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

Highline Academy•Denver, CO

1d•Onsite

About The Position

Highline Academy is seeking a Special Education Elementary Teacher for their Northeast Campus, focusing on an inclusion-based model for students with mild/moderate needs. This role is responsible for providing specialized instruction, developing Individualized Educational Plans (IEPs), assessing student progress, and collaborating with a team of educators and support staff. The teacher will serve as the primary contact for parents and will be an advocate for inclusion. The position is a year-round salaried role with a 189-day work year, including student contact days, professional development, and parent conference days. Teachers are expected to be on campus from 7:45 am to 4:00 pm on most days, with extended hours on Fridays for professional development or planning meetings. Two weeks of professional development are also included each summer.

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
All teachers will be hired based on being 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. While in the program, we are able to use the hard to fill bonus to cover the cost. Then in subsequent years, that bonus goes directly to our educators.

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 students.
Provide individualized education to all students on their caseload.
Meet with 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.
Testing 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.
Communicating 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 meeting.
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.