Elementary Mild/Moderate Special Education - Teacher (2026 - 2027 School Year).

Crossroads Charter Schools•Kansas City, MO

4d•$46,524 - $72,069•Onsite

About The Position

Crossroads Charter Schools is seeking highly effective, qualified, and motivated individuals to join our organization. The ideal candidates will have experience in urban education and be committed to our four core values: High Expectations, Real World Learning, Creative Culture, and Belonging. Crossroads Charter Schools is an equal opportunity employer. Applicants are considered for all positions without regard to sex, race, religion, color, national origin, ancestry, age, disability, sexual orientation, gender identity, or any other factor prohibited by law. This position is for a Mild/Moderate Special Education Teacher at the Elementary level. The direct supervisor is the Director of Special Education, or designee. At Crossroads Charter Schools, we develop school environments where all students are actively and meaningfully engaged in rigorous instruction and authentic learning tasks. We aim to interrupt the “school to prison pipeline” by addressing policies and practices that push at-risk students out of school. We engage families as partners and nurture an open, collaborative, and trusting environment because the work is enormous, deeply personal, emotional, and often difficult. We also engage in on-going job-embedded professional development through co-teaching and co-planning. The Special Education Teacher is responsible for educating children with a variety of physical, mental, and emotional disabilities. This includes managing legally required federal paperwork such as the Individualized Educational Plan (IEP), which outlines necessary supports, accommodations, and goals for each child, encompassing both academic and behavioral concerns. The ideal candidate has experience with students diagnosed with Autism, Intellectual Disability, Emotional Disturbance, and Other Health Impairment. The teacher should be a hardworking, goal-oriented, and enthusiastic professional with excellent subject knowledge and a sound understanding of the Missouri Learning Standards and Common Core State Standards. Experience with administering MAP-A (alternate state assessment) is also desired. Applicants are asked to submit a cover letter, resume, and references.

Requirements

Bachelor’s or Master’s Degree in Education
Valid Missouri teaching certificate
Demonstrated success in urban education
Excellent organization skills and an ability to coordinate multiple tasks and activities
Outstanding verbal and written communication skills and an ability to keep multiple stakeholder groups, including parents, teachers, staff, volunteers and partners, informed of critical issues, activities and schedules.
Excellent work ethic, positive attitude, flexibility and willingness to perform tasks assigned
Demonstrates ethical behavior and confidentiality of information about students and teachers in the school environment and community.
Must pass extensive background check.
Both federal and state law requires all public school personnel to submit to and pass a criminal background check prior to employment by the school. Crossroads Charter Schools is required by law to exclude from employment any person who has pleaded to or been found guilty of a felony or crime involving moral turpitude under the laws of the State of Missouri, any other State of the United States or any other country, whether or not a sentence is or was imposed.
The school will consider the nature of the offense and the relationship between the offense and the position for which you are applying.

Nice To Haves

Desire to continue professional development
Experience working with students with a variety of disabilities, including, but not limited to, Autism, Intellectual Disability, Emotional Disturbance, and Other Health Impairment.
Experience with administering MAP-A (alternate state assessment).

Responsibilities

Assesses the needs of students, and supports students in their educational goals as determined by the student’s Individual Education Plan (IEP).
Performs educational assessments of students, including an observation of the student, review of the student’s educational history, conferences with the student’s teachers, and an evaluation and analysis of the student’s academic performance and learning characteristics.
Provides individual and small group push-in or pull-out instruction as assigned.
Reports educational assessment findings to parents, classroom teachers, supervisor and administration.
Works with students in the classroom including those who have mild to severe disabilities, using specialized techniques to help them reach their goals.
Collaborates with other staff, including paraprofessionals, general education teachers, support staff, and administrators in advocating for student needs.
Actively participates in the deliberations and classification of educationally disabled students and assists in the planning of IEPs as well as in coordinating, developing, monitoring and evaluating the effectiveness of the IEP.
Maintains confidential records on all referred students and student/parent contacts in accordance with federal and state law, Board policy and the procedure of the school’s special education program.
Serves as a resource to school personnel on the nature, causes, and solutions of the learning problems of students.
Maintains effective and efficient record keeping procedures.
Demonstrates gains in student performance.
Completes quarterly progress reports on each student in the program.
Provides a positive environment in which students are encouraged to be actively engaged in the learning process.
Communicates effectively, both orally and in writing, with students, parents, and other professionals on a regular basis.
Collaborates with peers to enhance the instructional environment.
Acts in a professional and ethical manner at all times and complies with school policies, procedures, and expectations.
Performs other duties and responsibilities as assigned by their supervisor.
All work responsibilities are subject to having performance goals and/or targets established as part of the annual performance planning process or as the result of organizational planning.
Collaborates with the Speech Language Pathologist as most students in the RISE program have communication needs.
Teaches social skills and functional skills based on the students IEP goals.