and consults with educational professionals and community service providers regarding the needs of students.
Provides consultation to classroom teachers regarding classroom adaptations, instructional modifications, adaptive equipment, behavior modification plans, and other similar instructional interventions to meet the needs of students with disabilities.
Employs, and implements a classroom structure and consistency to encourage student responsibility, cooperation, and mutual respect consistent with district policies and procedures.
Participates on school‑level teams and provides input on Tier 3 interventions.
Professional Preparedness and Growth
Instruction reflects a well‑planned and effective methodology.
Develop and implement instructional practices and strategies that include multiple assessment methods, support students in meeting rigorous learning goals, and engage and encourage learners to develop a deep understanding of content areas.
Meet district, state, and federal timelines and legal requirements. Maintain student records and confidentiality.
Understand how learners grow and develop, recognizing variations within and across cognitive, linguistic, social, emotional, and physical areas, as the diversity of cultures and communities; implement and ensure a developmentally appropriate, challenging, and high‑standards learning environment.
Make objective, non‑emotional, well‑informed decisions regarding the welfare of students.
Instruction reflects adequate and current knowledge of essential skills, literacy promotion, and technology.
Improves professional skills through in‑service workshops, district meetings, continuing education, etc.
Goal setting and cooperative planning with the supervisor.
Principles of Teaching and Learning
Shows respect, consideration, and fairness to students varying learning levels.
Meets the needs of students with unique interests, abilities, and learning challenges.
Gives students personal help and positive reinforcement.
Challenges students to think and express their thoughts through engaging lessons and activities.
Helps students set achievement expectations and evaluate their progress.
Establishes and communicates clear objectives for all learning activities.
Provides a variety of learning materials and resources for use in educational activities.
Makes it clear to the students what they are learning and why.
Multi‑Ethnic/Multi‑Cultural Education
Aware and appreciates cultural diversity and the importance of communication skills reflecting sensitivity to the feelings of all persons regardless of race, color, religion, sex, age or national origin.
Evaluation
Closely monitors the progress of students.
Uses tests and/or other evaluative information in planning instructional units and after instruction to determine if goals have been met.
Updates and maintains accurate and complete student progress and development records as required by the school, district, state, and federal policies, regulations, and laws.
Consults the principal, specialist, other teachers in the school, and students in evaluating their plans, methods, and results.
Uses instruments and methods that effectively measure students' attainment of learning goals.
Makes clear to students how to achieve success.
Communicates professionally with parents/guardians, colleagues, and students regarding student achievement behavior.
Classroom Management
Develops and implements effective classroom management strategies, providing a safe, secure, and respectful learning environment; positively communicates student behavior expectations; conveys reminders, rules, and expectations with consistency and equity while recognizing the unique qualities and characteristics of the individual.
Communication Skills
Regularly communicates with parents, students, colleagues, and supervisors in writing and verbally in a professionally appropriate manner.
Keeps parents, teachers, and administrators informed of the progress and program of each student.
Actively listens to concerns, problems, or issues and formulates a professionally appropriate response aligned with the Medford School District’s core values.
Encourages and builds strong school‑to‑home and community partnerships to better serve all students’ needs in the Medford School District.
Routes and/or directs parents, students, or patrons to the appropriate location of information or person(s) that can provide clarity in situations where the teacher cannot respond entirely or to something complex.
Organizational Responsibilities
Maintains accurate records and documentation as required by law in the confidential file of each student.
Coordinates and collaborates with regular teachers and other professional staff to develop and implement individualized educational programs.
Schedules and conducts meetings to develop individualized educational programs with all team members at a mutually agreeable time.
Observes correct timelines and sequences required by the Individuals with Educational Disabilities Act, PL 101‑746.
Collects data and submits reports as required for assigned students.
Provides complete data to the school and district administration as requested for management purposes.
Cooperates with and supports faculty members.
Observes the spirit and intent of the rules and regulations of the school and school system.
Assumes necessary non‑instructional responsibilities.
Encourages parent participation in school programs and activities.
Shares responsibilities with all other employees for promoting educational goals and developing public acceptance of the school system.
Marginal Duties and Responsibilities
Sets up room for various activities and cleans up after activities.
Answers telephones, answers questions, or takes messages and forwards them to the appropriate person(s).
Assists with school‑wide events.
Assists with in‑home visits.
Other related duties as assigned.
Supervisory Responsibilities
All Medford School District employees supervise students and maintain a safe environment.
Physical Demands
Stamina for 8 hours of student instruction and supervision.
Use of hands for repetitive motions, such as writing and typing.
Standing/Walking: 3‑6 hours/day and sitting 2‑4 hours/day.
Occasional bending, kneeling, squatting, climbing of stairs or ladders.
Lifting/carrying: Up to 40 lbs.
Occasional physical interaction with students, as required by law, and to ensure the physical safety of the student and/or others.
Close vision (clear vision at 20 inches or less).
Distance vision (clear vision at 20 feet or more).
Peripheral vision (ability to observe an area that can be seen up and down or to the left and right while eyes are fixed on a given point).
Speak clearly enough to be understood by others.
Identify and understand the speech of another person.
Emotional stability to work effectively under pressure and control all aspects of the job.
Work Environment
The work environment characteristics described here represent those employees may encounter while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential job functions.
The noise level in the work environment is usually low to moderate. Employees may be exposed to blood‑borne pathogens and temperature fluctuations, fumes, odors, and dust.
Note:
This is not necessarily an exhaustive or all‑inclusive list of responsibilities, skills, duties, requirements, efforts, functions, or working conditions associated with the job. This job description is not a contract of employment or a promise or guarantee of any specific terms or conditions of employment. The school district may add to, modify or delete any aspect of this job (or the position itself) whenever it deems advisable.
Qualifications
Education and/or Experience:
Must be eligible for or adequately licensed by the Teacher Standards and Practices Commission for assignment as a special education teacher. Experience varies depending on the assignment. Must be familiar with state/federal/local laws regarding Special Education.
Interpersonal Skills:
Ability to interact appropriately with teachers, staff, community members, and students. Focuses on solving conflict; maintains confidentiality; contributes to building a positive team spirit.
Language Skills:
Ability to communicate verbally and in writing fluently in English. Preference may be given to applicants fluent in English and Spanish. Ability to present information and respond effectively to questions in one‑on‑one, small, and large group situations to students and other school staff. Ability to read and interpret documents such as safety rules, operating and maintenance instructions, procedure manuals, and governmental regulations. Ability to write routine reports and correspondence.
Mathematical Skills:
Ability to calculate figures and amounts such as discounts, interest, proportions, percentages, area, circumference, and area. Ability to apply basic concepts of algebra, geometry, fractions, percentages, ratios, and proportions to practical situations.
Reasoning:
Ability to apply common sense understanding to complete instructions furnished in written, oral, schedule, or diagram form. Ability to deal with problems involving several concrete variables in standardized situations.
Computer Skills:
General knowledge of computer usage and ability to use database software, e‑mail, internet software, spreadsheets, teaching software, and word processing software.
Certificates, Licenses, Registrations:
Hold current Oregon Teaching Certificate with proper endorsement(s) in assigned subject matter and grade level.
Job Requirements
Citizenship, residency or work visa required.
Contact Information
Jonathan Lyons, Principal
SOUTH MEDFORD HIGH SCHOOL
Email: jonathan.lyons@medford.k12.or.us
#J-18808-Ljbffr
Medford School District, 549C South Medford High School – Medford, Oregon
Job Details
Job ID:
5665551
Application Deadline:
Posted until filled
Posted:
Apr 23, 2026 7:00 AM (UTC)
Starting Date:
To Be Determined
Position Type:
Full‑Time
Salary:
$47,941 to $91,725 Annual Salary
Job Description
Permanent 1.0 FTE position to begin with the 2026-27 school year.
Salary range is pending final budget approval for the 2026-27 school year; posted salary range is for the 2025-26 school year.
$5,000 sign‑on bonus for new to district and first‑time Special Education teachers.
Our Mission:
ALL Own Their Present and Future, ALL Are Known and Challenged, ALL Achieve Their Potential, ALL Options are Open and Hopeful
Job Title:
Special Education Classroom Teacher
Classification:
Certified
Supervisor:
Principal
FLSA Status:
Exempt
Days:
192
Summary:
Under the direction of the Building Principal and Director of Special Education, the Licensed Special Education Teacher develops and provides specialized instruction to meet the unique needs of students with disabilities; evaluates and assesses student progress against instructional objectives; follows State and Federal requirements and functions as a case manager to assigned students. The Special Education Teacher may be required to work before or after the contractual year and will be compensated at the per diem rate.
Essential Duties and Responsibilities
Develops, implements annual Individualized Educational Program (IEP) plans for students, provides ongoing or follow‑up assessments, and continually tracks progress and makes modifications as necessary.
Coordinates the delivery of special education services in each student’s IEP.
Develops, completes, and maintains all paperwork mandated by local, state, and federal guidelines, laws, and regulations.
Maintains knowledge of special education teaching methods, research, and best practices through professional development and study.
Provides direction, supervision, and evaluation of educational assistants as directed.
Collaborates and consults with educational professionals and community service providers regarding the needs of students.
Provides consultation to classroom teachers regarding classroom adaptations, instructional modifications, adaptive equipment, behavior modification plans, and other similar instructional interventions to meet the needs of students with disabilities.
Employs, and implements a classroom structure and consistency to encourage student responsibility, cooperation, and mutual respect consistent with district policies and procedures.
Participates on school‑level teams and provides input on Tier 3 interventions.
Professional Preparedness and Growth
Instruction reflects a well‑planned and effective methodology.
Develop and implement instructional practices and strategies that include multiple assessment methods, support students in meeting rigorous learning goals, and engage and encourage learners to develop a deep understanding of content areas.
Meet district, state, and federal timelines and legal requirements. Maintain student records and confidentiality.
Understand how learners grow and develop, recognizing variations within and across cognitive, linguistic, social, emotional, and physical areas, as the diversity of cultures and communities; implement and ensure a developmentally appropriate, challenging, and high‑standards learning environment.
Make objective, non‑emotional, well‑informed decisions regarding the welfare of students.
Instruction reflects adequate and current knowledge of essential skills, literacy promotion, and technology.
Improves professional skills through in‑service workshops, district meetings, continuing education, etc.
Goal setting and cooperative planning with the supervisor.
Principles of Teaching and Learning
Shows respect, consideration, and fairness to students varying learning levels.
Meets the needs of students with unique interests, abilities, and learning challenges.
Gives students personal help and positive reinforcement.
Challenges students to think and express their thoughts through engaging lessons and activities.
Helps students set achievement expectations and evaluate their progress.
Establishes and communicates clear objectives for all learning activities.
Provides a variety of learning materials and resources for use in educational activities.
Makes it clear to the students what they are learning and why.
Multi‑Ethnic/Multi‑Cultural Education
Aware and appreciates cultural diversity and the importance of communication skills reflecting sensitivity to the feelings of all persons regardless of race, color, religion, sex, age or national origin.
Evaluation
Closely monitors the progress of students.
Uses tests and/or other evaluative information in planning instructional units and after instruction to determine if goals have been met.
Updates and maintains accurate and complete student progress and development records as required by the school, district, state, and federal policies, regulations, and laws.
Consults the principal, specialist, other teachers in the school, and students in evaluating their plans, methods, and results.
Uses instruments and methods that effectively measure students' attainment of learning goals.
Makes clear to students how to achieve success.
Communicates professionally with parents/guardians, colleagues, and students regarding student achievement behavior.
Classroom Management
Develops and implements effective classroom management strategies, providing a safe, secure, and respectful learning environment; positively communicates student behavior expectations; conveys reminders, rules, and expectations with consistency and equity while recognizing the unique qualities and characteristics of the individual.
Communication Skills
Regularly communicates with parents, students, colleagues, and supervisors in writing and verbally in a professionally appropriate manner.
Keeps parents, teachers, and administrators informed of the progress and program of each student.
Actively listens to concerns, problems, or issues and formulates a professionally appropriate response aligned with the Medford School District’s core values.
Encourages and builds strong school‑to‑home and community partnerships to better serve all students’ needs in the Medford School District.
Routes and/or directs parents, students, or patrons to the appropriate location of information or person(s) that can provide clarity in situations where the teacher cannot respond entirely or to something complex.
Organizational Responsibilities
Maintains accurate records and documentation as required by law in the confidential file of each student.
Coordinates and collaborates with regular teachers and other professional staff to develop and implement individualized educational programs.
Schedules and conducts meetings to develop individualized educational programs with all team members at a mutually agreeable time.
Observes correct timelines and sequences required by the Individuals with Educational Disabilities Act, PL 101‑746.
Collects data and submits reports as required for assigned students.
Provides complete data to the school and district administration as requested for management purposes.
Cooperates with and supports faculty members.
Observes the spirit and intent of the rules and regulations of the school and school system.
Assumes necessary non‑instructional responsibilities.
Encourages parent participation in school programs and activities.
Shares responsibilities with all other employees for promoting educational goals and developing public acceptance of the school system.
Marginal Duties and Responsibilities
Sets up room for various activities and cleans up after activities.
Answers telephones, answers questions, or takes messages and forwards them to the appropriate person(s).
Assists with school‑wide events.
Assists with in‑home visits.
Other related duties as assigned.
Supervisory Responsibilities
All Medford School District employees supervise students and maintain a safe environment.
Physical Demands
Stamina for 8 hours of student instruction and supervision.
Use of hands for repetitive motions, such as writing and typing.
Standing/Walking: 3‑6 hours/day and sitting 2‑4 hours/day.
Occasional bending, kneeling, squatting, climbing of stairs or ladders.
Lifting/carrying: Up to 40 lbs.
Occasional physical interaction with students, as required by law, and to ensure the physical safety of the student and/or others.
Close vision (clear vision at 20 inches or less).
Distance vision (clear vision at 20 feet or more).
Peripheral vision (ability to observe an area that can be seen up and down or to the left and right while eyes are fixed on a given point).
Speak clearly enough to be understood by others.
Identify and understand the speech of another person.
Emotional stability to work effectively under pressure and control all aspects of the job.
Work Environment
The work environment characteristics described here represent those employees may encounter while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential job functions.
The noise level in the work environment is usually low to moderate. Employees may be exposed to blood‑borne pathogens and temperature fluctuations, fumes, odors, and dust.
Note:
This is not necessarily an exhaustive or all‑inclusive list of responsibilities, skills, duties, requirements, efforts, functions, or working conditions associated with the job. This job description is not a contract of employment or a promise or guarantee of any specific terms or conditions of employment. The school district may add to, modify or delete any aspect of this job (or the position itself) whenever it deems advisable.
Qualifications
Education and/or Experience:
Must be eligible for or adequately licensed by the Teacher Standards and Practices Commission for assignment as a special education teacher. Experience varies depending on the assignment. Must be familiar with state/federal/local laws regarding Special Education.
Interpersonal Skills:
Ability to interact appropriately with teachers, staff, community members, and students. Focuses on solving conflict; maintains confidentiality; contributes to building a positive team spirit.
Language Skills:
Ability to communicate verbally and in writing fluently in English. Preference may be given to applicants fluent in English and Spanish. Ability to present information and respond effectively to questions in one‑on‑one, small, and large group situations to students and other school staff. Ability to read and interpret documents such as safety rules, operating and maintenance instructions, procedure manuals, and governmental regulations. Ability to write routine reports and correspondence.
Mathematical Skills:
Ability to calculate figures and amounts such as discounts, interest, proportions, percentages, area, circumference, and area. Ability to apply basic concepts of algebra, geometry, fractions, percentages, ratios, and proportions to practical situations.
Reasoning:
Ability to apply common sense understanding to complete instructions furnished in written, oral, schedule, or diagram form. Ability to deal with problems involving several concrete variables in standardized situations.
Computer Skills:
General knowledge of computer usage and ability to use database software, e‑mail, internet software, spreadsheets, teaching software, and word processing software.
Certificates, Licenses, Registrations:
Hold current Oregon Teaching Certificate with proper endorsement(s) in assigned subject matter and grade level.
Job Requirements
Citizenship, residency or work visa required.
Contact Information
Jonathan Lyons, Principal
SOUTH MEDFORD HIGH SCHOOL
Email: jonathan.lyons@medford.k12.or.us
#J-18808-Ljbffr