Sahuarita Unified School District
Vision: Excellence
Mission: Working as a Team to Help Every Student Succeed

With sunny weather and breathtaking desert-mountain scenery as our daily backdrop, Sahuarita Unified School District (SUSD#30) serves approximately 6,300 students in a boundary of 606 square miles in an area located just south of Tucson, Arizona. There are four elementary schools, two K-8 schools, one middle school, two high schools, an alternative secondary school, one fully online school, and an early childhood center. SUSD#30 is focused on working as a team to bolster student success, being connected to and involved in the community, and having a sense of meaning behind all we do because SUSD#30 understands how important education and the lives of children are in a community.

The Sahuarita Unified School District Student Services Department is seeking multiple Special Education Teacher/Resource/Extended Resources Teachers ranging from Kinder through 12th grade. The SUSD#30 Student Services Department is committed to providing top-notch professional development opportunities for our staff, both within and outside the district. We make sure our team stays up to date with the latest instructional practices, as well as all the relevant legal considerations. On top of that, we prioritize funding for exciting new curricular materials and top-of-the-line equipment to meet our students' diverse needs. We also offer an annual $3,000 stipend to each teacher in addition to base salary, of which, can range between $45,935.53 and $50,977.23.
Join us and be part of a department that's always ahead of the curve! Let’s work together to help every student succeed!

TITLE:  TEACHER -  SPECIAL EDUCATION 

Sahuarita Unified School District has openings for Special Education Teachers at multiple school sites and all levels between PreK-12.
 
CONTRACT TERMS:  10 Months
 
SALARY CLASSIFICATION: Certified Salary Determination Chart
 
GENERAL STATEMENT OF RESPONSIBILITIES:
 
Develops and implements a curriculum program consistent with district educational goals and objectives and student IEP programming.
 
ESSENTIAL FUNCTIONS 
Serves as case manager responsible for coordinating the development, monitoring, and implementation of student's Individual Education Plan (IEP), including any relevant Behavior Intervention Plan.
Maintains accurate and confidential records of all assigned students (including, but not limited to, grades and progress monitoring).
Establishes, maintains and promotes a classroom atmosphere which ensures the emotional and physical safety and well-being of students and emphasizes mutual respect, self-worth, self-discipline, cooperation, consideration and responsibility.
Assesses student needs and develops, implements and evaluates daily lesson plans for students to include scheduled activities and materials. Modifies instructional program to meet the needs of each child.  Designs and implements all specially-designed instruction as indicated in the students’ IEPs.
Utilizes and implements classroom management techniques to maintain organization, orderliness and student safety, and a productive learning environment. Utilizes positive reinforcement to maximize desired behavior and educational outcomes.
Develops a comprehensive instructional plan for assigned students.  Maps, schedules, observes and assigns Special Education Paraprofessional/s as needed to ensure student services.
Consults with regular education classroom teacher to develop curriculum modifications and intervention strategies.
Ensures that parents are informed of methods of evaluation used to inform instruction and document progress.
Collaborates with parents and relevant providers in development and provision of educational programming for students.
Develops Transition Plans for students, if appropriate.  This may include explicit instruction in vocational skills, job shadowing, job skills, college and career readiness, safety and community awareness.
Adheres to all court orders, state and federal regulations, and Governing Board policies (in general and especially as related to Special Education programming and services).
Other duties as assigned.
 
QUALIFICATIONS  

A.  REQUIRED EDUCATION, TRAINING & EXPERIENCE
Arizona Special Education Teaching Certificate
Structured English Immersion (SEI) Endorsement
Appropriate Endorsement/Approved Area Arizona
IVP Fingerprint Clearance Card
Valid CPR/First Aid Certification
 
B.  PHYSICAL REQUIREMENTS
 
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee is regularly required to stand; walk; sit; use hands to finger, handle, feel and type; reach with hands and arms; and talk or hear.  The employee frequently is required to climb or balance and stoop, kneel, crouch, or crawl.  The employee must regularly lift and/or move up to 30 pounds.  Specific vision abilities required by this job include close vision, peripheral vision, and ability to adjust focus.    

C. COMMITMENT & DEPENDABILITY
Willingness to perform as an integral member of a successful team;
Dedication to providing the highest level of service;
Willingness to adhere to policies and procedures.
 
PERFORMANCE EXPECTATIONS  

MARGINAL FUNCTIONS
Order classroom supplies and instructional materials.

MENTAL TASKS
Communicate – verbally and in writing. Read. Analyze.  Evaluate. Manage. Promote Learning. Ensure safety. Observe.

PHYSICAL TASKS
Work involves sitting for extended periods of time, moving from one location to another, reaching, stooping, bending, and holding, lifting and grasping objects.

EQUIPMENT, AIDS, TOOLS, MATERIALS
Uses projector, whiteboard, whiteboard marker, and other office or instructional equipment, such as telephones, fax-machines, computers and associated technology. May use hand tools and operate power-driven machinery, as appropriate and aligned with student programming.

WORKING CONDITIONS
Indoor classroom environment. Outdoor school campus and community environments. Contact with the public, colleagues, students and families.

CONTROL, SUPERVISION
Monitor students, volunteers, inclusion assistants, special education aides in the classroom, throughout the school campus,  and in the community (as appropriate; e.g. field trips, community-based instruction).

REASONING ABILITY
Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.
 
EVALUATION PROCEDURE:  In accordance with provisions specified in Governing Board policy.

SUPERVISION RECEIVED:  Reports to school/site administration
 
SUPERVISORY RESPONSIBILITY:  Some

PUBLIC NOTIFICATION OF NON-DISCRIMINATION: Sahuarita Unified School District does not discriminate on the basis of race, sex, color, national origin, sexual orientation, age, sex or disability in admission or access to , or treatment or employment in, its educational programs or activities and provides equal access to the Boy Scouts and other designated youth groups.