HS Special Education Teacher

Position Overview:

We are seeking a High School Special Education Teacher to support students served under the Individuals with Disabilities Education Act (IDEA) within a full inclusion model. This role centers on ensuring students access rigorous, meaningful coursework alongside their peers through individualized support, strategic collaboration with general education teachers, and a deep commitment to student growth and independence.

This position focuses specifically on older high school students and includes a strong emphasis on post-secondary transition planning—helping students prepare for life after graduation, including college, career, and independent living pathways.

School Overview:

TSAS is a free public charter school with small class sizes that prioritizes innovation and teacher autonomy. Applicants should be enthusiastic about experimentation, student-centered instruction, project-based learning, building strong relationships, and developing equitable success strategies to serve all students.

Core Responsibilities:

• Student Support (Individual & Small Group Instruction)
• Provide direct support to students through individualized and small-group instruction aligned to IEP goals
• Help teachers scaffold and adapt core content to ensure access to grade-level curriculum
• Support students in building executive functioning, self-advocacy, and independence skills
• Monitor progress and adjust supports based on data and student needs

Inclusion & Collaborative Teaching:

• Work proactively and collaboratively with general education teachers to design and implement accommodations and modifications
• Co-plan instruction, assessments, and learning experiences to ensure accessibility for all learners
• Support classroom implementation of inclusive practices across content areas
• Help maintain a culture where students with disabilities are fully integrated, valued, and challenged

IEP Case Management & Compliance Collaboration:

• Work with outside agency in developing IEPs in compliance with IDEA
• Advise on how to facilitate IEP meetings and maintain clear communication with families and stakeholders
• Ensure accurate documentation, progress monitoring, and reporting

Post-Secondary Transition (Ages 16–21 Focus):

• Lead transition planning for students preparing for life after high school
• Support students in identifying goals related to college, career, and independent living
• Connect students and families with outside resources, agencies, and opportunities
• Help students build practical life skills and long-term planning capacity

Program Design & Instructional Scope:

This role allows for a degree of applicant preference, skill, and expertise, but will need to cover the following areas:

• Foundational Support: Supporting students who need intensive skill-building in literacy, numeracy, executive functioning, and social-emotional development
• Mid-Level Academic Support: Partnering with content teachers to align supports with specific courses, balancing student needs with course expectations
• Advanced / Transition-Focused Support: Working with upperclassmen on higher-level coursework, credit completion, and transition planning aligned with post-secondary goals

Required Mindsets, Values, and Experience:

• This is a full-time position that may only be filled by someone who embodies and subscribes to the following:
• Experience teaching Special Education at the secondary level, preferably in a diverse public school setting serving students with a wide range of needs and resources
• A fierce dedication to working expansively as part of a team of teachers and support staff in a dynamic, kind, empathetic, professional, and liberatory way
• Strong, working knowledge of special education law (IDEA), inclusive practices, differentiated instruction, and evidence-based interventions
• A well-researched and grounded understanding of TSAS as a unique school with a strong identity, real strengths, and real constraints
• A genuine belief that all students can succeed, paired with a commitment to helping students grow toward self-actualization, agency, and long-term independence
• Comfort with creativity, flexibility, and problem-solving in a resource-conscious public school environment
• Openness to collaboration, innovation, and sometimes DIY approaches to building systems and supports that work for students
  
• Oklahoma Special Education Certification

Additional Notes:

• This position is embedded in a full inclusion model—there is no standalone SPED classroom as the primary setting
• Success in this role depends heavily on collaboration, initiative, and the ability to build strong relationships with students and staff
• The ideal candidate sees special education not as a separate track, but as an integrated, essential part of a thriving school community

Qualifications:

• Bachelor's degree is required, while a degree in education or a related field is preferred
  
• Experience working with secondary students in an educational setting (preferred)
• SPED certification or licensure is required
  
• Strong knowledge of many dimensions of subject area concepts
  
• Effective communication and interpersonal skills
  
• Passion for teaching and a commitment to student success
  
• Proficiency in educational technology and digital learning tools

Working Conditions:

Teachers typically work indoors in a classroom setting, with occasional opportunities for outdoor or experiential learning activities. This role may involve standing for extended periods, interacting with students and colleagues, and attending meetings or professional development sessions outside of regular school hours. More about teaching at TSAS can be read at TSAS.org/careers.

Salary and Benefits:

Salary for teachers varies depending on location, experience, and qualifications, with benefits such as health insurance, retirement plans, and paid time off typically provided as part of a comprehensive compensation package. More about compensation at TSAS can be read at TSAS.org/careers.