Special Education Intensive Learning Center Teacher - Middle School 

PURPOSE: 

The Special Education Teacher – Intensive Learning Center (ILC) designs and leads a structured, supportive program for middle school students with diverse learning, social-emotional, behavioral, communication, and functional support needs. This role focuses on helping students build the foundational skills necessary for success in academics, independence, interpersonal relationships, self-advocacy, and future transition to high school and postsecondary opportunities.

The teacher provides specially designed instruction aligned to Individualized Education Programs (IEPs), including transition-focused goals, and delivers instruction in functional academics, communication, social-emotional learning, organization, self-regulation, and daily living skills. This role collaborates with staff, families, and community partners to support student growth, increase independence, and ensure meaningful participation across school settings.

Reports to: Principal

Essential Functions

• Designs and implements a structured, supportive instructional program aligned to student IEPs 
• Creates and maintains a safe, predictable, and inclusive learning environment
• Provides specially designed instruction in academic, social-emotional, behavioral, communication, adaptive, and functional life skills
• Provides instruction in daily living skill areas, including organization, self-advocacy, interpersonal skills, independence, career awareness, and daily living skills
• Performs case management duties for assigned students, including coordinating services, monitoring progress, ensuring IEP implementation, and communicating with team members and families
• Conducts and utilizes formal and informal assessments to monitor progress, and inform instruction, goal development
• Collaborates with school staff to support student access to general education classes, electives, school activities, and other inclusive opportunities
• Collaborates with families, district specialists, and outside agencies to support student programming
• Supports development of student independence, self-regulation, communication, self-advocacy, and functional skill generalization across settings
• Facilitates and participates in meetings (e.g., IEPs, team meetings) to support student planning and services
• Coordinates evaluation processes, including initial and triennial evaluations, in collaboration with district specialists
• Collaborates with staff to adapt and modify curriculum, instruction, environments, and supports to promote student access and inclusion
• Leads, trains, and supports instructional assistants to ensure consistent implementation of student supports and program expectations
• Supports implementation of behavior strategies and plans to promote safe and effective learning environments
• Maintains accurate, timely, and confidential records in compliance with district, state, and federal requirements
• Engages in ongoing reflection and collaboration to support continuous program improvement

Other Functions and Responsibilities

• Performs other related duties as assigned to support the efficient and effective functioning of the program

To perform this job successfully, an individual must be able to perform the above essential duties satisfactorily. In addition, the requirements listed below are representative , but not limited to, the knowledge, skill and/or ability required. 

Job Requirements:

Minimum Qualifications

• Valid Oregon teaching license with appropriate Special Education endorsement and grade level authorization (or ability to obtain)
• Experience providing direct instruction, case management, and collaboration with staff and families

Preferred / Asset:

• Experience supporting transition skill development, work-based learning, or community-based instruction
• Experience in a structured special education or life skills program, or in treatment or therapeutic settings
• ESOL endorsement
• Bilingual (Spanish/English) skills

Knowledge of:

• Special education laws, regulations, and procedures, including IDEA requirements
• Daily living and transition skill development
• Evidence-based instructional strategies for students with diverse learning and support needs
• Functional academics, communication development, social-emotional learning, and daily living skills instruction
• Behavior support strategies and classroom management practices
• Culturally responsive and equity-centered practices, including working with multilingual learners
• Data collection, progress monitoring, and data-based decision-making
• Community resources 
• Applicable laws, regulations, and ethical practices

Ability to:

• Create a structured, supportive, and student-centered learning environment
• Build strong relationships with students, staff, families, and community partners
• Support students in developing independence, self-advocacy, and life skills
• Collaborate effectively with multidisciplinary teams and external agencies
• Plan and deliver instruction aligned to IEP 
• Analyze data and adjust instruction and supports accordingly
• Supervise and support instructional assistants
• Communicate effectively in oral and written formats
• Organize and manage multiple responsibilities and timelines
• Maintain confidentiality and professional judgment

Working Environment

• Requires frequent standing, walking, and movement, including supporting students in classroom and community settings
• May include supporting students in community-based instruction or work-based learning environments
• May include responding to students in crisis situations
• Work is performed in school and community settings with occasional exposure to unpredictable situations

Education

• Bachelor’s degree or higher in Education or a related field required

Certificates & Licenses

• Valid Oregon teaching license with Special Education endorsement (or ability to obtain)
• CPR/First Aid certification (or ability to obtain)
• Ability to complete required training in de-escalation and safety practices
• Meets the standards of Competent and Ethical Performance as outlined in Oregon Administrative Rules (OAR 584-020-0000 to 584-020-0045)

NOTE: This is not necessarily an exhaustive or all-inclusive list of responsibilities, skills, duties, requirements, e?orts, functions, or working conditions associated with the job. This job description is not a contract of employment or a promise or guarantee of any speci?c terms or conditions of employment. The school district may add to, modify, or delete any aspect of this (or the position itself) at any time as it deems advisable.