Master Teacher – Individualized Education – Adams Elementary School (25/26 SY)

POSTING CLOSE DATE

This posting will be open until filled

APPLICATION REQUIREMENTS

A COMPLETE PRE-REGISTRATION INCLUDES THE FOLLOWING (Must be attached in My Applications):

( **Current D11 Teachers and SSPs require Resume, Cover Letter and Letters of Recommendation)

• A completed online submission
• An up-to-date professional resume. Please ensure that your resume includes both months and years for all certified work experience. These dates will only be reviewed once for your salary offer.
• A legible copy of all official college transcripts. Please provide ALL Transcripts, Bachelor’s level and above. Compensation offers will be reviewed once for credits related to your salary offer.
• Three letters of recommendation; 2 professional, 1 collegial (must be within the last two years)
• Cover Letter
• A legible copy of your teaching license(s)
• Alternative Licensure Candidates (Teacher in Residence); Statement of Eligibility, must provide copy of passing PRAXIS II scores
• Student Teachers: must provide copy of passing PRAXIS II scores and current transcripts

Transcripts or PRAXIS II Scores will be required for all applicants teaching out of content area per CDE Requirements

To upload documents into your application, click on the blue FAQ Sheet link on our Employment webpage. It is located on the Teacher Opportunities page and should be read before you begin. Any uploaded documents will carry over to future applications in D11.

Our Talent Management Compensation Team uses the transcripts, resume, and applications to determine where the applicant is placed on the salary schedule, so please make sure your application is complete.

Compensation uses these to ensure equity within our salary setting processes and to compare the candidate’s years of experience and education to the requirements of the job description. Compensable factors are inclusive of education and work experience.

Factors for determining pay at the minimum value of the pay range

Job descriptions define the minimum requirements the applicant must meet to be eligible for the job. Applicants that do not meet the minimum requirements should not be considered as potential candidates. Salaries for applicants that meet the minimum requirements of the job will be set at the minimum of the pay range for the job.

NOTE:

• Lanes for Teachers are determined by the transcripts provided.
• Grades for Educational Support Professional’s and Exec Pro’s are determined by the Salary Schedule by Job Title
• Steps for all are determined by their experience listed on the application and resume.

Factors for determining pay above the minimum value of the pay range

Teachers receive a maximum of 14 years’ experience (and experience must be within the last 15 years). Years of experience are reviewed on the application and resume. Please view “How Your Compensation is Determined” resource for further details.

Education Support Professional and Exec Pro’s are placed on the appropriate step according to their experience. Please view the “How Your Compensation is Determined” resource.

JOB DESCRIPTION

SUMMARY OF FUNCTION

The Master Teacher serves as an instructional leader, mentor, and expert educator, driving student achievement through exemplary teaching, curriculum development, and data-driven decision-making, overseeing the Inclusion Support Teachers and other Special Education TEE licenses across the system. They provide coaching and professional development for colleagues, fostering a culture of continuous improvement and collaboration. By modeling best practices in instruction, classroom management, and student engagement, they support the implementation of high-quality, standards-aligned curricula. Additionally, they analyze student data to inform instruction, advocate effective teaching strategies, and build strong partnerships with families and the community. Through leadership and mentorship, the Master Teacher enhances both teacher effectiveness and student success during the school year and Extended School Year programming.

The Master Teacher plays a pivotal role in Designing and Implementing a Model Special Education Program: Develop a high-impact special education model using continuous improvement cycles and aligned with evidence-based practices, inclusive instruction, and MTSS tiered supports.

• Collaborate Across Systems: Work directly with school and district leadership to build cohesive partnerships between specialized instruction and the district academic improvement plans.
• Deliver Instruction: Teach a caseload of students with disabilities to model and refine program objectives.
• Coach and Mentor Staff: Provide embedded coaching, co-teaching support, and professional development in partnership with school leadership. Participate in district mentorship opportunities including Teacher Training Education programs in the area. Provide training opportunities for staff, including paraprofessionals from across the district on how to implement programming for special education students.
• Pilot and Evaluate Curricula and Instructional Strategies: Test evidence-based interventions, work with existing district curricula to identify access points for under-achieving students and make recommendations for districtwide accommodations specific to curriculum.
• Facilitate Data Monitoring: Partner with building and district leadership for ongoing data analysis through continuous improvement cycles aligned with the Special Education Department professional development.
• Maintain Exemplary Compliance: Model best practices in IEP development from initial referral and evaluation to IEP development, service documentation, and progress monitoring.
• Increase Family and Community Partnerships: Strengthen partnerships with parents and caregivers to support student success. Involve students and families in being proactive co-creators of their own learning through goal setting, self-monitoring and student-led IEP practices.

ESSENTIAL JOB FUNCTIONS

Instructional Leadership

• Plan and deliver engaging lessons using student teaming as the primary instructional model.
• Meet the diverse needs of students, utilizing innovative teaching strategies and integrating technology where appropriate.
• Adapt curriculum and instructional approaches to support varied learning styles, abilities, and cultural backgrounds.
• Model exemplary teaching practices for other Teachers, demonstrating effective classroom management, differentiation, and student engagement.
• With School Administration, facilitates the school’s Instructional Leadership Team (ILT)
• Manages and implements a high-quality Extended School Year program for students with extensive support needs.

Collaboration & Mentorship

• Observe and provide peer assistance and coaching toward meeting teachers’ Individual Growth Plan goals
• Oversee the teaching responsibilities of co-teachers, delegating tasks, providing constructive feedback, and supporting their classroom interactions.
• Foster a collaborative and supportive teaching environment where teachers feel empowered to contribute to the educational process.
• Provides training, as needed or as directed by the Special Education Facilitator, to Special Education Teams in assigned buildings to assure effective use data to guide instruction for students with disabilities. Training topics could include but are not limited to: collecting and using progress monitoring data, writing measurable goals, completing data-based evaluation reports with all required components.

Classroom Management

• Maintaining a structured and positive learning environment.
• Strategically assign roles to co-teachers to ensure smooth operations, efficient transitions, and individualized student support.
• Monitor student behavior and progress, addressing challenges proactively and promoting a culture of respect and accountability.
• Create a model classroom environment which can be used to teach and support other students across the system.

Curriculum Development & Assessment

• Develop and refine lesson plans aligned with state standards and institutional goals.
• Design and implement formative and summative assessments to track student progress and adjust instruction as needed.
• Collaborate with other Teachers to gather student data, analyze trends, and create action plans for improvement.
• Monitoring of continuous improvement cycles in content area
• Assists with the selection and implementation of appropriate specialized instructional strategies to meet the unique needs of students with disabilities.

Professional Leadership

• Act as a liaison between the teaching team, administrators, and parents, ensuring clear communication and alignment of goals.
• Participate/lead professional development opportunities and share best practices with colleagues.
• Promote a growth mindset among students and Teachers alike, fostering a culture of continuous learning.
• Consults with Area Support Team and Special Education Team members regarding effective special education programming and make recommendations designed to improve student outcomes.
• Facilitates and guides a program improvement process.
• Consults regularly with the Individualized Education Leadership Team to assure consistent implementation of expectations across the district.

OTHER DUTIES

• Other duties as assigned

KNOWLEDGE, SKILLS and ABILITIES

• Possesses a desire to lead a team or other teachers.
• Demonstrated student achievement results in own classroom.
• Expertise in own grade/subject content standards and how they are assessed.
• Strong instructional planning and teaching skills with a deep understanding of K-12 curriculum and pedagogy.
• Exceptional leadership and interpersonal skills, with the ability to inspire and motivate both students and colleagues.
• Excellent classroom management and organizational abilities, particularly in large group settings.
• Effective communication skills, including the ability to give clear feedback and resolve conflicts.
• Proficiency with educational technology and tools to enhance learning.
• Demonstrated ability to translate student mastery requirements into instructional plans and strategies at the classroom level.
• Has built strong, positive relationships with adults throughout the school.
• Has strong classroom management skills.
• Knowledgeable about effective methods for adult learning and coaching.
• Able to communicate effectively via oral and written communication.
• Ability to clearly articulate and model their instructional practices.
• Initiate, participate and coordinate cluster (PLC) group meetings and may lead staff development trainings and other meetings.
• Support instruction through individual guidance for teachers with the goal of increasing student achievement

QUALIFICATIONS

• Minimum of a BA degree and five years of successful teaching experience
• Active teaching license issued by the State of Colorado
• Prior experience mentoring or supervising other teachers is strongly preferred.
• Demonstrates expertise in content, curriculum development, student achievement, and assessment
• Demonstrates above-average class growth on the MAP, STAR, CMAS or other standardized assessments.
• Excellent communication and interpersonal skills
• Excellent time management and organizational skills

ORGANIZATIONAL RELATIONSHIPS

• Reports to School Principal/Assistant Principal

WORKING CONDITIONS

Work is performed in a typical school environment

Work on an expanded calendar year

PHYSICAL DEMANDS

The work is mostly walking and standing with periods of sitting. Typical positions require workers to lift and carry up to 75 pounds; climb stairs, ladders or scaffolding; bend and crouch; reach, hold, grasp and turn objects; use fingers to operate computer or typewriter keyboards; demonstrate an athletic activity or physical exercise; and feel the shape, size and temperature of objects; and physically restrain students. The work requires the ability to speak normally, to use normal or aided vision and hearing, and to detect odors.

FLSA STATUS

Exempt

Calendar– 207 Flex

This is a one year, Intent to Non-Renew (INR) position with the possibility of non-renewal at the end of the term. Renewal will be determined based on organizational needs, performance and other factors.

Salary- Starting Salary is $100,000; this position will not receive step increases but will receive percentage increases approved by the Board of Education.

Benefit Eligibility

This position is eligible for benefits. Benefits include the following: Medical, Dental, Vision, District Paid Life Insurance, Voluntary Life Insurance, Voluntary Short Term Disability, Voluntary Long-term Disability, Medical Flexible Spending Account, Dependent Care Flexible Spending Account, and Employee Assistance Program.

EQUAL EMPLOYMENT OPPORTUNITY

School District 11 is committed to a policy of nondiscrimination in relation to disability, need for special education services (whether actual or perceived), race, creed, color, sex, marital status, sexual orientation, transgender status, gender identity, gender expression, national origin, religion, ancestry, age, genetic information, or protected activity in its programs and activities and provides equal access to the Boy Scouts and other designated youth groups. Any harassment/discrimination of students and/or staff, based on the aforementioned protected areas, will not be tolerated and must be brought to the immediate attention of the school principal, D11 administrator/supervisor or D11 nondiscrimination compliance/grievance coordinator.

NONDISCRIMINATION COMPLIANCE COORDINATOR, the Office of Equal Opportunity Programs and Ombudservices, has been designated to coordinate compliance with: Equal Pay Act of 1963, Civil Rights Act of 1964, as Amended, Age Discrimination in Employment Act of 1967, Title IX – Education Amendments Act of 1972, Section 504 of Rehabilitation Act of 1973, Pregnancy Discrimination Act of 1978, and Americans with Disabilities Act of 1990. For additional information, please contact the District 11 Office of Equal Opportunity Programs & Ombudservices at 1115 North El Paso Street, Colorado Springs, CO 80903-2599, Phone: 719-520-2288, FAX: 719-520-2442

The following Board policies address nondiscrimination in District 11: AC, AC-R, GBA, GBAA, JBB, JBB-R

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