A Special Education Teacher teaches students who have disabilities, and adapts teaching methods to meet the needs of students. Assesses students and helps to develop individualized education plans that specify the services and accommodations needed for each student. Works in a classroom that includes only students with IEPs, or works with students and teachers in regular classes. For students with severe disabilities, may focus on developing skills for independent living. Works as part of a team that includes therapists, school counselors or social workers.
July 2026 Position Summary Experienced special education teacher with a strong background in literacy and math instruction, intervention, and diagnostic assessment, with extensive experience supporting student skill acquisition through data-based decision making. Skilled in problem solving at the student and classroom levels, developing and progress monitoring academic and behavioral interventions within a Multi-Tiered System of Supports (MTSS) framework. Proven ability to collect, analyze, and interpret data to inform instruction, coach and consult with educators, and train district staff in the implementation of research-based programs with fidelity. Knowledgeable in Special Education law and committed to promoting student success in the general education environment through effective tiered supports and collaborative capacity-building. Primary Duties and Responsibilities (Essential functions in terms of the American's with Disabilities Act) Strong background knowledge, skills, and experience in literacy and math instruction, intervention and diagnostics Significant experience with student literacy and math skill acquisition Experience with problem solving at the student and classroom level using data based decision making Experience in developing guiding, and progress monitoring academic and behavioral interventions Experience in data collection, analysis and interpretation to inform instruction and intervention Background experience in teaching, consultation, coaching and behavior management Experience with training and monitoring the implementation of a variety of research-based programs for student intervention Knowledge of Special Education Law Understanding of and willingness to promote the value of student placement, intervention and success in the general education environment a multi-tiered approach Experience and ability to effectively train local district staff in a tiered model of intervention MTSS training and experience supporting a local district in a MTSS cohort Gathers data and uses data based decision making to guide a problem-solving model for student academic and behavioral concerns Models and consults with principals, staff members and parents/guardians to assist students in making academic and behavioral progress Reviews, analyzes, and revises implementation plans and interventions as part of a problem-solving team Supports and monitors the integrity and implementation of universal screenings, student support strategies and intervention plans across a three tiered model Provides analysis and interpretation of student performance information and data in oral and written reports Attends Individualized Education Planning (IEP) meetings as needed and assists in ongoing review of strategies and progress for students Participates as a member of the Multi-disciplinary Evaluation Team (MET) Attends scheduled building and team meetings as related to job duties Maintains working files for TC cases Assists in developing and implementing in-service training through the LEA or ESD Keeps actively abreast of current research and innovative techniques through educational journals, online resources, attending ISD or state level professional learning Demonstrates competency or willingness to learn the MTSS model of a multi-tiered framework for supporting students and schools and willingness to serve in the capacity of trainer and/or coach for local districts in this regard The above statements are intended to describe the general nature and level of work being performed by a person in this position. They are not to be construed as an exhaustive list of all duties that may be performed by such a person.
Preferred Employment Qualifications Education:
Masters Degree minimum
Experience:
Minimum of 8-10 years satisfactory experience and at least three years of experience teaching students with disabilities in a special education setting.
Supervisory Responsibilities:
None Certificates, Licenses, or Registrations:
Full approval by the State Board of Education as a Special Education Teacher.
Other Knowledge, Skills, and Abilities:
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Required:
Ability to maintain confidentiality with staff and sensitive information. Ability to communicate in a clear, concise, professional manner in both oral and written communications. Ability to effectively manage multiple tasks to meet deadlines. Ability to learn and navigate student management systems. Ability to work as part of a highly motivated, interdisciplinary team. Ability to consistently and reliably perform all duties of the position. Timely, regular and consistent daily attendance is required.
Physical Demands:
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 sit or stand for long periods of time and occasionally must manually move, lift, carry, pully or push heavy objects or materials. There is occasional stooping, bending and reaching. Close vision is required to perform computer related tasks.
Work Environment:
The noise level in the work environment is usually quiet to moderate. The qualifications listed above are guidelines for selection purposes; alternative qualifications may be substituted if sufficient to perform the duties of the job.
Terms of Employment Annual Work Days:
183 days
Salary Scale:
Based on experience, per the COPESD Professional Contract (found on the COPESD website)
Application Deadline:
July 27th, 2026 by 3:30pm
Application Procedure:
Qualified Applicants may apply in email or hard copy with a Resume, Transcripts, Application (found on the COPESD website), and Credentials to: Mrs. Kristi Williams
COPESD 6065
Learning Lane Indian River, Michigan 49749
Fax:
(231) 238-8551
Email:
williamsk@copesd.org This job description is not an employment contract and should not be construed as such. Additionally, no other statement, verbal or written, is to be interpreted to constitute an employment contract or an employment relationship other than at-will. Employment in support staff positions with Cheboygan Otsego Presque Isle Educational Service District (COPESD) is not by annual contract but rather is at-will, and terminable either by the employee or the employer at any time, with or without cause, except as otherwise provided by law. This current job description supersedes all prior descriptions and all previous versions of the job description are null and void. This job description may be amended or modified at any time by the employer. Any such modification will be timely communicated to all affected employees.
