Avondale High School Resource Room Teacher- Math Co-Teacher

id='p17914_46151'>Avondale High School Resource Room Teacher- Math Co-Teacher JobID: 17914

Position Type:

Special Education/Special Education Teacher

Date Posted:

8/17/2026

Location:

Avondale High School

District:

Avondale School District Additional Information: Show/Hide

AVONDALE SCHOOL DISTRICT

Join the Avondale Team!

At Avondale, we're more than a school districtâwe're a supportive community dedicated to personal growth, resilience, and discovery. We invest in our staff through strong professional development and a collaborative network, empowering educators to create exceptional, individualized learning experiences where every student matters and every story counts. Learn more about us at www.avondaleschools.org.

TITLE: SPECIAL EDUCATION âResource Room and Math Co-Teacher

LOCATION: AVONDALE HIGH SCHOOL

FTE: 1.0

SCHOOL YEAR: 2026-2027

IN THIS ROLE: Join a passionate team at Avondale High School where innovation, collaboration, and student-centered learning thrive. As the Resource Room and Math Co-teacher, you'll engage curious, energetic learners during a pivotal stage in their growthâhelping them build strong academic foundations while fostering critical thinking, creativity, and confidence. With robust professional development, a supportive community, and the freedom to bring lessons to life in meaningful ways, this is an exciting opportunity to make a lasting impact on students and shape their journey toward success.

What you need:

The individual selected for this assignment will be the one who offers the best combination of qualities in accordance with the following standards and requirements:

• Current Michigan Certification with appropriate endorsement for specified subject areas.
• Current Michigan Certification with special education endorsement, ASD, EI, and/or CI preferred.
• Knowledge of Dyslexia Law is preferred
• Co-teaching experience with evidence of success preferred
• Knowledge of the techniques of modification and accommodations as they relate to the general education curriculum.
• Proficiency in developing Present Levels of Academic Achievement and Functional Performance statements, IEP goals and objectives, Functional Behavior Assessments, and behavior plans.
• Non-violent Crisis Intervention training
• Must have a working knowledge of special education law
• Experience working with students with a variety of disabilities, including ASD, SLD, EI, CI, VI, HI, PI, OHI, SLI, and ADHD.
• The ability to meet physical demands, including but not limited to: run, kneel, sit on the floor and rise from the floor, and the ability to lift 40 pounds.
• Should have a high energy level and the ability to respond quickly to a variety of situations
• Flexibility and willingness to attend training
• Excellent communication skills
• A conceptual understanding of human growth and development, learning theories and teaching methodologies, special education service delivery models, and state and federal rules related to special education.
• Regularly, Reliable and punctual attendance is an essential job function

Reports to:

Special Education Resource Program Teachers are supervised by the building principal in matters concerning day-to-day operations. They work under the direction of and are responsible to the Administrator of Special Education for program coordination and development.

What we need:

• *Participate in the development and promotion of the special education philosophy of service and delivery.
• *Regular, reliable, and punctual attendance is an essential function of the job.
• *Collect accurate ongoing data on student programming.
• *Demonstrate good interpersonal skills to work collaboratively with staff members/students/parents, and the community.
• *Provide direct instruction for special education certified students, in the areas of academic skills, communication skills, social skills, and transition.
• *Provide direction to program paraeducators.
• *Demonstrate the ability to assess students' progress.
• *Development and maintenance of special education records.
• *Communicate with parents regarding student progress.
• *Proficient in facilitating, writing, and implementing IEPs and Behavior Plans.
• *Develop IEPs that comply with goals and objectives that provide for educational benefit.
• *Remain in compliance with all State and Federal rules and regulations that govern Special Education.
• *Demonstrate knowledge in utilizing assistive technology for students.
• *Assist students with basic needs, including feeding, toileting, etc.
• *Ability to coordinate schedules of students within the program and/or job site placements.
• *Ability to develop collaborative Transition services for students.
• *Work collaboratively with Michigan Rehabilitation Services, Community Mental Health, Social Security, and ARC
• *Maintain open and meaningful communication regarding all disabled students
• *Maintain confidentiality of school-related information.
• *Participate in and utilize information gained in appropriate staff development.
• *Demonstrates understanding of students' needs, and interacts appropriately with students, parents, and other employees.
• *Demonstrates initiative and creativity with individual children and their program implementations; follows through with prescribed behavioral management programs.
• *Keeps records, prepares materials for classroom use, corrects students' work, maintains instructional materials and supplies, and procures necessary resource materials, as required.
• *Supervises students involved in activities other than the classroom
• *Maintains composure under stressful conditions
• Perform other duties as requested by the Administrator.
• Indicates Essential Job Functions
• WORK ENVIRONMENT:

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. While performing the duties of this job, the employee occasionally works in hot temperatures and extreme temperatures below ten degrees, and occasionally will walk on slippery/uneven surfaces. The employee must be able to meet deadlines with severe time constraints and interact with the public and others. The employee has direct responsibility for the safety and well-being of others. The employee is often exposed to fumes and airborne particles and frequently must work in outside weather. The noise level in the work environment is frequently loud enough that you have to raise your voice to be heard.

• PHYSICAL DEMANDS:

While performing the duties of this job, the employee is frequently required to sit and kneel on hard surfaces and is occasionally required to walk or stand. The employee will frequently bend or twist at the neck and trunk while performing the duties of this job. The employee frequently will reach above the head and forward. The employee frequently uses hand strength to grasp equipment or students. The employee must occasionally lift and/or move up to 50 pounds and push or pull up to 100 pounds, such as students or students in wheelchairs. Specific vision abilities required by this job include close vision, depth perception, and peripheral vision.

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.

SALARY DETAILS: Per Master Agreement

TERMS OF EMPLOYMENT: Per Master Agreement

EVALUATION: Per Master Agreement

View Avondale Contract Agreements (Current Bargaining Agreements)

WHY WORK FOR AVONDALE?

In addition to collaborating with passionate educators on meaningful initiatives, joining Avondale means you'll also enjoy these outstanding benefits: