ESY 2026 Special Education Teacher

Certified - Classroom Teacher - Other Job Number 2000016967 Start Date Open Date 04/06/2026 Closing Date 06/23/2026 SPECIAL EDUCATION TEACHER - Extended School Year (ESY)SUMMARY DESCRIPTIONUnder the general supervision of an ESY Site Coordinator, an ESY special education teacher will be assigned a caseload and will implement school board policy regarding the educational curriculum of a particular instructional division and/or instructional unit. ESY will be held on the following dates: June 23-July 10, 2025 (Tuesday -Thursday) for 5.5 hours. Training for ESY will be held the week prior to start date for one full day with one day after for paperwork and clean up. You must be able to work the full ESY session, including training and clean up days, to be considered for a position. There will be required teacher training prior to the student start date; employees will be paid for this training. ESSENTIAL DUTIES/RESPONSIBILITIES: This list of essential duties and responsibilities is not exhaustive and may be supplemented. Planning and Preparation Administer appropriate district curriculum which is aligned with IEP and applicable standards Designs and implements the components of an effective lesson for instruction and student assessments aligned with IEP and applicable standards Designs coherent, differentiated, instruction and student assessments aligned with IEP and applicable standards at the appropriate instructional level for the student. Provide appropriate instructions, modifications, adaptations, and implements Individual Education Plans (IEP) in an organized, systematic, and meaningful manner. Analyze student progress and ensure assessment regulations and guidelines are followed at all times. Demonstrates mastery of content and pedagogy, knowledge of students and resources, typical developmental patterns of student, and characteristics of students with disabilities. Sets instructional outcomes for diverse learners.Classroom Environment Creates an environment of respect and rapport while developing a climate that promotes positive learning conditions. Maintains a positive, orderly, safe, accessible and academically focused learning, resource-rich environment. Manages classroom procedures and student behavior. Demonstrates cultural competency. Instruction Communicates learning expectations to students. Engages students in learning. Utilizes discussion and questioning techniques. Embeds assessment in instruction. Demonstrates flexibility and responsiveness. Demonstrates familiarity with Multi-Tiered Systems of Support. Demonstrates knowledge of strategies and accommodations to assist students with disabilities to access curriculum. Coordinates effectively with other service staff in providing student instruction.Professional Responsibilities Maintains accurate records and IEP's as mandated by state and federal guidelines, within established timelines. Demonstrates professionalism, integrity and ethical conduct. Supports, communicates and works professionally with administrators, staff and community and follows all protocols consistent with the WCSD's procedures. Makes a focused effort to promote meaningful participation of parents in the IEP process. Reflects on teaching. Participates in a professional community. Participates in other job-related duties and activities related to the position as assigned. Works as part of an education/assessment team responsible for identifying, developing, implementing, monitoring and evaluating individual objectives for assigned students.ESY teachers can be assigned as Resource Special Education teachers or can be assigned to specific specialized programs that are broken down from the Special Education umbrella in order to provide adequate supports for all students requiring special needs. In the case where a teacher is assigned to a specialized program, all of the above-mentioned job duties and responsibilities apply, as does the information tied to the specific program. Specialized programs within the Special Education umbrella at WCSD are described below. When assigned to: EC - Early Childhood/Pre-KThe Early Childhood Special Education Program provides services to three, four and five year olds with disabilities. The teacher provides instruction in developmentally appropriate curriculum that addresses all areas of child development including literacy and math readiness skills, gross and fine motor skills, self- help skills, communications skills, and social skills. In addition, the classroom provides multiple opportunities to develop skills in the areas of cognition, receptive and expressive language, and social/emotional development. (Job Code: 0726) EC STRAT - Early Childhood/Strategies (for details on Strat, see Strat description) The SPED Early Childhood Strategies Teacher provides instruction in developmentally appropriate curriculum that addresses all areas of child development including literacy and math readiness skills, gross and fine motor skills, self- help skills, communications skills, and social skills. The program focuses primarily on the development of communication and social emotional skills using a variety of strategies. The EC Strategies Program serves students with deficits in these areas, usually caused by Autism. This program also provides a small group setting and focuses on extensive data collection to document progress. When assigned to an EC Strat classroom, a combination of EC & Strat practices are followed. The descriptions mentioned for EC and Strat respectively should not be construed to believe that only one or the other will be followed. A combination of practices of both are followed by the teacher and other support staff to best suit student needs. IK - Integrated KindergartenThe SPED IK Program provides developmentally appropriate curriculum in a co-teaching model that addresses all areas of child development including literacy and math readiness skills, gross and fine motor skills, self- help skills, communications skills, and social skills along with kindergarten standards and curriculum. Services are provided in a kindergarten setting. CLS - Comprehensive Life SkillsCLS focuses on building a foundation to success in life while maintaining an academically rich environment that promotes student success with the specific development of critical social, emotional, and cognitive skills. The CLS teacher will: demonstrate knowledge of characteristics of students with cognitive disabilities; assists students with cognitive disabilities to access alternative curriculum aligned with Nevada State Standards; utilizing a variety of modalities (pictures, words, symbols, etc.) enables students to access the environment; communicates learning expectations to IEP team; utilizes a variety of techniques to illicit student response; aligns IEP goals and outcomes with Alternative Grade Level Indicators (AGLI's). SIP - Social Intervention ProgramSocial Intervention Program (SIP) classrooms provide a system of support - both academic and emotional/behavioral - for students with significant emotional/behavioral needs within the regular school setting. SIP is a program, not a place, which incorporates a range of settings, from self-contained classrooms to full-inclusion within general education classrooms, with behavioral support (it is an IEP team decision what the least restrictive environment is for each child). The goal of SIP is to help children acquire and develop effective, prosocial behaviors so they can be successful in regular classroom settings, and to support the children to make adequate academic progress. Students are given work at their developmental levels and the WCSD adopted curriculum and texts are utilized. The primary goal is to extinguish behaviors that are impeding students' ability to be successful in the general education classroom, and to provide positive replacement behaviors, so that students can return to the general education classroom. The SIP has as its framework, a structured behavior management program that includes frequent positive reinforcement, with consistent consequences, to shape appropriate school behaviors, such as staying calm, following instructions, etc. SIP teachers' roles and responsibilities include, but are not limited to, the following: Ongoing academic assessment, progress monitoring and instructional planning to ensure adequate academic progress; Provision of targeted academic instruction; Ability to differentiate academic materials to address Common Core State Standards; Behavioral and academic progress monitoring; Case management for IEPs and reevaluations; Setting and managing the daily schedule; Positive behavioral support for students; Support for/and collaboration with regular classroom teachers to support inclusive practices and facilitate inclusion; Management and oversight of aide/assistant use of the program; Knowledge of applied behavior analytic strategies and supports; Design and implementation of behavior plans to ensure student behavioral progress. MI/SIPWhen assigned to a MI/SIP classroom, a combination of Strategies, CLS & SIP practices are followed. The descriptions mentioned above for Strategies, CLS and SIP respectively should not be construed to believe that only one or the other will be followed. A combination of practices of both are followed by the teacher and other support staff to best suit student needs. Please see Strategies, CLS & SIP descriptions for a better understanding of what the expectations could look like. In addition, the MI/SIP teacher will: demonstrate knowledge of characteristics of students with cognitive disabilities; assists students with cognitive disabilities to access alternative curriculum aligned with Nevada State Standards; utilizing a variety of modalities (pictures, words, symbols, etc.) enables students to access the environment; communicates learning expectations to IEP team; utilizes a variety of techniques to illicit student response; aligns IEP goals and outcomes with Alternative Grade Level Indicators (AGLI's); collects data and Information for a Functional Behavior Assessment and develops an Appropriate Positive Behavioral Plan aligned with student needs. STRATEGIES (Designed to support students who may be on the autism spectrum) Program provides systematic, intensive instruction focusing on the following areas: receptive/expressive/pragmatic language, functional routines, pre-academic/academic skills, play concepts, social skills, fine/gross motor skills, and socially acceptable and functional behaviors. Highly structured and predictable instruction occurs in a small-group setting with a high adult-student ratio utilizing discrete trial teaching of academic, functional, and social skills. Teachers use visual supports, augmentative and alternative communication tools, positive behavioral supports, inclusive practices, and data-based decision-making with a focus on generalization and maintenance of skills and maximum student independence SOCIAL RESOURCE Program provides special designed social skills curriculum emphasizing development of social thinking and social coping skills through systematic, coordinated, methods including visual supports, modeling, role-playing, and a considerate environment for sensory needs. In addition, instruction specifically addresses individual student behavioral targets that interfere with participation in general education settings. Program components include language/communication development, school-wide success skills, structured social interaction, focus on transition to general education environment, organizational skills, bullying prevention, positive behavioral supports, and related services as determined by the IEP. Hearing ImpairedDemonstrates knowledge of characteristics of students who are Deaf/Hard of Hearing; assists students with Hearing Impairments to access curriculum; utilizes appropriate questioning and discussion techniques based on a student's modality of learning; demonstrates skill and knowledge of current technology practices relative to students who have hearing impairments; knowledge of and ability to effectively utilize, access and maintain necessary technology and equipment needed to teach, and assist students with hearing impairments within classroom instruction and activities as well as other curricular access, ability and/or knowledge to use all technologies and modalities which may be required to perform requirements of the position. Home HospitalThe home hospital teacher provides special education services to students who are too ill to attend school and also maintains an educational atmosphere that encourages effective student learning and supports and thereby furthers district goals of meaningful academic progress toward a regular high school diploma to the extent possible. The home hospital teacher serves as the liaison teacher to the student's teacher(s) of record at the school of enrollment; provides effective instruction in accordance with the student's IEP; works effectively with the teacher(s) of record at the student's school of enrollment; and delivers completed work and assignments in a timely manner to the teacher(s) of record for the purposes of ongoing assessment/monitoring of academic progress, grades and credit attainment. The Home hospital teacher adheres to the WCSD Professional Domains and Standards for Licensed Employees and reports directly to the area administrator overseeing the program under Student Support Services and also: Ensures educational instruction in the home and/or other appropriate locale in a supportive environment; Follows all protocols consistent with the WCSD's Home Hospital procedures; Integrates appropriate technology into the instructional program as needed. Note: Those involved in the SPED Home Hospital Program are not traditional classroom teachers, however, they do apply planning and preparation time, instruction, and maintain professional responsibilities. VI - Vision Impairment Students serviced may include students who are blind or partially sighted, those with multiple impairments or students with deaf-blindness. Assists with student needs to include adaptations to learning materials, learning environment and learning strategies. Supports to ensure that student has access to their developmental or academic curriculum as well as Expanded Core Curriculum. Supports students in UEB braille, Nemeth Code, music braille, etc. and/or low vision skills and strategies, and assistive technology. Supports instruction in environmental and community awareness. Assists with preparing and cataloging various instructional materials EMPLOYMENT STANDARDSEducation/Experience: Any combination of education and experience in teaching would provide the required knowledge and skills are qualifying. A typical way to obtain the knowledge and skills would be: Bachelor's Degree from and accredited college or university with student teaching experience and the ability to obtain a valid Nevada teaching license.Knowledge of: Child development; behavior and characteristics of students; subject area and/or credential area of teaching. (e.g., special education, math, science, etc.); effective teaching skills; planning and organizing; supervision and control; assessment and diagnosis; interpersonal relations. Skill at: Creating an effective environment for learning, establishing and maintaining effective working relationships with teachers, administrators, counselors, and other staff members. The ability to establish and maintain standard of pupil behavior needed to achieve a functional learning atmosphere in the classroom. Effective utilization of technology in instruction, planning, data-based decision making and monitoring of student achievement. License/Certificates: Possession of, or the ability to obtain a valid Nevada teaching license in the relevant subject area/and or grade level. Physical Demands: The work is sedentary. Typically, the employee sits comfortably to do the work. However, there may be some walking; standing; bending; carrying of light items, such as papers, books, or small parts; or driving an automobile. No special physical demands are required to perform the work. Work Environment The environment involves everyday risks or discomforts that require normal safety precautions typical of such places as offices, meeting and training rooms, libraries, residences, or commercial vehicles, e.g., use of safe work practices with office equipment, avoidance of trips and falls, observance of fire regulations and traffic signals. The work area is adequately lighted, heated, and ventilated. THIS JOB SPECIFICATION SHOULD NOT BE CONSTRUED TO IMPLY THAT THESE REQUIREMENTS ARE THE EXCLUSIVE STANDARDS OF THE POSITION. INCUMBENTS MAY BE REQUIRED TO FOLLOW ANY OTHER INSTRUCTIONS, AND PERFORM ANY OTHER RELATED DUTIES, AS MAY BE REQUIRED BY THEIR SUPERVISOR.The Washoe County School District is committed to providing a safe and respectful learning and working environment for all students, staff, and visitors. The District prohibits bullying, cyber-bullying, harassment, sexual harassment, and/or discrimination based on an individual's actual or perceived race, color, religion, sex (including pregnancy), national origin, age, sexual orientation, gender identity or expression, genetic information, veterans or military status, marital status, disability or the presence of any sensory, physical or mental handicap in any of its educational programs/activities and employment, or in any program or activity conducted or funded by the U.S. Department of Agriculture. The District prohibits discrimination against any youth group listed in Title 36, as a patriotic society, (i.e. Boy Scouts of America) from access to public school facilities use. Internal Job Number ESY2026 Salary Salary is determined by licensure. Employees who are hired and have an active general teaching license are paid $30.00 per hour. Employees who are hired but only have an active substitute-teaching license are paid $15.00 per hour. No exceptions will be made. Salaries are subject to adjustment and may increase and decrease each fiscal year. Applicants must be available to work June 17th and June 23 - July 10th, 2025 on non-contract days.Prep Day - June 17thNine instructional days for students - June 23rd - July 9thCloseout - July 10thThis position is non-PERS compensable.Salaries are subject to adjustment and may increase and decrease each fiscal year.Additional Job Information Student Services is now accepting applications for Extended School Year (ESY) positions. Interested applicants may apply online here by completing a CERTIFIED application or by updating an existing Certified application. (applications must be linked to the job posting to be considered).Applicants must have an active teaching license to be considered for an ESY position.New employees will be fingerprinted upon hire and will have $58.50 deducted from their first paycheck to help defray the cost of fingerprinting. Fingerprint fees are subject to change. Your job offer is conditional until a report is returned from the FBI and Nevada Department of Public Safety that meets the standards of WCSD for employment purposes.Temporary employees working less than 6 months do not receive benefits.Any applicant who would like to request a reasonable accommodation in any step of the selection process should contact Human Resources at (775) 348-0321.