Ashland-Greenwood Public Schools, a progressive Class B/C1 school district located in Ashland, NE, is currently accepting applications for an Elementary Special Education Teacher for the 2025-26 school year.

 

A valid Nebraska teaching certificate with K-5 or K-12 special education endorsement is required. 

 

Position will remain open until filled.

 

Job Title: Special Education Resource Teacher

 

Department: Instruction

 

FLSA Status: Professional exemption:  The employee has a primary duty of performing work requiring knowledge of an advanced type in a field of science or learning customarily acquired by a prolonged course of specialized intellectual instruction and study or has a primary duty of teaching, tutoring, instructing, or lecturing in the activity of imparting knowledge and is employed and engaged in this activity as a teacher.

 

Education Level and Certification: Bachelors degree or higher required.  Must possess a Nebraska Teaching Certificate at all times during employment with such endorsements as required by NDE Rule 10.

 

Reports To: Building Principal

 

May Receive Guidance From: Superintendent and Building Principal

 

Essential Job Functions:

 

1. General teaching and instructional skills
2. Basic operational skills for PC computer
3. Poised
4. Supervise a variety of tasks at the same time
5. No history of child abuse or negligence
6. Good oral and written skills
7. Maintain confidentiality regarding individual student performances and activities. 
8. Physical presence required at employment. 

 

Working Conditions:

 

1. Inside heated and air conditioned classroom
2. Outside for activities with students and student supervision

 Job Tasks:

1. Monitor, develop and implement strategies to meet the needs of students with a variety of handicapping conditions.
2. Instruct students in academic subjects, using a variety of techniques such as active learning, multisensory learning, and repetition, in order to reinforce learning and to meet students' varying needs and interests.

 

3. Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, and food preparation.

 

4. Confer with parents, administrators, testing specialists, social workers, and professionals to develop individual educational plans designed to promote students' educational, physical, and social development.

 

5. Modify the general education curriculum for students with special-needs based upon a variety of instructional techniques and technologies.

 

6. Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula.

 

7. Confer with parents or guardians, teachers, counselors, and administrators in order to resolve students' behavioral and academic problems.

 

8. Coordinate placement of students with special needs into least restrictive environments.

 

9. Employ special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory.

 

10. Establish and enforce rules for behavior and policies and procedures to maintain order among the students for whom they are responsible. Confer with parents or guardians, teachers, counselors, and administrators in order to resolve students’ behavioral   

 

11. Select and requisition books, instructional aids and instructional supplies and maintain required inventory records.

 

   12. Recognizes and praises students for contributions and quality of work. Provides specific feedback to students. 

 

13. Utilizes eye contact, gestures, mobility, smiles, humor and other enthusiastic personal qualities to engage students in learning.

 

14. Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula. Assess student progress and communicate progress regularly with parents, students and appropriate school personnel.

 

15. Cooperates with district personnel to meet district and classroom objectives and goals. Establishes professional goals and participates in planned course of professional growth activities.  Enforce administration policies and rules governing students. 
16. Maintains regular attendance, adheres to school schedule and completes necessary reports, plans and professional obligations.

 

17. Guide and counsel students with adjustment and/or academic problems, or special academic interests.

 Knowledge:

 

1. Education and Training — Knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.

 

2. Psychology — Knowledge of human behavior and performance; individual differences in ability, personality, and interests; learning and motivation; psychological research methods; and the assessment and treatment of behavioral and affective disorders.

 

3. Therapy and Counseling — Knowledge of principles, methods, and procedures for diagnosis, treatment, and rehabilitation of physical and mental dysfunctions, and for career counseling and guidance.

 

4. English Language — Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.

 

5. Customer and Personal Service — Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction.

 

6. Mathematics — Knowledge of arithmetic, algebra, geometry, statistics, and their applications.

 

7. Social and Anthropology — Knowledge of group behavior and dynamics, societal trends and influences, human migrations, ethnicity, cultures and their history and origins.

 

8. Clerical — Knowledge of administrative and clerical procedures and systems such as word processing, managing files and records, designing forms, and other office procedures and terminology.

 Skills

 

1. Instructing — Teaching others how to do something.

 

2. Learning Strategies — Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things.

 

3. Speaking — Talking to others to convey information effectively.

 

4. Social Perceptiveness — Being aware of others' reactions and understanding why they react as they do.

 

5. Active Listening — Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.

 

6. Monitoring — Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action.

 

7. Reading Comprehension — Understanding written sentences and paragraphs in work related documents.

 

8. Writing — Communicating effectively in writing as appropriate for the needs of the audience.

 

9. Critical Thinking — Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.

 

10. Coordination — Adjusting actions in relation to others' actions.  

 

11. Mobility — Able to move about frequently and with sufficient agility to monitor students in classroom, lead students to other classroom settings, and interact with staff. Able to lift lightweight objects in order to carry books, move small AV equipment, etc.

 

12. Visual Acuity — Sufficient visual acuity in order to monitor students behavior, review student work, and read notices, memorandums and notes.

 

13. Attendance — Able to be punctual to work and attend on a regular basis in order to consistently carry out instructional objectives.

 

14. Active Learning — Understanding the implications of new information for both current and future problem-solving and decision-making.

 

   15. Service Orientation — Actively looking for ways to help people.

 

16. Complex Problem Solving — Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions.

 Abilities

 

1. Oral Expression — The ability to communicate information and ideas in speaking so others will understand.

 

2. Written Comprehension — The ability to read and understand information and ideas presented in writing.

 

3. Oral Comprehension — The ability to listen to and understand information and ideas presented through spoken words and sentences.

 

4. Written Expression — The ability to communicate information and ideas in writing so others will understand.

 

5. Problem Sensitivity — The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.

 

6. Speech Clarity — The ability to speak clearly so others can understand you.

 

7. Fluency of Ideas — The ability to come up with a number of ideas about a topic (the number of ideas is important, not their quality, correctness, or creativity).

 

8. Deductive Reasoning — The ability to apply general rules to specific problems to produce answers that make sense.

 

9. Inductive Reasoning — The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).

 

10. Near Vision — The ability to see details at close range (within a few feet of the observer).

 

11. Time Sharing — The ability to shift back and forth between two or more activities or sources of information (such as speech, sounds, touch, or other sources).

 

12. Originality — The ability to come up with unusual or clever ideas about a given topic or situation, or to develop creative ways to solve a problem.

 

 Work Activities:

 

1. Training and Teaching Others — Training and Teaching Others — Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others.

 

2. Making Decisions and Solving Problems — Analyzing information and evaluating results to choose the best solution and solve problems.

 

3. Interpreting the Meaning of Information for Others — Translating or explaining what information means and how it can be used.

 

4. Establishing and Maintaining Interpersonal Relationships — Developing constructive and cooperative working relationships with others and maintaining them over time.

 

5. Getting Information — Observing, receiving, and otherwise obtaining information from all relevant sources.

 

6. Communicating with Persons Outside Organization — Communicating with people outside the organization, representing the organization to customers, the public, government, and other external sources. This information can be exchanged in person, in writing, or by telephone or e-mail.

 

7. Assisting and Caring for Others — Providing personal assistance, medical attention, emotional support, or other personal care to others such as coworkers, and students.

 

8. Monitor Processes, Materials, or Surroundings — Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems.

 

9. Identifying Objects, Actions, and Events — Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.

 

10. Thinking Creatively — Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions.

 

11. Judging the Qualities of Things, Services, or People — Assessing the value, importance, or quality of things or people.

 

12. Processing Information — Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data.

 

11. Updating and Using Relevant Knowledge — Keeping up-to-date technically and applying new knowledge to your job.

 

Required Employee Characteristics:

 

1. Cooperation — Job requires being pleasant with others on the job and displaying a good-natured, cooperative attitude.

 

2. Attention to Detail — Job requires being careful about detail and thorough in completing work tasks.

 

3. Dependability — Job requires being reliable, responsible, and dependable, and fulfilling obligations.

 

4. Integrity — Job requires being honest and ethical.

 

5. Concern for Others — Job requires being sensitive to others' needs and feelings and being understanding and helpful on the job.

 

6. Self Control — Job requires maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations.

 

7. Stress Tolerance — Job requires accepting criticism and dealing calmly and effectively with high stress situations.

 

8. Adaptability/Flexibility — Job requires being open to change (positive or negative) and to considerable variety in the workplace.

 

9. Independence — Job requires developing one's own ways of doing things, guiding oneself with little or no supervision, and depending on oneself to get things done.

 

10. Initiative — Job requires a willingness to take on responsibilities and challenges.

Continuing Contract Law: Employment with the School District is subject to the rights and responsibilities of the Nebraska Teacher Tenure Act, Neb. Rev. Stat. §§79-824 et. seq. and the terms of the Teaching Contract between the teacher and the school District.  The terms of the employment agreement may not be modified except in a writing signed by the Superintendent of Schools.

 

Essential Functions: The essential functions of the Special Education Resource Teacher position include (1) regular, dependable attendance on the job; (2) the ability to perform the identified tasks and to possess and utilize the identified knowledge, skills, and abilities and to perform the identified work activities; and, (3) the ability to perform the following identified physical requirements:

 

Terms of Employment Salary, terms and conditions of employment and work year to be stipulated by contractual agreement.

 

Evaluation: Performance evaluations of this position will be conducted as provided by Board policy and Nebraska statute.

 

 

 

 

 

 

 

 

 

 

	Physical Requirements                             Special Education Resource Teacher
	Stamina
	1.     Sitting		X
	2.     Walking			X
	3.     Standing			X
	4.     Sprinting/Running		X
	Flexibility
	5.     Bending or twisting at the neck more than the average person		X
	6.     Bending or twisting at the trunk more than the average person		X
	7.     Squatting/Stooping/Kneeling		X
	8.     Reaching above the head		X
	9.     Reaching forward		X
	10.     Repeating the same hand, arm or finger motion many times (For example:  typing, data entry, etc.)		X
	Activities
	11.     Climbing (on ladders, into large trucks/vehicles, etc.)		X
	12.     Hand/grip strength		X
	13.     Driving on the job	X
	14.     Typing non-stop		X
	Use of Arms and Hands
	15.     Manual dexterity (using a wrench or screwing a lid on a jar)		X
	16.     Finger dexterity (typing or putting a nut on a bolt)		X
	Lifting Requirements
	17.     Lifting up to 10 pounds (Mark all that apply)
	Floor to waist		X
	Waist to shoulder		X
	Shoulder to overhead		X
	18.     Lifting 11 to 25 pounds (Mark all that apply)
	Floor to waist		X
	Waist to shoulder	X
	Shoulder to overhead	X
	19.     Lifting 26 to 50 pounds (Mark all that apply)
	Floor to waist		X
	Waist to shoulder	X
	Shoulder to overhead	X
	20.     Lifting 51 to 75 pounds (Mark all that apply)
	Floor to waist	X
	Waist to shoulder	X
	Shoulder to overhead	X
	21.     Lifting 76 plus pounds (Mark all that apply)
	Floor to waist	X
	Waist to shoulder	X
	Shoulder to overhead	X
	22.     Can load/items weighing over 50 pounds that are lifted or carried be shared, or reduced into smaller loads?	X
	Pushing/Pulling
	23.     25 to 50 pounds		X
	24.     51 to 75 pounds		X
	25.     76 to 90 pounds		X
	26.     Over 90 pounds		X
	Carrying
	27.     10 to 25 pounds		X
	28.     26 to 50 pounds		X
	29.     51 to 75 pounds	X
	30.     76 to 90 pounds	X
	31.     Over 90 pounds	X