Special Education Teacher Grades 4-5 OR 6-8 (1.00 FTE)

Job Summary

The Portola Valley School District is seeking a 1.0 FTE Special Education Teacher. Under the direction of the Director of Educational Services, the Special Education Teacher will provide direct instructional services for students who receive special education services, consult with general education staff, students, and parents, and serve as an IEP case manager for designated students with an IEP.

Job Description / Essential Elements:

Special Education Teacher Grades 4-5 OR 6-8 (1.00 FTE)
STARTING DATE: August 14, 2025

WORK SCHEDULE: 186 Days per the 2025-2026 PVSD academic calendar. CREDENTIAL: A valid California teaching credential with the appropriate Special Education authorization to teach students with Mild to Moderate needs is required for this position.
SALARY: Range $85,415 to $147,793 depending on education and experience, plus $2,500 stipend each for MA, PhD and National Board Certification. Comprehensive health and welfare benefit package.
BARGAINING UNIT: Portola Valley Teachers' Association

Overview
The Portola Valley School District is seeking a 1.0 FTE Special Education Teacher. Under the direction of the Director of Educational Services, the Special Education Teacher will provide direct instructional services for students who receive special education services, consult with general education staff, students, and parents, and serve as an IEP case manager for designated students with an IEP.

Duties and Responsibilities

• Provide direct academic instruction and inclusion services for students with a range of needs (including students with Autism or Intellectual Disability who may have moderate needs).
• Assist in the Individual Education Plan (IEP) process as needed. Serve as IEP case manager for students assigned to them.
• Provide consultation services to classroom teachers to provide educational support to students who are enrolled in general education classes, but require modification of the core curriculum.
• Provide support to classroom teachers to help create safe and optimal learning environments that are appropriate for individual student needs.
• Serve as parent liaison in providing parents with resources that support the learning needs of their children.
• Provide training to teachers and paraeducators to increase awareness and understanding of students with disabilities.
• Contribute as a member of the MTSS team, including the coordination of assessments, interventions, and collaboration with teachers.
• Through the MTSS and (Response to Instruction and Intervention) decision making process, provide pre-referral academic instruction for students.

Knowledge - Skills - Abilities

• Ability to prepare and implement an Individual Education Plan (IEP) that is compliant with State and Federal requirements and results in educational benefit for the students.
• Skills in a variety of techniques, curriculum, and instruments in order to provide direct specialized instruction and inclusion services.
• Knowledge of best practices for inclusion and co-teaching as it relates to the inclusion of children with a variety of disabilities into the general education classroom.
• Knowledge in the area of assessment, programming and service provision for students with recognized disabilities.
• Knowledge of theories of child development in cognitive, psychomotor, social, communication, vocational and self-help areas.
• Knowledge of adaptive/assistive technology and materials.
• Knowledge of formal and informal assessment techniques and instruments to evaluate student progress
• Skill in the use of data to monitor progress and guide learning goals and instruction.
• Knowledge of behavior management and social skills training/techniques in working with students and supporting parents.
• Knowledge of special education database systems (e.g., SEIS)
• Skills in formulating and implementing behavior plans and ability to provide a safe and effective learning environment.
• Ability to work effectively and collaboratively in a team environment.
• Ability to establish a positive relationship and effective communication with students and parents.

Physical Demands and Working Conditions

• Indoor classroom, and frequent outdoor playground environment; subject to frequent interruptions;
• Daily routine ability to exchange information via hearing and speaking;
• Skills, knowledge, mental ability, and manual dexterity to carry out the posted duties and responsibilities of the job, interpret and implement school policies, rules and regulations, and make determinations relative to the effective performance of the essential responsibilities of the position;
• Ability to sit, stand and/or walk for lengthy periods of time to monitor student progress;
• Ability to hear and understand speech at normal room levels;
• Ability to speak in audible tones so that others, including young children, may understand clearly;
• Ability to comprehend visual and auditory input given by others;
• Short term and long term memory ability is required in all tasks;
• Situations may require lifting of up to 25 lbs. (light objects as part of classroom environment)
• Seeing to perform assigned duties with or without vision aids; sitting or standing for extended periods of time;
• Dexterity of hands and fingers to operate office machinery as needed during class time as necessary to perform the duties of the position;
• Ability to bend, reach walk, kneel, bend at the waist, and reach overhead, above the shoulders and horizontally;
• May be required to attend meetings or school events outside regular school hours.

Licenses and other requirements

• Completion of the Livescan clearance process prior to the first day of school.
• Valid CA Teaching Credentials as noted above.

Portola Valley School District programs, activities, practices, and employment shall be free from discrimination, harassment, intimidation, and bullying of any student based on the student's actual race, color, ancestry, national origin, ethnic group identification, age, religion, marital or parental status, physical or mental disability, sex, sexual orientation, gender, gender identity, or gender expression; the perception of one or more of such characteristics; or association with a person or group with one or more of these actual or perceived characteristics.

PVSD contact for discrimination, harassment, intimidation, bullying, and Title IX contact:

Lynette Hovland
Ormondale School Principal
200 Shawnee Pass
Portola Valley, CA 94028
(650) 851-1777 x2650

Requirements / Qualifications

For more information on Requirements/Qualifications, please contact the employer.

Comments and Other Information

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