Latest Job Listings

Special Education Teacher

San Jose, CA

Job Category: Special Education Teacher- Autism (California-Certification)

Posted on Monday, 21. of April 2014


The Creekside School is hiring credentialed teachers to join our small, progressive, private and nonpublic special education school serving students on the autism spectrum at the moderate/severe level in grades 1-12. We are seeking experts in autism and/or AAC to lead our 11-15 year old classroom, focusing on adaptive daily living skills and functional academics that can be generalized into everyday life and work experiences. The Creekside School strives to deliver an exceptional, individualized educational program to students who have the most challenges in communication and sensory processing. Our program is growing fast, and there are several growth opportunities within our organization for proven effective leaders and passionate professionals as our program expands. Please visit our website careers page for a more detailed job description and instructions on how to apply. ( We look forward to learning about you and what you can contribute to our organization. Let's grow together!

Minimum Qualifications:

  • Bachelor's degree in education, psychology, or related field AND a current California Level I or Level II Education Specialist Instruction Credential (Moderate-Severe or Mild/Moderate with an additional authorization to serve those with autism)
  • 1 year of experience as a lead teacher/educator in a classroom setting
  • 3 years experience working with those on the autism spectrum and/or working with students who are moderate to severely affected by a developmental disability in a professional setting
  • 3 years experience collaborating with other professionals (therapists, staff) on a student's IEP team
  • 1 year of experience completing and presenting lesson plans, formal and informal assessments, progress reports, and IEPs for students with special needs


  • Highly competitive, negotiable salary
  • 8 weeks of fully-paid vacation time
  • Matched 401(k) plan
  • Fully-paid medical, dental, vision, and life insurance plan
  • Annual performance-based spot bonus
  • Generous classroom, equipment, and supply budget
  • Generous professional development budget
  • Low caseload (5 students)
  • Highly qualified teaching assistants
  • Active support and collaboration from other teachers, administrative staff, speech therapists and occupational therapists
  • Fun, hard-working, team atmosphere


Please email your resume to Kelly Ettinger, Executive Director at Please also check out our website at:

Director of Student Supports

Nashville, TN

Job Category: Special Education Administrator

Posted on Thursday, 17. of April 2014


RePublic Schools is a network of no excuses, college preparatory, open enrollment public schools. Our mission is to reimagine the public school experience for scholars in the South.

RePublic currently leads Nashville Prep and Liberty Collegiate Academy. In 2013, Nashville Prep and Liberty Collegiate were ranked as the top two performing charter schools in Tennessee by Stanford University. This fall, RePublic will open the Nashville Academy of Computer Science.

RePublic's Director of Student Supports (DSS) will work closely with each school leadership team and report to RePublic's Partners. The DSS will work to develop a robust and effective vision and strategy for serving students with special needs.


  • Belief that all students can achieve academic excellence and deserve access to a high-quality education
  • Team player and an optimistic, "whatever it takes" attitude
  • Ability to inspire and motivate others
  • Reflective and dedicated to personal growth
  • Excellent communication and interpersonal skills
  • Ability to exercise excellent judgment in decision-making


  • A bachelor's degree
  • Extensive experience working with students with special needs
  • Passionate belief in RePublic's mission, values, and educational model
  • Ability to thrive in a fast-paced, entrepreneurial environment with a capacity to reain calm and focused when faced with unexpected challenges
  • Ability to establish a vision and goals
  • Obsessive attention to detail
  • Ability to manage multiple projects and assignments simultaneously
  • Ability to take initiative, prioritize tasks, and work independently
  • Sense of humility in the face of success

Key Responsibilities:

  • Develop and manage a sustainable, compliant, and effective Student Supports program at RePublic Schools
  • Manage relationships with host districts and state departments of education
  • Develop efficient and effective processes through which RePublic students have access to high-quality special education services
  • Coach RePublic's Principals, Directors of Curriculum and Instruction, and Student Supports Teachers
  • Lead effective professional development sessions for RePublic's teachers
  • Ensure special education processes are well-managed and compliant with all regulations from host districts and state departments of education
  • Work to ensure RePublic's schools are well-positioned to serve students with a wide variety of needs


To apply for this position, please send a resume and cover letter to and indicate the position in the subject line.

Special Education Teacher- Elementary Program

Chicago, Illinois

Job Category: Teacher

Posted on Thursday, 17. of April 2014


Under the direct supervision of the Day Treatment Site Supervisor, the Teacher adopts the major responsibility for the academic learning, social and emotional growth of students. This includes the use of teaching techniques and tools which stimulate an interest in learning and covering the basic academic


  • Participates in Special Education in-services and other planning meetings for students.
  • Understand requirements of Public Law 94-142 and State Special Education legislation.
  • Understand role of educational support staff and establish cooperative relationships with them.
  • Participate with other professionals in the IEP development and revision process for Special Education students.
  • Prepare an individual educational program (IEP) for Special Education students.
  • Prepare an Illinois Office of Evaluation Report for Special Education students.
  • Identify and communicate expectations for students' behavior in the classroom.
  • Organize multiple data collection procedures to determine and monitor each student's present level of functioning and educational needs.
  • Submit weekly lesson plans that describe activities/strategies to be utilized in order to be utilized in order to meet individual needs of each student.
  • Examine personal preferences for instructional models as well as feasible alternatives.
  • Understand ways of altering teaching procedures and strategies to accommodate individual differences among students.
  • Facilitate integration and use of Special Education support staff in instruction of each student.
  • Identify and differentiate among behavior management techniques.
  • Select and use appropriate behavior management techniques for each student.
  • Facilitate and encourage interaction among students.
  • Organize a data collection system for monitoring the progress of each student.
  • Collect and record student progress data.
  • Arrange meetings to share student progress data with student, parent(s) and social worker.
  • Utilize progress data to revise or set new instructional goals for each student.
  • Understand student's and parents' due process rights.
  • Devise ways to help parents support learning of child at home.
  • Maintain record of parent information and contacts.
  • Cooperate with co-workers by sharing ideas and methods of instruction.
  • Exhibit ethical behavior toward fellow teachers and co-workers.
  • Attend committee and general meetings.
  • Seek assistance, advice, and guidance, when necessary, for colleagues, specialists and/or administrators.
  • Confer, when necessary and possible, with parent(s) to foster a constructive parent/teacher relationship.
  • Forecast equipment and material needs to the Program Supervisor of the Program.
  • Perform other duties as assigned.


  • Minimum of a Bachelor's Degree with training in Special Education.
  • Must have a valid Illinois Teaching Certificate, LBS 1 Unlimited, or a Type 10Special Education SED/EBD, or a Type 09 with LBS 1 SED/EBD endorsement.
  • Minimum of one (1) year teaching experience.


This is a Full-Time Position paying an annualized salary of $43,100-FIRM.


Interested candidates should submit a cover letter and resume to the following email address:

***Due to the high volume of resumes we receive, we regretfully can only respond to those candidates who best meet the requirements of a specific position or whose backgrounds are generally applicable. Even if you do not hear from us in regard to your resume, please rest assured that we retain all candidate information for possible future matches.

Early Childhood Special Educator

Okinawa, Japan

Job Category: Early Intervention

Posted on Thursday, 17. of April 2014


  • Screens and/or supervises the screening of infants and toddlers to determine the likelihood of developmental delay.
  • Participates in multidisciplinary evaluation of infants and toddlers with potential delay to determine their level of functioning, strengths, and concerns in cognitive, motor, speech-language, socio-emotional, and self-help/adaptive developmental domains.
  • Determines the appropriate curriculum, strategies, and goals for a program of intervention that address delays or potential delays in these areas.
  • Assists the family in determining its priorities, concerns, and goals for the child relating to cognitive motor speech-language, socio-emotional self-help/adaptive skills.
  • Participates with Early Intervention team and family to develop an appropriate IFSP.
  • Ensures that the goals reflect the concerns and priorities of the family.
  • Provides service coordinator (cased management) for families and serves as liaison to school-based or other community-based service delivery programs.
  • Provides oral and written reports of screening, evaluation, and treatment. Enters appropriate workload and patient data into an approved automated data system.
  • Provides interdisciplinary and transdisciplinary intervention services to eligible children, including direct services, indirect services, consultative, home-based treatment plan, or monitoring services.
  • Consults and provides technical assistance to other team members, staff of Child Development Services (child-care center), family childcare providers, and extended family members to develop a comprehensive network of individualized services.
  • Provides assistance and training to family, extended family members, and childcare providers to implement a home-based intervention plan. Provide consultation to preschool teachers to ensure a smooth transition from Early Intervention to the special needs preschool.
  • Conducts child-find activities in collaboration with other medical departments and community agencies. Serves as liaison to school-based or other community-based service delivery programs and the community health nurses program.


  • Possesses a Master's degree in Special Education or Early Childhood Special Education.
  • Possesses a minimum of two years experience within the last five years in early childhood special education, early intervention.
  • Possesses a state issued certificate/license in special education, early intervention, or early childhood education in one of the 50 states, as a service provider to infants and toddlers with disabilities and their families.
  • Possesses experience as a member of an interdisciplinary medical or early intervention team.
  • Possesses experience in providing family-centered intervention in a community home-based service delivery system.
  • Possesses qualifications to administer standardized or criterion referenced developmental assessment instruments when necessary to determine eligibility under the criteria established by the Individuals with Disabilities Education Act.
  • Has ability to write clear and meaningful functional outcomes and strategies with families on an Individualized Family Service Plan (IFSP).


  • Paid relocation
  • Medical & dental benefit plans
  • 401K options
  • Generous paid time off


Lynn Romer at or 800-852-5678 ext. 156

Various Special Education Positions at ESN Schools

Multiple Locations: Boston, Columbus, Memphis, Phoenix, New York City and Los Angeles

Job Category: Full Time

Posted on Thursday, 03. of April 2014


BES supports relentless entrepreneurs to design, found, lead, and sustain excellent charter schools in underserved communities nationwide.

The Excellent Schools Network (ESN) is a select group of independently run BES schools that leverage their success to achieve greater results, grow wisely, and transform education for more students in more schools.

Several of our ESN schools are currently hiring Special Education teachers. Locations include: Boston, Columbus, Memphis and Phoenix, New York City and Los Angeles.

To apply, please visit:

Special Education Teacher


Job Category: Learning Behavior Specialist

Posted on Monday, 31. of March 2014

Job Purpose

As one of the first charter schools in Illinois, Perspectives Charter Schools has a long record of preparing students for success in college and beyond. Our five schools across the South Side of Chicago offer students an education that combines character development and academic rigor through the A Disciplined Life education model with impressive results. Our students come from some of the most disadvantaged neighborhoods in the country, but they graduate from high school, enroll in college and persist in college at a rate above the national average for all students, regardless of background.

The keys to our success are our dedicated, hard-working, creative and compassionate teachers. At Perspectives, teachers help our students learn to live the 26 principles of A Disciplined Life, while also providing high-quality, rigorous instruction in their subject areas. Perspectives teachers make meticulous plans for units and lessons that focus on higher-order thinking skills, use formative assessment to guide their instruction, provide differentiated support to all students, and build meaningful and professional relationships with students and families. They are ambassadors for A Disciplined Life and believe passionately in the potential of our students.

Essential Duties and Responsibilities

  • Masters content area and is able to teach students in a clear and effective manner to drive academic achievement.
  • Makes meticulous plans for units and lessons that address higher-order thinking skills, and uses formative assessment to constantly adjust plans based on student needs.
  • Differentiates instruction to meet the needs of students with varying academic strengths and weaknesses.
  • Demonstrates effective classroom management skills and builds a classroom culture based on the 26 principles of A Disciplined Life.
  • Actively participates in professional development and works collaboratively with instructional leaders to improve instructional practices.
  • Builds meaningful and professional relationships with students and families.
  • Performs other duties and responsibilities as assigned by the principal or other school leadership.


  • Must be Highly Qualified in relevant subject areas according to the Illinois State Board of Education
  • Evidence of success working in an urban school environment strongly preferred

Core Competencies

  • A strong commitment to live by the 26 principles of A Disciplined Life and a belief that all students in Chicago deserve an excellent education
  • A willingness to do whatever it takes to achieve outstanding student outcomes
  • Strong classroom management skills with the ability to inspire and motivate students
  • A commitment to life-long learning with the desire to take advantage of professional development and coaching to constantly improve
  • Mastery of content knowledge and the ability to communicate clearly to students

Language Skills

  • Ability to read and write proficiently using the English language.
  • Ability to interact and speak effectively in interpersonal situations and before groups of people.

Perspectives Charter Schools works affirmatively to include diversity among its workforce and does not discriminate in the selection of its staff on the basis of race, color, religion, sex, national origin, age, sexual orientation, disability, income, marital status, or any other dimension of diversity. We encourage diverse candidates to apply for this position.

Physical Demands

Teaching children can be physically demanding. Nature of work requires an ability to operate standard business office equipment. Requires the ability to communicate and exchange information, collect, compile and prepare work documents, set-up and maintain work files. Teachers will also be expected to clean and maintain equipment and facility, and may move throughout the community with children. Physical demands require the ability to stand, bend, reach high and low, stoop, walk around the classroom and kneel upwards of 60% of the day. In addition walking up and down stairs several times a day. Must be able to lift 15 to 20 pounds for short periods of time and push and pull 15 to 20 lbs.

Majority of work will be performed in a general office/school environment.


Perspectives offers a comprehensive and competitive benefits package for all full-time employees, including health insurance, dental, vision, paid time off including holidays, short and long term disability, paid life insurance, 403B and the Chicago Teachers' Pension Fund.


Rahul Sharma
1530 S State Street
Suite 200
Chicago, IL 60605

View open positions and apply at

EC Teachers

Research Triangle Park, NC

Job Category: EC Teachers - two

Posted on Sunday, 30. of March 2014


RTHS is seeking one or more EC Teachers beginning in the 2014-2015 school year. Responsibilities will include case managing a set cadre of students which includes providing specially designed instruction, scheduling and facilitating their meetings and being responsible for all required paperwork, under the periodic supervision of a compliance director. Our goal at RTHS is to move high school students to independent learning capabilities. Salary very competitive with regional scales, experience and abilities. RTHS is a two-year-old STEM charter school with a strong, collaborative team of educators and administrators. Interested parties may email CV and cover letter to Pamela Blizzard below.


Certified and experienced in Exceptional Childrens Services; North Carolina residents only may apply, or those with specific, concrete plans to move to NC. Interviews are held in person at the school in late April, early May.


State Health Plan, State 457b retirement plan with 3% match, Dental, Vision and ST Disability. Strong, supportive, collaborative team of teachers who WANT an EC teacher to help them with their students.


Pamela Blizzard,
Managing Director
Research Triangle High School

Disability Program Coordinator

Silver Spring, Maryland

Job Category: Program Coordinator

Posted on Monday, 24. of March 2014


Full Time position for contractor to federal job training program. Requires strong analytical and computer skills. Responsibilities include monitor/review services provided to students w/ disabilities, develop/conduct remote and in person training, provide technical assistance, outreach to community, data analysis, and materials development. Regular travel required.


  • Requires Master's Degree in disability-related field.
  • Special education, vocational rehabilitation, or assistive technology preferred.
  • Experience providing training preferred.
  • Knowledge of disability legislation and ADA regulations.


Send resume and salary requirements to

Program Manager, Alternate Assessments

Washington, DC

Job Category: Program Manager

Posted on Friday, 21. of March 2014


The Assessment Program at the American Institutes for Research (AIR) is a well regarded organization that is growing rapidly. We focus on providing our clients with customized assessments that not only measure student achievement against state standards, but also provide meaningful score reports that can help students, parents, and educators address any areas of student weakness.

Our environment is fast-paced and requires people at all levels who are willing to roll up their sleeves to get the work done on time while maintaining high quality. We are currently seeking a Program Manager to join our Alternate Assessments team in Washington, DC.


The Program Manager (Alternate Assessment) will assist with managing all aspects of state testing projects, especially for special education students. They must be able to work collaboratively in a fast paced environment; anticipate problems and come up with creative methods of solving them; develop strong, positive, constructive relationships with clients; coordinate among the various project teams; and make sure that quality control procedures are adhered to in order to produce high quality assessments within deadline and budget.

They must be able to work in an environment where project requirements often change and evolve, and must be comfortable seeking out information and advice, when necessary. They must be able to conceptualize how all the parts of a complex project fit together and what a change to one part will mean for the other parts. Successful candidates will create a proactive culture in which the efficient creation of high quality products is second nature.

The responsibilities of the Program Manager (Alternate Assessment) include:

  • Working with internal staff and subcontractors to develop processes, procedures, and schedules for meeting project deliverables and client needs.
  • Working with state clients to ensure that all plans and schedules are viable, that the state understands their roles and deadlines, and that clear lines of communication are established.
  • Developing meeting agendas, chairing meetings, and documenting decisions.
  • Ensuring that a master schedule is developed and maintained of deadlines and deliverables and making sure that all project staff are aware of the parts of the master schedule that affect them, and are aware of all changes that are made to the schedule.
  • Providing information, support, direction, and problem-solving to the clients, as needed, in a manner that provides positive solutions, and if needed, adjusts current processes to improve the delivery, coordination, or quality of the product.
  • Managing changes of scope so that all necessary changes to contracts, budgets, and activities, and schedules are in place.
  • Making sure that other members of the project team are aware of any changes to the project scope.
  • Coordinating among the senior staff members who manage the various project teams (item development, technical, reporting, website, databases, etc.) and making sure that each team receives what it needs from the other teams.
  • Keeping AIR senior management informed of any potential project problems, including issues with a client or another stakeholder and any potential for missed deadlines or budget over-runs.
  • Managing subcontractors.
  • Monitoring budgets.


  • Minimum education: Masters degree or equivalent, preferably in special education or a related field.
  • Minimum of 4 years of progressively increasing responsibility managing tasks and projects in a fast-paced environment.
  • Prior experience teaching special education.
  • Experience working in large-scale assessment or a related field, such as publishing or large-scale surveys.
  • Experience working with clients.


Apply through our website:

Special Education Teachers (K-12)

Rio Rancho, NM

Job Category: Teacher (K - 12)

Posted on Tuesday, 04. of March 2014

Job Details:

Are you interested in teaching in New Mexico’s premier school district?  Come join us in the sunny Southwest.  We have numerous positions open currently and for the upcoming school year.

Special Education Teaching Duties include:

  • Coordinates teaching program with site-based goals and district wide objectives;
  • Instructs and assists students in motor, language, socio-emotional and cognitive development;
  • Assures that goals and objectives in Individual Educational Plans (IEPs) are completed;
  • Plans and directs instruction activities of educational assistants;
  • Instructs students in one-on-one activities and in small groups;
  • Provides regular communication with educational assistants, ancillary staff  and regular education teachers on student progress;
  • Arranges physical environment of the classroom for optimum learning and safety of students;
  • Provides accurate delivery of curriculum to students within the scope of teaching assignment;
  • Uses and applies appropriate conflict resolution skills with students; maintains positive attitude and ensures classroom environment is conducive to student learning;
  • Develops goals and objectives for self, group and student academic achievement;
  • Maintains documentation to assure accountability;
  • Provides appropriate instructional classroom activities for students; maintains order in the assigned classroom;
  • Maintains records of student performance and attendance;
  • Completes required reports and report cards within prescribed time frames, attends staff meetings and in-service training activities and school activities in compliance with the Collective Bargaining Agreement;
  • Demonstrates the competencies as required by Regulation Title 6, Chapter 69, Part 4.12 New Mexico Administrative Code Performance Evaluation System Requirements for Teachers and effectiveness as required by Regulation Title 6, Chapter 69, Part 8 of the New Mexico Administrative Code Teacher and School Leader Effectiveness;
  • Complies with state-approved New Mexico Administrative Code of Ethical Responsibility of the Education Profession and the RRPS Employee Standards of Conduct and upholds and enforces rules, administrative directives and regulations, school board policies, and local, state and federal regulations;
  • Performs other related duties consistent with job description and assignment as assigned.


  • Bachelor’s degree from a regionally accredited college or university.
  • Current New Mexico Department of Education license appropriate to the teaching assignment with special education endorsement or ability to obtain proper licensure within 90 days of hire.

Contact Information:

Please visit for additional information about our school district and to apply for a position.


Job Category:  Ancillary

Job Details:

Are you interested in an ancillary position in New Mexico’s premier school district? Come join us in the sunny Southwest.   We have numerous positions open currently and for the upcoming school year. Audiologists, Educational Diagnosticians, Occupational Therapists/COTA, Physical Therapists, Recreation Therapists,  Sign Language Interpreters, SLP/ASL, Social Workers, Psychologists

Ancillary Duties include:

  • Educate administrators, teachers, and children in their particular field.
  • Assists in the screening process and provides appropriate follow-up.
  • Serves as a member of the IEP committee as needed.
  • Participates in the appropriate placement of students.
  • Participates in meetings pertinent to the student’s therapy needs.
  • Provides consultative services to teachers, support personnel and parents pertaining to the student’s needs.
  • Evaluate students using appropriate tests, skilled professional observation and supplementary information from other agencies and records.
  • Develop and implement intervention strategies.
  • Develop relevant goals and objectives based on assessment/test results for the student’s IEP.
  • Ensure the safety of all children and alert staff if a potential danger is perceived.
  • Assists in establishing procedures for periodic review and evaluation of school services.
  • Maintains an awareness and respect for the cultural diversity of students and families and assists school personnel in understanding these variations when planning for students and families.
  • Gather, maintain and submit accurate and complete records as required.
  • Schedules time appropriately to provide adequate service to school(s).
  • Develop and maintain an environment conducive to valid assessment procedures when testing.
  • Demonstrate knowledge of essential subject matter.
  • Maintain continuous records of students evaluated.
  • Maintain and improve professional competence as required by the District and state.
  • Performs other related duties consistent with job description and assignment as assigned.


Contact Information:

Please visit for additional information about our school district and to apply for a position.

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