Teacher Special Education - Resource Programming (.5 Mulick Park/.5 Ridgemoor)
Young World Physical Education, Grand Rapids, MI, United States
Job Details
Job ID:
5671741
Application Deadline:
Posted until filled
Posted:
Apr 27, 2026 4:00 AM (UTC)
Starting Date:
To Be Determined
Position Type:
Full-Time
Salary:
$47,854 to $94,408 Per Year
Job Description
TEACHER – SPECIAL EDUCATION
DEPARTMENT:
Special Education
BARGAINING UNIT:
Grand Rapids Education Association (GREA)
WAGE:
Compensation is determined by a structured salary schedule. The starting salary is based on the candidate’s degree level and verified years of licensed or certificated experience.
DIRECT SUPERVISOR:
Special Education Supervisor
GRPS MISSION:
Our mission is to ensure that all scholars are educated, self-directed and productive members of society.
JOB SUMMARY:
The special education teacher is responsible for planning instruction and adaptation of the curriculum to accommodate scholars in the learning process. The special education teacher will function as the case manager for scholars with individualized education programs (IEPs) and oversee their compliance.
QUALIFICATIONS
Required Education and Experience:
Bachelor’s degree in education with endorsement in at least one area of special education (ASD, EI, CI, SLD, PI, HI, VI, TBI, etc.).
Current appropriate Michigan special education teaching certification.
Preferred Qualifications:
Experience teaching the International Baccalaureate curriculum.
Knowledge, Skills, and Abilities:
Demonstrated understanding of current research as to how children learn and the ability to motivate scholars to perform at their best.
Demonstrated competency in the administration and interpretation of academic testing and development of behavior support plans.
Ability to work in an economically, culturally, and racially diverse environment.
Ability to communicate effectively in the English language, both orally and in writing.
Ability to differentiate instruction, by using a variety of styles, and inspire mixed culture and ability classes by creating challenging and engaging learning opportunities for all scholars.
Ability to participate as a member of the team.
Ability to manage a diverse and demanding workload.
Consistently demonstrate dependable attendance and punctuality.
ESSENTIAL JOB FUNCTIONS
Essential functions under the Americans with Disabilities Act may include any of the following duties, knowledge, and skills. This list is illustrative only and is not a comprehensive listing of all functions and duties performed by employees in this position.
Develop Individualized Education Program(s) for scholars based on evaluation data and research-based practices.
Support scholar learning in the least restrictive environment.
Differentiate instruction to ensure scholar’s progress per the district’s Academic Plan.
Document scholar progress on goals and objectives, accommodations, service time, and discipline/suspensions (GRPS Discipline Tracking Record).
Monitor and document provision of educational services for scholars on caseload with 10 or more days of suspension.
Collaborate with all service providers, general education teachers, and other staff to assist in providing support and documentation for the implementation and review of existing evaluation data (REED) process.
Provide support to general education classroom teachers.
Develop, implement, and evaluate the effectiveness of behavior support plans.
Participate in special education/building/district meetings as directed by the special education supervisor.
Log and maintain monthly Service Capture reporting requirements for Medicaid Billing.
Maintain an electronic log to document scholars’ goals and objectives, accommodations, and other IEP related services.
Participate and support implementation of interventions in the Response to Intervention (RtI) and Scholar Success Team process as appropriate per building principal and/or special education supervisor.
Participate in implementation of positive behavior support initiative (PBIS) building initiatives.
Integrate technology use in the classroom.
Parent and Community Engagement
Make and maintain regular, positive contact with parents via phone calls, email and/or home visits including communicating scholar progress.
Establish and maintain effective written and oral communication and rapport with scholars, parents, and colleagues.
Participate in parent meetings, including IEP’s and Parent/Teacher Conferences.
Contribute to the development of a positive attitude between the school and the wider community through cooperative relations, publications, competitions, etc.
Other Duties
Display physical, social, mental, and emotional soundness in order to execute the duties of job.
Serve as a role model for all scholars and within school community.
Interact with co‑workers, administration, scholars, parents, and the community in positive, supportive, and cooperative ways.
Encourage the team spirit and contribute as a team member in the decision‑making processes of the school as facilitated by the building administrator.
Attend staff meetings and serve on committees as required.
Contribute to extra‑curricular activities and school programs, including recess duty as requested.
Maintain and promote school district goals and objectives.
Comply with state, federal and District policies, procedures, rules, and the union contract.
Consistently demonstrate dependable attendance and punctuality.
Perform other duties as assigned.
ADA REQUIREMENTS
The physical demands, work environment factors, and mental functions described below are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
PHYSICAL DEMANDS
While performing the duties of this job, the employee is required to stand, walk, sit, use hands to finger, handle, or feel, reach with hands and arms, climb or balance, stoop, kneel, crouch, or crawl, talk, and hear (in a quiet or noisy environment). The employee must occasionally lift and/or move up to 40 pounds. Specific vision abilities required by this job include close vision, distance vision, and ability to adjust/focus.
WORK ENVIRONMENT
The noise level in the work environment is usually moderate. Work is performed indoors although there will be required outdoor activities. The employee is directly responsible for the safety, well-being, and work output of scholars.
MENTAL FUNCTIONS
While performing the duties of this job, the employee is required to compare, analyze, communicate both orally and in writing, copy, coordinate, instruct, compute, synthesize, evaluate, use interpersonal skills, compile, and negotiate.
NON-DISCRIMINATION/ACCOMMODATION ASSISTANCE
The Grand Rapids Public Schools will not discriminate against any person based on race, sex, sexual orientation, gender, gender identity and expression, height, weight, color, religion, national origin, age, marital status, pregnancy, disability, veteran, or military status.
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Job ID:
5671741
Application Deadline:
Posted until filled
Posted:
Apr 27, 2026 4:00 AM (UTC)
Starting Date:
To Be Determined
Position Type:
Full-Time
Salary:
$47,854 to $94,408 Per Year
Job Description
TEACHER – SPECIAL EDUCATION
DEPARTMENT:
Special Education
BARGAINING UNIT:
Grand Rapids Education Association (GREA)
WAGE:
Compensation is determined by a structured salary schedule. The starting salary is based on the candidate’s degree level and verified years of licensed or certificated experience.
DIRECT SUPERVISOR:
Special Education Supervisor
GRPS MISSION:
Our mission is to ensure that all scholars are educated, self-directed and productive members of society.
JOB SUMMARY:
The special education teacher is responsible for planning instruction and adaptation of the curriculum to accommodate scholars in the learning process. The special education teacher will function as the case manager for scholars with individualized education programs (IEPs) and oversee their compliance.
QUALIFICATIONS
Required Education and Experience:
Bachelor’s degree in education with endorsement in at least one area of special education (ASD, EI, CI, SLD, PI, HI, VI, TBI, etc.).
Current appropriate Michigan special education teaching certification.
Preferred Qualifications:
Experience teaching the International Baccalaureate curriculum.
Knowledge, Skills, and Abilities:
Demonstrated understanding of current research as to how children learn and the ability to motivate scholars to perform at their best.
Demonstrated competency in the administration and interpretation of academic testing and development of behavior support plans.
Ability to work in an economically, culturally, and racially diverse environment.
Ability to communicate effectively in the English language, both orally and in writing.
Ability to differentiate instruction, by using a variety of styles, and inspire mixed culture and ability classes by creating challenging and engaging learning opportunities for all scholars.
Ability to participate as a member of the team.
Ability to manage a diverse and demanding workload.
Consistently demonstrate dependable attendance and punctuality.
ESSENTIAL JOB FUNCTIONS
Essential functions under the Americans with Disabilities Act may include any of the following duties, knowledge, and skills. This list is illustrative only and is not a comprehensive listing of all functions and duties performed by employees in this position.
Develop Individualized Education Program(s) for scholars based on evaluation data and research-based practices.
Support scholar learning in the least restrictive environment.
Differentiate instruction to ensure scholar’s progress per the district’s Academic Plan.
Document scholar progress on goals and objectives, accommodations, service time, and discipline/suspensions (GRPS Discipline Tracking Record).
Monitor and document provision of educational services for scholars on caseload with 10 or more days of suspension.
Collaborate with all service providers, general education teachers, and other staff to assist in providing support and documentation for the implementation and review of existing evaluation data (REED) process.
Provide support to general education classroom teachers.
Develop, implement, and evaluate the effectiveness of behavior support plans.
Participate in special education/building/district meetings as directed by the special education supervisor.
Log and maintain monthly Service Capture reporting requirements for Medicaid Billing.
Maintain an electronic log to document scholars’ goals and objectives, accommodations, and other IEP related services.
Participate and support implementation of interventions in the Response to Intervention (RtI) and Scholar Success Team process as appropriate per building principal and/or special education supervisor.
Participate in implementation of positive behavior support initiative (PBIS) building initiatives.
Integrate technology use in the classroom.
Parent and Community Engagement
Make and maintain regular, positive contact with parents via phone calls, email and/or home visits including communicating scholar progress.
Establish and maintain effective written and oral communication and rapport with scholars, parents, and colleagues.
Participate in parent meetings, including IEP’s and Parent/Teacher Conferences.
Contribute to the development of a positive attitude between the school and the wider community through cooperative relations, publications, competitions, etc.
Other Duties
Display physical, social, mental, and emotional soundness in order to execute the duties of job.
Serve as a role model for all scholars and within school community.
Interact with co‑workers, administration, scholars, parents, and the community in positive, supportive, and cooperative ways.
Encourage the team spirit and contribute as a team member in the decision‑making processes of the school as facilitated by the building administrator.
Attend staff meetings and serve on committees as required.
Contribute to extra‑curricular activities and school programs, including recess duty as requested.
Maintain and promote school district goals and objectives.
Comply with state, federal and District policies, procedures, rules, and the union contract.
Consistently demonstrate dependable attendance and punctuality.
Perform other duties as assigned.
ADA REQUIREMENTS
The physical demands, work environment factors, and mental functions described below are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
PHYSICAL DEMANDS
While performing the duties of this job, the employee is required to stand, walk, sit, use hands to finger, handle, or feel, reach with hands and arms, climb or balance, stoop, kneel, crouch, or crawl, talk, and hear (in a quiet or noisy environment). The employee must occasionally lift and/or move up to 40 pounds. Specific vision abilities required by this job include close vision, distance vision, and ability to adjust/focus.
WORK ENVIRONMENT
The noise level in the work environment is usually moderate. Work is performed indoors although there will be required outdoor activities. The employee is directly responsible for the safety, well-being, and work output of scholars.
MENTAL FUNCTIONS
While performing the duties of this job, the employee is required to compare, analyze, communicate both orally and in writing, copy, coordinate, instruct, compute, synthesize, evaluate, use interpersonal skills, compile, and negotiate.
NON-DISCRIMINATION/ACCOMMODATION ASSISTANCE
The Grand Rapids Public Schools will not discriminate against any person based on race, sex, sexual orientation, gender, gender identity and expression, height, weight, color, religion, national origin, age, marital status, pregnancy, disability, veteran, or military status.
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