Elementary Special Education Teacher in Phoenix, Arizona at PHOENIX CHRISTIAN UNIFIED SCHOOLS I

The Special Education Teacher coordinates and provides developmentally appropriate educational services and support for students with diverse learning needs. The qualified candidate must be an evangelical Christian committed to a Christ-centered, biblical lifestyle and demonstrate patience, humility, integrity, and compassion in all professional interactions. This individual will work prayerfully and collaboratively with administration, faculty, students, and parents to foster a school environment that is both distinctly Christian and academically excellent.

Essential Duties and Responsibilities

• Establish positive relationships with students, teachers, parents, administrators, and service providers to foster a collaborative approach focused on student success.

• Assist in the development and implementation of Accommodative Educational Plans (AEPs) by collaborating with stakeholders to understand and address students' individual needs.

• Work collaboratively with teachers to ensure accommodations are implemented effectively within the classroom environment.

• Develop and implement appropriate interventions and instructional strategies to support student achievement.

• Provide individual and small-group academic support through both push-in and pull-out service models for students in grades K–5.

• Monitor, evaluate, and document student progress using appropriate assessment tools, data collection methods, and progress-monitoring measures.

• Participate in biannual progress meetings with the Director, parents, teachers, and other relevant staff members.

• Provide guidance and support to student aides regarding the implementation of accommodations, interventions, and strategies to address students' academic and behavioral needs.

• Facilitate professional development and training for faculty and student aides on special education best practices, accommodations, progress monitoring, and relevant educational requirements.

• Collaborate with teachers to implement positive behavioral interventions and supports that promote student success and improve outcomes.

• Maintain current knowledge of special education best practices, research, and emerging trends.

• Perform other related duties as assigned.

• Comply with all state and federal requirements regarding the reporting of suspected abuse and neglect.

Personal Qualifications

• Demonstrate a deep commitment to a consistent daily walk with Jesus Christ.

• Engage in daily personal devotion, prayer, and spiritual growth.

• Reflect the joy and character of the Christian life in both personal and professional conduct.

• Adhere to the Matthew 18 Principle when addressing concerns involving students, parents, faculty, staff, and administration.

• Encourage students to accept God's gift of salvation and to grow in their faith and relationship with Christ.

• Demonstrate the ability to work effectively and graciously with parents, students, and school personnel to support a unified and successful educational program.

• Exhibit sound judgment, professionalism, and the ability to accept and carry out assigned responsibilities.

• Demonstrate a willingness to actively participate in professional growth and development opportunities.

• Recognize that parents are primarily responsible before God for the education of their children and be prepared to partner with and support them in that responsibility.

• Maintain a personal appearance that reflects Christian values of cleanliness, modesty, good taste, and adherence to school policy.

• Possess a teachable spirit and a desire to collaborate effectively with others.

• Respectfully submit to and support established authority. Notify administration of any policy or practice that the employee is unable to support or uphold.

Qualifications

• Bachelor's degree in special education.

• Demonstrated experience working with students with diverse learning, behavioral, and developmental needs.

• Strong knowledge of evidence-based instructional practices, accommodations, and intervention strategies.