Position Summary

The High School Special Education Teacher provides specialized instruction and support to students with disabilities in grades 9–12. The teacher develops and implements individualized education programs (IEPs), delivers evidence-based instructional strategies, monitors student progress, and collaborates with general education teachers, related service providers, families, and administrators to support academic achievement, social-emotional development, independence, and postsecondary readiness.

The teacher is responsible for maintaining accurate special education records and ensuring compliance with the Individuals with Disabilities Education Act (IDEA), Michigan Administrative Rules for Special Education (MARSE), and applicable district policies. The position includes the effective use of MiPSE (Michigan PowerSchool Special Education) to manage IEP documentation, evaluation timelines, compliance requirements, and student records.

Essential Duties and Responsibilities

Instruction and Student Support

• Develop and deliver specially designed instruction aligned with students' IEP goals, grade-level standards, and individual learning needs.
• Adapt curriculum, instructional materials, assessments, and teaching strategies to address diverse learning profiles.
• Provide accommodations, modifications, interventions, and supports as outlined in each student's IEP.
• Monitor and document student progress toward measurable annual goals and adjust instruction based on data.
• Support students in developing academic, behavioral, communication, executive functioning, social-emotional, and independent living skills as appropriate.
• Promote inclusion, student engagement, self-advocacy, and access to the general education curriculum.
• Support transition planning for postsecondary education, employment, independent living, and adult services.

IEP Development and Compliance

• Develop, implement, and review IEPs in accordance with IDEA, MARSE, and district procedures.
• Coordinate and participate in IEP team meetings, including scheduling, preparation, documentation, and follow-up.
• Collaborate with parents and guardians, general education teachers, school psychologists, social workers, speech-language pathologists, administrators, and other service providers.
• Ensure IEP goals, services, accommodations, placement decisions, and progress-monitoring procedures reflect each student's individual needs.
• Maintain compliance with evaluation, reevaluation, annual IEP review, and other applicable procedural timelines.
• Maintain accurate, confidential, and complete special education documentation.
• Assist with manifestation determination reviews, behavior intervention planning, and other special education processes as applicable.

MiPSE Responsibilities

• Use MiPSE (Michigan PowerSchool Special Education) to create, update, manage, and maintain student special education records.
• Prepare, document, and finalize IEPs, evaluation reports, and other required forms within MiPSE.
• Track annual IEP dates, reevaluation timelines, evaluation activities, and required documentation to support timely compliance.
• Enter and maintain accurate student information, present levels of academic achievement and functional performance (PLAAFP), measurable goals, services, accommodations, and progress-reporting information.
• Document parent and guardian participation, meeting notices, consent, and other required procedural information.
• Generate, review, and maintain reports to monitor caseload status, compliance deadlines, and outstanding documentation.
• Protect confidential student information and follow district procedures for secure access and recordkeeping.
• Participate in MiPSE training and apply updates to district procedures and system requirements.

Collaboration and Communication

• Establish and maintain positive, professional relationships with students, families, colleagues, and community partners.
• Communicate student progress, instructional needs, and IEP implementation requirements effectively.
• Collaborate with general education staff to support inclusive practices, co-teaching, accommodations, and consistent implementation of IEPs.
• Provide guidance to paraprofessionals and other assigned staff regarding student needs, instructional supports, and behavior strategies.
• Participate in multidisciplinary team meetings, professional learning communities, and district professional development.
• Maintain regular communication with families regarding student achievement, progress toward IEP goals, and transition planning.

Assessment, Behavior, and Transition Planning

• Use formal and informal assessments, classroom performance, observations, and progress-monitoring data to guide instruction.
• Develop and implement positive behavioral supports and behavior intervention plans when appropriate.
• Support students in preparing for graduation, career and technical education, college, employment, and adult life.
• Collaborate with students, families, and relevant agencies to support transition services and measurable postsecondary goals.
• Maintain appropriate documentation of student performance, services delivered, and progress toward educational outcomes.

Professional Responsibilities

• Maintain compliance with federal and state laws, district policies, professional standards, and confidentiality requirements.
• Maintain accurate attendance, instructional, assessment, and progress-monitoring records.
• Participate in required meetings, professional development, and school improvement activities.
• Demonstrate professional judgment, cultural responsiveness, flexibility, and a commitment to equitable educational opportunities.
• Perform other duties as assigned by the building principal or Director of Special Education.

Qualifications

Required:

• Valid Michigan teaching certificate with an appropriate special education endorsement for the assigned position.
• Knowledge of IDEA, MARSE, IEP development, specially designed instruction, and special education compliance requirements.
• Ability to develop measurable IEP goals and use student data to inform instructional decisions.
• Effective communication, collaboration, organization, and classroom management skills.
• Ability to maintain confidential records and meet required deadlines.
• Willingness to use district technology systems, including MiPSE, for special education documentation.

Preferred:

• Experience teaching students with disabilities at the high school level.
• Experience with MiPSE or comparable special education management systems.
• Experience with transition planning, postsecondary readiness, and coordination of related services.
• Experience with inclusive instruction, co-teaching, differentiated instruction, and positive behavioral interventions.
• Familiarity with Michigan special education procedures and district-level compliance practices.

Knowledge, Skills, and Abilities

• Knowledge of evidence-based instructional practices for students with disabilities.
• Ability to individualize instruction and implement accommodations and modifications.
• Strong organizational skills and the ability to manage multiple IEPs and compliance deadlines.
• Ability to interpret assessment data and monitor progress toward measurable goals.
• Proficiency with educational technology and electronic recordkeeping systems.
• Ability to work effectively with students, families, school personnel, and community agencies.
• Commitment to student dignity, inclusion, independence, and successful postsecondary outcomes.

Work Environment

The position operates in a high school educational setting and may include general education classrooms, special education classrooms, resource rooms, and other school environments. The role requires collaboration with multidisciplinary teams and may involve supporting students with a range of academic, behavioral, communication, and functional needs.

Equal Employment Opportunity

The district is committed to providing equal employment opportunities and maintaining an inclusive educational environment for students, families, and staff. Employment is subject to applicable district policies, certification requirements, and state and federal laws.

Evaluation

Performance will be evaluated by the building principal and/or designated administrator in accordance with district policy, applicable collective bargaining agreements, and established evaluation procedures.