Resource – Special Education Teacher
Resource – Special Education Teacher
Special Education Resource Teacher (K–2)
Pay: $50–$55/hour
Schedule: 8:30 AM – 3:30 PM (30-minute unpaid lunch)
Duration: September – January (Leave Coverage)
Small Caseload. High Impact. Real Growth.
This is not a high-volume, compliance-heavy role.
You’ll work with just 5 students, giving you the time and space to actually move the needle—especially in the areas that matter most early on: executive functioning, self-regulation, and social development.
If you’re someone who values relationships, flexibility, and seeing real progress in young students, this is the type of role that reminds you why you got into special education.
The Role
This position is designed to support early elementary students (K–2) with high-functioning autism and ADHD, focusing more on behavioral, emotional, and executive functioning development than heavy academic remediation.
You’ll work in a resource setting, pulling students individually or in small groups while also supporting their success within the general education classroom.
Resource teachers:
- Provide targeted, small-group or 1:1 instruction based on student needs
- Support students transitioning between general education and specialized instruction
- Adapt strategies and environments to improve engagement and learning outcomes
- Track progress, adjust supports, and collaborate on individualized plans (IEPs)
What You’ll Be Doing
- Deliver individualized support focused on:
- Executive functioning (organization, task initiation, follow-through)
- Self-regulation and emotional control
- Social communication and peer interaction
- Provide pull-out and push-in support throughout the day
- Modify classroom expectations and strategies to help students succeed
- Collaborate with general education teachers and related service providers
- Track student progress and contribute to IEP goals and updates
- Build strong, consistent relationships with a small group of students
What a Typical Day Might Look Like
- Morning: Check-ins, planning, and early pull-out sessions
- Midday: Push-in support during core instruction + targeted small groups
- Afternoon: Individual sessions, regulation support, and collaboration with staff
- Ongoing: Progress monitoring, quick documentation, and team communication
What You Need to Succeed on Day One
- Ability to build trust quickly with young students
- Strong understanding of:
- Executive functioning development
- Behavior and self-regulation strategies
- Comfort working with high-functioning autism and ADHD profiles
- Ability to adapt in real time based on student behavior and needs
- Organized, calm, and consistent approach
Why This Role Stands Out
- Only 5 students ? real depth vs. surface-level support
- Focus on behavior, regulation, and life skills (not just academics)
- Flexibility in approach—you’re trusted to do what works
- Strong collaboration with staff—you're part of a team, not on an island
- Opportunity to see visible progress in a short time frame
What to Expect on Your First Day
- Introduction to students, staff, and daily schedule
- Overview of each student’s needs, goals, and current supports
- Immediate opportunity to begin building relationships and routines
- Clear expectations—but flexibility in how you execute