Special Education Teacher Mild/Mod 2026-2027 (Southeast Campus)

Highline Academy•Denver, CO

10d•Onsite

About The Position

Highline Academy is seeking a Special Education Teacher for Inclusion based Mild/Mod on our middle school team for the 2026-2027 school year. Reporting directly to Highline’s campus principal, teachers are the heart of the organization, responsible for bringing the mission to life for students. The ideal candidate will be caring about the whole child, an excellent lesson planner, strong and nurturing in classroom management, and a skilled collaborator with teammates and families. We seek individuals with good communication skills, dedication to making a difference for each child, and a growth mindset. Special education teachers are expected to be advocates and devotees to inclusion. Highline Academy is committed to inclusive excellence, serving a diverse student population from various countries and linguistic backgrounds. The school offers a liberal arts education and provides academic interventionists and special education teachers at each grade level to support smaller group instruction. Highline Academy is a fully inclusive organization for students with special needs, integrating them into general education classrooms. The school implements a character education program called REACH, focusing on responsibility, empowerment, aspiration, citizenship, and honesty. Highline Academy is a students’ first, growth mindset organization, expecting all employees to model these values and adhere to all policies in the employee handbook.

Requirements

Valid teaching credential for Special Education or Enrolled in Aspire progressing towards a license
Teaching experience appropriate to the assignment
Demonstrated commitment to and understanding of the Highline mission
Highly qualified per No Child Left Behind (NCLB) specifications
Strong communication and collaboration skills
Be able to walk quickly, bend, kneel, crouch, sit, stand, grab or hold with one or both hands.
To be able to lift up to 40lbs without difficulty
To maintain appropriate demeanor and professional classroom behavior when working with children and adults
The ability to sit for extended periods during group training

Nice To Haves

Highline would be excited to fund your path to a Special Education License through the Aspire Program.

Responsibilities

Provides research-based specialized instruction to address the instructional goals and objectives contained within each student’s IEP.
Assesses student progress and determines the need for additional reinforcement or adjustments to instructional techniques.
Employs various teaching techniques, methods and principles of learning to enable students to meet their IEP goals.
Develops and implements annual Individualized Educational Plans for students to 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.
Schedules team meetings and works cooperatively with child study team members and others in developing instructional goals and strategies.
Coordinates the delivery of special education services in each student's IEP.
Creates a positive learning experience with emphasis in individualized instruction using appropriate sources including i-pads.
Serves as primary contact for the parent.
Conducts special education evaluations and reevaluations.
Provides direction, supervision and evaluation of educational assistants as directed.
Complies with School Board policies and all state/federal rules and regulations.
Completes all district and state reporting requirements.
Create a Positive Classroom Culture and Climate for students and TAs
Practice Effective Classroom Management
Plan and implement Masterful Content Delivery
Practice High-Impact Instructional Moves
Demonstrate Essential Knowledge of Students and Use of Data
Demonstrate Effective Collaboration and Engagement with students and colleagues
Demonstrate thoughtful reflection, learning and development
Manage both the instruction and case management for our students.
Provide individualized education to the students on their caseload in accordance with their IEP.
Meet with the general education teachers in whose room they support at least once a week to plan co-teaching.
Progress monitor students every two weeks (or more frequently if needed) on progress toward goals.
Use research based, targeted intervention curriculums to address student goals.
Evaluate any students who have moved through the MTSS process and have been identified for testing, or any student whose parent directly requests testing.
Be up to date on all CDE procedures for testing students and writing IEPs.
Complete all IEPs in ENRICH, or alternate DPS database.
Communicate with all parties (parents, teachers, and other parties as need) regarding IEPs including setting up meetings, review of goals and accommodations, progress monitoring with current data, and addressing concerns as they arise.
Meet with district support partners, meet with IP cohort team as needed, and participate in school based coaching meetings.
Set the tone with their students each day and set up the community expectations for their students.
Build positive relationships with their students and also hold them to high expectations.
Manage their groups with positive proactive systems and strong rituals and routines.
Build relationships with families through phone calls and both formal and informal meetings.
Attend parent teacher conferences for the students on their caseload, either with the homeroom teacher or host a conference independently.
Show up for at least three evening or weekend events such as the music performances for their grade level, the Cultural Fair and the Fall festival.
Help plan and lead at least one event for families during the year such as a parent education meeting or a student demonstration of learning.