Teacher: Special Education Co-Teach - English (26-27 SY)
Young World Physical Education, San Marcos, TX, United States
Special Education Teacher
Starting Date: Aug 5, 2026
Primary Purpose
Provide special education students with appropriate learning activities and experiences based on goals and objectives identified in the student’s IEP. Develop or modify curriculum and prepare lessons and other instructional materials according to students’ ability levels. Work in self‑contained, team, departmental, or itinerant capacities as assigned.
Qualifications
Education: Bachelor’s degree from an accredited university.
Certification: Valid Texas teaching certificate with special education endorsements.
ESL Certification required within twelve months for K‑5 General Education, 6‑12 English Language Arts Reading (ELAR), and Special Education (SPED) ACL teachers.
Special Knowledge/Skills:
Knowledge of special needs of students in the assigned area.
Knowledge of AD/RC/IRD Committee process and IEP goal‑setting.
General knowledge of curriculum and instruction.
Consultation and collaboration skills.
Minimum Experience: At least one year of student teaching or approved internship.
Major Responsibilities and Duties
Collaborate with students, parents and staff to develop IEPs through the AD/RC/IRD Committee.
Implement an instructional or therapeutic program for assigned students and provide written evidence of preparation.
Plan and use appropriate instructional strategies, activities, materials, and equipment reflecting accommodations for individual needs.
Collaborate with classroom teachers to adapt regular curricula and assist students included in regular classes with assignments.
Prepare for AD/RC/IRD meetings:
Update existing IEPs with written notation.
Administer criterion‑referenced or curriculum‑based assessments according to department procedures.
Complete academic and/or developmental/behavioral competencies information (PLAAFP).
Draft modifications of regular education instruction.
Draft new IEP goals and objectives for parent review.
Participate in AD/RC/IRD meetings:
Attend as the deaf education representative.
Discuss student progress, current competencies, proposed goals, class schedule, modifications, and supplemental aids.
Provide information on state testing recommendations and prior year results.
Report transition goals and activities as needed.
After AD/RC/IRD meetings:
Distribute IEP paperwork to responsible teachers.
Utilize supplemental aids determined by the committee.
Implement the student’s IEP.
Provide written evidence of student growth through progress reports.
Conduct formal and informal assessments of student learning styles and use results to guide instruction.
Present subject matter according to IEP guidelines.
Employ a variety of instructional techniques and media consistent with student needs and capabilities.
Plan and supervise assignments for instructional assistants, aides, and volunteers.
Use assistive technology in the teaching and learning process.
Consistently assess student achievement through formal and informal testing.
Supervise personal care, medical care, and/or feeding for students as stated in IEP.
Take responsibility for assigned extracurricular activities and may sponsor approved outside activities.
Model positive behavior in support of the district mission.
Create a learning environment conducive to the physical, social, and emotional development of students.
Manage student behavior and administer discipline, including crisis intervention and restraint when indicated by IEP and training.
Consult with regular classroom teachers and other staff on behavior management per IEP.
Consult with district and outside resources on behavior management per IEP.
Take precautions to protect students, equipment, and facilities.
Assist in selecting books, equipment, and instructional materials.
Maintain open communication with students and parents consistently.
Proactively seek parental support and input through:
Communicating needs and progress to parents.
Assisting parents in contacting community agencies.
Documenting conferences and contacts with agencies.
Maintain professional relationships with colleagues, students, parents, and community.
Use clear communication skills.
Participate in district/campus staff development programs.
Demonstrate professional, ethical, and responsible behavior.
Stay informed of federal, state, district, and school regulations and policies for special education teachers.
Compile, maintain, and file all required reports and records.
Follow district grading and homework policies.
Attend faculty meetings and serve on staff committees as required.
Maintain confidentiality of student records.
Comply with all district and campus routines and regulations.
Report to work at the designated site on a regular daily basis.
Perform other duties assigned by supervisor or principal.
Work Conditions
Mental Demands: Effective verbal and written communication; instruction; emotional control under stress.
Physical Demands: Frequent standing, stooping, bending, kneeling, pushing, pulling, and regular heavy lifting of students.
Environmental Factors: Exposure to bacteria, communicable diseases, and potential violent behavior from students.
Contact Information
SMCISD / Human Resources
1331 SH 123, San Marcos, Texas 78666
Phone: (512) 393-6702
Email: hr@smcisd.net
#J-18808-Ljbffr
Starting Date: Aug 5, 2026
Primary Purpose
Provide special education students with appropriate learning activities and experiences based on goals and objectives identified in the student’s IEP. Develop or modify curriculum and prepare lessons and other instructional materials according to students’ ability levels. Work in self‑contained, team, departmental, or itinerant capacities as assigned.
Qualifications
Education: Bachelor’s degree from an accredited university.
Certification: Valid Texas teaching certificate with special education endorsements.
ESL Certification required within twelve months for K‑5 General Education, 6‑12 English Language Arts Reading (ELAR), and Special Education (SPED) ACL teachers.
Special Knowledge/Skills:
Knowledge of special needs of students in the assigned area.
Knowledge of AD/RC/IRD Committee process and IEP goal‑setting.
General knowledge of curriculum and instruction.
Consultation and collaboration skills.
Minimum Experience: At least one year of student teaching or approved internship.
Major Responsibilities and Duties
Collaborate with students, parents and staff to develop IEPs through the AD/RC/IRD Committee.
Implement an instructional or therapeutic program for assigned students and provide written evidence of preparation.
Plan and use appropriate instructional strategies, activities, materials, and equipment reflecting accommodations for individual needs.
Collaborate with classroom teachers to adapt regular curricula and assist students included in regular classes with assignments.
Prepare for AD/RC/IRD meetings:
Update existing IEPs with written notation.
Administer criterion‑referenced or curriculum‑based assessments according to department procedures.
Complete academic and/or developmental/behavioral competencies information (PLAAFP).
Draft modifications of regular education instruction.
Draft new IEP goals and objectives for parent review.
Participate in AD/RC/IRD meetings:
Attend as the deaf education representative.
Discuss student progress, current competencies, proposed goals, class schedule, modifications, and supplemental aids.
Provide information on state testing recommendations and prior year results.
Report transition goals and activities as needed.
After AD/RC/IRD meetings:
Distribute IEP paperwork to responsible teachers.
Utilize supplemental aids determined by the committee.
Implement the student’s IEP.
Provide written evidence of student growth through progress reports.
Conduct formal and informal assessments of student learning styles and use results to guide instruction.
Present subject matter according to IEP guidelines.
Employ a variety of instructional techniques and media consistent with student needs and capabilities.
Plan and supervise assignments for instructional assistants, aides, and volunteers.
Use assistive technology in the teaching and learning process.
Consistently assess student achievement through formal and informal testing.
Supervise personal care, medical care, and/or feeding for students as stated in IEP.
Take responsibility for assigned extracurricular activities and may sponsor approved outside activities.
Model positive behavior in support of the district mission.
Create a learning environment conducive to the physical, social, and emotional development of students.
Manage student behavior and administer discipline, including crisis intervention and restraint when indicated by IEP and training.
Consult with regular classroom teachers and other staff on behavior management per IEP.
Consult with district and outside resources on behavior management per IEP.
Take precautions to protect students, equipment, and facilities.
Assist in selecting books, equipment, and instructional materials.
Maintain open communication with students and parents consistently.
Proactively seek parental support and input through:
Communicating needs and progress to parents.
Assisting parents in contacting community agencies.
Documenting conferences and contacts with agencies.
Maintain professional relationships with colleagues, students, parents, and community.
Use clear communication skills.
Participate in district/campus staff development programs.
Demonstrate professional, ethical, and responsible behavior.
Stay informed of federal, state, district, and school regulations and policies for special education teachers.
Compile, maintain, and file all required reports and records.
Follow district grading and homework policies.
Attend faculty meetings and serve on staff committees as required.
Maintain confidentiality of student records.
Comply with all district and campus routines and regulations.
Report to work at the designated site on a regular daily basis.
Perform other duties assigned by supervisor or principal.
Work Conditions
Mental Demands: Effective verbal and written communication; instruction; emotional control under stress.
Physical Demands: Frequent standing, stooping, bending, kneeling, pushing, pulling, and regular heavy lifting of students.
Environmental Factors: Exposure to bacteria, communicable diseases, and potential violent behavior from students.
Contact Information
SMCISD / Human Resources
1331 SH 123, San Marcos, Texas 78666
Phone: (512) 393-6702
Email: hr@smcisd.net
#J-18808-Ljbffr