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

Pueblo School District 60•Pueblo, CO

17h•Onsite

About The Position

It is essential that all employees of Pueblo School District 60 understand our mission is to provide a high-quality education that assures each student the knowledge, skills, and dispositions to lead a life of purpose and impact. Employees support the community and thrive in connecting with our students by embracing the core values of the district, which state: We believe that the success of every student is our most important commitment. We believe that collaboration and engagement with our community, parents, staff, and students are essential to our success. We believe that we must act with integrity, celebrate diversity, and promote equity. We believe that each individual must be treated with dignity and respect. We believe that the social and emotional well-being of our students is as important as their academic needs. We believe that it is our responsibility to provide a safe, positive, and supportive environment for our students and staff We believe that our community heritage, traditions, and history should inform our response to future student and district needs. As we embrace these values and consider their impact, we will achieve our vision of being a high performing school district that inspires community confidence. Each employee plays a part, and that contribution should bring us closer to helping each student achieve their dreams. Job Title: ESS Special Education Generalist Teacher Work Year: 165 days Department: Teaching and Learning Services Reports To: School Principal Salary Range: Teacher Salary Schedule Benefits: Fringe Benefits based on PEA Negotiated Agreement Status: FLSA Status: Exempt SUMMARY OF FUNCTIONS: 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. QUALIFICATIONS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. 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.

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

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 balances 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