Special Education Teacher in Center Program 2026-2027 (Northeast Campus)

Highline Academy•Denver, CO

20h•Onsite

About The Position

Highline Academy is seeking a Special Education Teacher for a Self-Contained Multi-Intensive Needs Classroom at the Northeast Campus for the 2026-2027 school year. This role reports directly to the campus principal and is central to bringing the Highline mission to life for students. The ideal candidate is dedicated to the whole child, skilled in lesson planning and classroom management, and an excellent collaborator with colleagues and families. Strong communication skills, a commitment to making a difference for every child, and a growth mindset are essential. Special education teachers are expected to be advocates for inclusion and devoted to supporting students with special needs within an inclusive model. The position is a year-round salaried role with 177 student contact days and additional professional development and parent conference days, totaling a 189-day work year. Teachers are expected to be on campus from 7:50 am to 4:00 pm on most days, and until 4:30 pm on Fridays for early release days followed by professional development or planning meetings. Two weeks of professional development are provided each summer before the school year begins.

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.
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 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.
Test 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.