What are the responsibilities and job description for the 25/26 SY - ESS TEACHER - EMOTIONAL DISABILITY PROGRAM (EDP) / SOCIAL STUDIES position at Phoenix Union High School?
Position Type :
Classroom Teacher / TEACHER, ESS EMOTIONAL DISABLED
Date Posted : 2 / 26 / 2025
Location : DESIDERATA
Closing Date :
OPEN UNTIL FILLED PHOENIX
UNION
Equal Opportunity Employer
ESS Teacher - Emotional Disability Program (EDP)
DEPARTMENT : Exceptional Student Services
SALARY SCHEDULE : Certified
LOCATION : Desiderata
WORK YEAR : 9 months
The Phoenix Union High School District is proud to serve a diverse population of 28,000 students and 4,000 employees in Arizona's capital city. With a portfolio of comprehensive schools, small specialty schools, support schools, micro schools, magnet programs, and extensive Career & Technical Education (CTE) offerings, PXU's schools of opportunity welcome, love, and inspire all students to go places and do things that matter. SUMMARY :
The ESS teacher-Desiderata EDP is responsible for creating and supporting a safe, intellectually challenging environment in which each student is actively engaged in meaningful activities. The teacher makes sure students on their caseload's needs are met in a variety of learning environments by their delivery of specially designed instruction as well as through consultation with other educators and related services personnel. The teacher supports students as teacher of record in their specific content certified area such as in English, Biology, World History etc., as well as for the special education direct services.
The teacher ensures a student's individualized special education services are implemented effectively by utilizing district provided resources to provide specially designed instruction to the students that account for a variety of individualized needs. They demonstrate an ability to work effectively with groups of stakeholders, such as administrators, instructional assistants, behavioral intervention specialists, social workers, families, and other professionals to advocate and ensure student success. The teacher monitors academic and behavioral progress of students on their caseload and is proactive in collaborative problem solving to advocate for student supports and needs, academically, social-emotionally, communicatively and for transition services. ESSENTIAL FUNCTIONS
- Designs, plans, and provides specially designed instruction based on individualized education plans (IEP).
- Collaborates with other professionals on how to implement accommodations and modifications based on IEPs.
- Coordinates with other certified and classified staff, such as but not limited to, behavior intervention specialists, social workers to ensure that related services are provided in accordance to an IEP.
- Models for and communicates effectively with colleagues to institute behavior supports as outlined in behavior intervention plan (BIP).
- Supports functional behavior analysis (FBA) by gathering data and identifying trends in behavior.
- Designs specialized instruction for students impacted by disabilities and demonstrated need for behavior support to have high quality academic experiences.
- Assesses student learning by using a variety of appropriate formal and informal methods.
- Uses content knowledge and interpersonal skills to collaborate effectively to foster student learning in a specialized setting.
- Uses district and state assessment data to improve instruction and place students in appropriate instructional and intervention programs for students.
- Keeps and maintains required records, such as progress reports, parent / student communication logs, and IEP paperwork by deadlines.
- Routinely reviews caseload to ensure that federal and state requirements are met in accordance to timelines for annual IEP meetings, quarterly progress notes, Extended School Year decisions and implementation of transition services.
- Acts in accordance with PXU core values to communicate regularly with parents regarding student progress.
- Documents and resolves issues related to student behavior problems and attendance.
- Follows meeting agenda to lead the annual IEP meetings for students on their case load.
- Attends ongoing professional development and be willing to apply new evidence-based strategies to their teaching practices.
- Commits to be an active participant in a professional learning community (PLC) to collaboratively review data, engage in new strategies, and address needs identified by the group.
- Assumes legal responsibility for the supervision of students on school property or in attendance at school sponsored events.
- Supports and directs an instructional assistant to help promote positive behaviors and academic readiness with students.
- Other duties as assigned
The above essential functions are intended to represent only the key areas of responsibilities and not a comprehensive listing of all functions and duties performed by incumbents of this class. REQUIRED QUALIFICATIONS
Education, Training, and Experience Guidelines :
License and Certification Requirements :
IDEAL CANDIDATES WILL HAVE THE FOLLOWING SKILLS AND ABILITIES
PHYSICAL DEMANDS AND WORKING ENVIRONMENT
Work is performed in a standard office and classroom environment
WHY WORK AT PXU
The Phoenix Union High School District is one of the state's largest employers. Our 4,000 education professionals are committed to providing an excellent learning environment for our students while enjoying an inspiring work environment.
The Board is committed to a policy of nondiscrimination in relation to race, color, religion, sex, age, national origin, disability or sexual orientation, as well as gender identity, gender expression and immigration status. This policy will prevail in all matters concerning staff members, students, the public, educational programs and services, and individuals with whom the Board does business.
DIVISION :
SUPERVISION RECEIVED :
SUPERVISON GIVEN :
Teaching & Learning
Site Administration
None
Action
Prepared by : Reviewed by :
Effective Date
WM, HH, AS, TG
LT, MS, WM, EF
01 / 09 / 2025
