12 Education jobs in Casa Grande

*Opportunity for $2,500 Placement Bonus!*

$2500 Placement Bonus!

• Lesson Plan Development:  Create effective lesson plans that include accommodations and consultation with general education teacher as needed. Plans should accommodate various student levels, include procedures for assessing knowledge, outline the content standards addressed, and specify the curriculum used. Adapt the general education curriculum according to needs outlined in the IEP. 
• Supervision of Paraprofessionals:  Oversee and direct paraprofessionals assigned to the classroom. While Program Supervisors and Site Administrators will assist in supervision, it is the teacher's primary responsibility in the classroom.
• Implementation of PBIS Program:  Manage the classroom's Positive Behavior Intervention and Supports (PBIS) program, including tracking behavior points, maintaining the student store, and communicating with parents/guardians. 
• Classroom Management:  Maintain a classroom environment that prioritizes student engagement and safety, implementing the behavior plan, modifying state-adopted curriculum, and employing strategies to effectively teach students with various disabilities.
• IEP Meetings and Documentation:  Attend IEP meetings for students assigned to the classroom. Write updates for each student's annual IEP in coordination with the state standards, school district expectations, and enter all IEP updates (Present Levels, BIP, ITP, and Goals) into the dedicated IEP documentation system (e.g., IEPpro) prior to the meetings. Maintain documentation on IEP goals, student academic and social growth, prepare progress reports. Ensure documentation is accessible and provided upon request in a timely manner. Ensure confidentiality of records according to district and FERPA regulations. 
• Collaboration:  Work collaboratively with other staff and outside agencies to effectively educate each student.
• Assistive Technology:  Support implementation and use of assistive technology including, but not limited to, augmentative communication devices. 
• Instructional Planning:  Plan instruction and design learning experiences based on data. Conduct summative assessments with each student in accordance with IEP goal reporting timelines. Administer, transfer, and interpret educational assessment data for supporting educational decision making and goal development. 
• Professional Development:  Participate in ongoing professional development activities as directed by the district including teacher and all staff trainings. Teachers are encouraged to engage in additional professional development outside of Foundations, a member of Point Quest. 

• Required Education & Credentials:
  • Arizona Department of Education Standard Professional Special Education Teaching Certificate (e.g., K-12 Mild/Mod, Cross Cat., etc.) or Special Education Endorsement. 
  • Bachelor's degree required; Master's degree in Special Education strongly recommended.
• Required Clearances:  
  • DOJ/FBI Arizona IVP Fingerprint Clearance Card
  • TB Clearance
• Preferred Skills and Experience:
  • 2-5 years working with students with learning and/or social-emotional needs. Experience in implementing curriculum and behavior interventions.
  • Proficient in written and verbal English, including professional communication.
  • Strong interpersonal, organizational, and problem-solving skills.
  • Computer-literate with knowledge of standard software applications and internet.
• Certifications & Clearances:  DOJ/FBI Live Scan Background & TB Clearance required. 

Special Education Teacher Physical Demands:

• Environment : Occasional exposure to dust, pollen, and fumes.
• Activity : Frequent engagement in tasks such as reaching, handling, standing, walking, and lifting items, with or without reasonable accommodations.
• Sensory : Ability to perform essential job functions with or without assistive devices or accommodations, including working in moderate to high noise levels.

This job description reflects essential functions and may be adjusted as needed.

PQI is an Equal Opportunity Employer  and considers all qualified applicants regardless of race, gender, color, religion, national origin, age, sexual orientation, gender identity, disability, veteran status, or other classification protected by law.

• Forbes names Mesa Public Schools in their list of 2024 Best Employers in Arizona.
• East Valley Tribune names Mesa Public Schools as Best Place to Work in East Valley for consecutive years.

• Implements therapeutic activities to address deficits in the area/s of fine motor, visual motor, sensory motor, and visual perceptual as indicated on the IEP
• Directly supervises COTA's and/or Fieldwork Students as per state licensure statutes
• Administers, interprets, and writes up assessments in the areas of fine motor, visual motor, sensory motor and visual perceptual how these areas affect a student's academic performance
• Instructs students, teachers, parents and other involved persons for the purpose of supporting the student
• Consults with teachers, parents, other personnel and/or outside professionals for the purpose of providing requested information, developing plans (IEP) for services and/or making recommendations
• Participates in meetings, processes, etc. for the purpose of ensuring that state standards and/or federal mandates are achieved
• Prepares a wide variety of written materials (e.g. progress reports, daily treatment notes, Medicaid billing, student activities, correspondence, IEP's, etc.) for the purpose of documenting activities, providing written reference and/or conveying information
• Presents information (e.g. student performance data, and clinical feedback, etc.) for the purpose of communicating information, gaining feedback and ensuring adherence to established internal controls
• Assesses/recommends need for adaptive equipment and/or environmental modifications as needed for successful implementation of a student's functional goals
• Participates/facilitates in meetings, workshops, and seminars for the purpose of conveying and/or gathering information required to perform school-based functions
• Research resources and methods (e.g. intervention and treatment techniques, assessment tools and methods, community resources, etc.) for the purpose of determining the appropriate approach for addressing a student's functional goals
• Responds to all internal and external customers, as it relates to job, in a prompt, efficient and patient manner
• Conducting evaluations, developing and implementing appropriate therapeutic programs for students
• Reassessing and revising programs as necessary as student's status changes
• Gathering therapeutic equipment and designs specialized equipment as needed
• Planning and conducting in-service activities in occupational therapy
• Accepting responsibility for students' well-being and safety while they are in employee's care
• Assisting in the maintenance of a quiet and orderly classroom environment
• Assists with other assigned duties as appropriate to the area of assignment and Mesa Public Schools

• Bachelor's degree in pre-occupational therapy, psychology, biology, or related field
• Master's degree accredited by the Accreditation Council for Occupational Therapy Education, in child development, therapeutic techniques

• Current license from the Board of Occupational Therapy Examiners. Grandfather Clause for licensure is honored

• Completion of six to nine months of supervised clinical affiliations
• Health standards and hazards, safety practices and procedures, knowledge of medical and neurodevelopmental conditions commonly seen in a pediatric population, knowledge of various assessment materials for this population and knowledge of positioning devices
• Includes placements in diverse settings, often focusing on pediatrics, physical disabilities, or mental health
• Expertise in sensory processing, motor skill development, and assistive technologies for students
• Experience with individualized education programs (IEPs) is a key competency

• Models the attributes and skills of the MPS Portrait of a Graduate
• Demonstrates commitment to the MPS Promise that every student is known by name, served by strength and need, and graduates ready for college, career and community
• Understanding of the Individuals with Disabilities Education Act (IDEA) and 504 Plans
• Collaboration with teachers, special educators, speech therapists, and other staff
• Skilled in using standardized tests and observational assessments to determine students' needs.
• Ability to create and implement individualized treatment plans tailored to student needs
• Ability to adapt classroom tools and environments to enhance participation (e.g., assistive devices, sensory-friendly modifications)
• Act as a resource for staff training on therapeutic strategies and accommodations
• Manage a caseload of students, including scheduling, progress monitoring, and documentation
• Creative approaches to addressing challenges in diverse and often resource-constrained environments
• Sensitivity to students' emotional and developmental needs

• Workspaces include General education classrooms, special education rooms, therapy rooms, playgrounds, and sometimes hallways or cafeterias
• Work hours align with the school day, but preparation and documentation may extend beyond standard hours
• Exposure to sensory-rich environments (e.g., noisy classrooms, visually stimulating spaces)
• Frequent movement between classrooms, therapy spaces, and other areas of the school
• Occasionally lifting or moving light to moderately heavy equipment, such as therapy tools, assistive devices, or adaptive furniture
• Ability to exert 10-30 pounds of force, to lift, push, pull or otherwise move objects