Teacher - Special Ed - Inclusion in Sunderland

Position Type: Teaching - Special Education/ Special Ed Inclusion

Date Posted: 6/10/2026

Location: University High

Wage/Hour Status: Exempt/Contracted

Reports To: Principal(s)

Pay Grade/Days: Teacher/187

Dept./School: Assigned Campus(es)

Date Revised: June 2017

Primary Purpose

Serve as Special Education Case Managers to develop and oversee the implementation of student IEPs. Collect and analyse multiple sources of data to provide input on student progress regarding the general curriculum. Monitor each student on their caseload for adherence to attendance and disciplinary policies. Maintain compliance with federal, state, and district policies or procedures. Provide Specially-Designed Instruction, using research-based methodologies, to assist with student progress on IEPs.

Qualifications

Education/Certification: Bachelor’s degree from accredited university. Valid Texas teaching certificate(s) with required special education endorsements for assignments.

Special Knowledge/Skills:

• Knowledge of disability categories, and ability to develop Specially-Designed Instruction to address individualised needs.
• Expertise in differentiated instructional strategies, to include academic and behavioural strategies.
• Knowledge of curriculum and instruction.
• Ability to analyse data in order to recommend instructional practices.
• Ability to manage personnel, when necessary.
• Superior organisational, time management, communication, public relations, and interpersonal skills.
• Superior problem-solving skills.
• Knowledge of Admission, Review, and Dismissal (ARD) Committee process and Individual Education Plan (IEP) goal setting process and implementation.

Experience

Approved student teaching/internship.

Major Responsibilities and Duties

• Comply with all Special Education Case Manager responsibilities per the Case Manager Handbook, Special Education Department procedures, and campus/District procedures.
• Develop, oversee the implementation of, and progress monitor student IEPs.
• Report progress to the parent(s)/guardian(s) as outlined in student IEPs.
• Train the general education teacher(s) in how to effectively implement student IEPs prior to the first day of instruction and immediately following each ARD.
• Collaborate with the general education teacher(s) to ensure that special education students are receiving the services outlined in their IEPs, and that students are making progress in the general education curriculum.
• Attend all required meetings, i.e. ARD meetings, Case Manager Meetings, staffings, faculty meetings, PLCs, etc.
• Serve as a liaison between general education and special education, i.e. disseminate information gained from professional development trainings at the campus level.
• Collaborate with students, parents, and other members of staff to develop IEPs through the ARD Committee process for each student assigned.
• Plan and use appropriate research-based instructional and learning strategies, activities, materials, and equipment that reflect understanding of the learning needs of students assigned.
• Plan and supervise assignments for teacher paraprofessional(s) and volunteer(s), as required.
• Prepare lessons and lesson plans as required.
• Manage student behaviour, to include implementation of behaviour intervention plans and research-based behavioural interventions and methodologies.
• Intervene in crisis situations and physically restrain students, within District approved procedures, as necessary for staff and student safety.
• Establish and maintain appropriate communication and professional relationships with parents, students, colleagues, and community members.
• Compile, maintain, and file all physical and computerised reports, records, and other documents required, including the Special Education Principal’s Notebook.
• Perform other duties related to Special Education as assigned.

Supervisory Responsibilities

Supervise assigned teacher paraprofessional(s).

Working Conditions

Mental Demands/Physical Demands/Environmental Factors: Maintain emotional control under stress. Frequent standing, stooping, bending, kneeling, pulling and pushing. Move small stacks of textbooks, media equipment, desks, and other classroom or adaptive equipment. May be required to lift and position students with physical disabilities, control behaviour through physical restraint; and assist non-ambulatory students. Exposure to biological hazards.