26 - ESS Special Education Generalist Teacher (2026 - 2027 School Year)

Pueblo School District 60•Pueblo, CO

3d•Onsite

About The Position

The primary responsibility of the ESS Teacher is to provide support to the instructional process by developing ESS students' success in academics, interpersonal skills, and activities of daily learning; Performs instructional and related duties in accordance with District policies and terms of the teacher contract. The Teacher also maintains a cooperative attitude with staff, parents, and students. This role is for the 2026-2027 School Year and is located at East High School.

Requirements

Valid Colorado Teaching License within 60 days from date of hire.
Endorsement in applicable level of teaching (i.e Elementary or Secondary).
Teacher must be highly qualified in ESS through the following options: Endorsement on a Colorado teaching license in: Special Education Generalist or Special Education Specialist Endorsement or Trainable Child or Educable Mentally Handicapped, Multi-handicapped, Severe Needs Cognitive, Profound Needs.
36 semester credit hours applicable to content area.
Passing score on a State Board of Education approved content exam (currently the ETS Praxis Series).
Be eligible for a Teacher in Residence (TIR) or Alternative Licensing Program in content area.
Employee must complete a fingerprint-based criminal background check and must be cleared by the Office of Human Resources.
Must be able to communicate effectively in English, both orally and in writing, using proper grammar and vocabulary.
Must have the ability and proven ability to report to work on a regular and punctual basis.

Nice To Haves

Experience in a Title I or low income setting.
Experience with AVID implementation.
Experience with Teach Like A Champion Strategies.
Previous experience as a certified teacher.

Responsibilities

Provide direct and indirect instructional support to students in a positive environment.
Employ special education strategies and techniques during instruction to improve the development of sensory and perceptual motor skills, language, cognition, and memory.
Confer with parents, administrators, testing specialists, social workers, and other professionals to develop and implement individualized education programs (IEPs) designed to promote students' educational, physical, and social/emotional development and include: present levels of educational performance, special education needs, instructional goals and objectives, and the special education and related services required to meet those goals.
Instruct students in academic subjects using a variety of techniques such as phonetics, multi-sensory learning, and repetition to reinforce learning and to meet students' varying needs and interests.
Teach socially acceptable behavior, as determined by the students' individualized education programs (IEPs) by employing techniques in an overall positive behavioral support system.
Provide consultation to classroom teachers regarding classroom adaptions, instructional modifications, adaptive equipment, behavior modification plans, and other similar instructional interventions to meet the needs of students with disabilities.
Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.
Assess student progress and determine the need for additional reinforcement or adjustments to instructional techniques.
Establish and enforce rules for behavior and procedures for maintaining an environment conducive to learning for all students.
Meet with parents to discuss their children's progress and to determine priorities for their children and their individualized educational needs.
Schedule team meetings and work cooperatively with child study team members and others in developing instructional goals and strategies.
Maintain accurate and complete student records and prepare reports on children and activities, as required by laws, district policies, and administrative regulations.
Establish clear objectives for all lessons, units, and projects and communicate those objectives to students.
Develop plans for effective communication, monitoring, and follow-up of students in inclusive classroom settings.
Serve as primary contact for parents.
Provide crisis intervention, as needed, for students and those in inclusive classrooms.
Assist in collection of data for providing appropriate classroom interventions.
Assist in preparation of data for local, state, and federal reports.
Participate in department, school, district, and parent meetings.
Perform any and all other duties as assigned by Building or Program Administrators.