Portland Public Schools
Secondary Special Education Teacher - 2026/2027 SY
Portland Public Schools, Portland, Oregon, United States, 97204
Recruitment Day
We are currently hiring for multiple positions for the 2026-2027 academic school year. We invite you to attend our Recruitment Day on Saturday, February 7th, 2026 at PPS Prophet Center (501 N Dixon Street, Portland, OR 97227) from 9am–3pm. This event will be a great chance to interview with the SPED Department and School Administrators. We will reach out to qualified candidates to schedule interviews. Limited walk‑in interviews will be available.
Virtual Informational Session We will be hosting a virtual informational session on January 22nd from 4–5pm to share more information about the event and working for Portland Public Schools.
Apply Online Visit our career page to learn more and apply directly:
Careers.PPS.net
Position Summary *Social Emotional Teacher* This position serves students with ongoing significant social/emotional skill deficits and mental health needs that impede their ability to benefit from general education settings. Behavioral characteristics of these students may include non‑compliance, poor peer interactions, difficulty following school routines and/or expectations, poor problem‑solving skills, excessive fears or phobias, poor social skills, and sometimes verbal or physical aggressiveness.
The teacher provides a developmentally appropriate classroom environment for children with a wide range of abilities. Using a Collaborative Problem‑Solving approach, the incumbent provides specially designed instruction in social skills, school success strategies, conflict resolution, coping skills, and academics at the students' instructional level. Instruction takes place in the classroom setting with consultation and communication to families. Classroom environments include clear expectations, community building, relationship building with adults and peers, positive support strategies, and encouragement. Related services are provided consistent with each student's IEP. Students have opportunities to participate in general education experiences.
*Communication Behavior Teacher* Position serves students who have significant socialization, behavioral, and sometimes developmental needs related to communication and sensory challenges. Academic instruction is provided at students' instructional levels. Students have access to supplemental curriculum in social skills, behavioral training, and cooperative play and communication skills. They learn strategies to address their communication, behavior, and sensory needs. Related services and assistive technology are integrated throughout the school day consistent with each student's IEP. Students have the opportunity to participate in general education experiences.
Teacher in this classroom will provide students on IEPs with characteristics of Autism Spectrum Disorder, with teaching skills in academics, functional daily routines, behavior/self‑management, social interaction, and communication. Assessment and instruction are tied to district and state standards. Assessment is continually used to adjust, inform, and differentiate instruction to meet the needs of a wide range of students served by Individual Education Plans.
*Learning Center Teacher* This teacher provides curriculum, assessment, and instruction to students in the subject area or grade level by teaching skills, content, and critical thinking. All instruction is tied to district and state performance standards. Assessment is continually used to adjust, inform, and differentiate instruction. Students include English language learners, talented and gifted students, and those served by Individual Education Plans. All teachers should have strong collaboration and communication skills with parents and colleagues, and be responsible for student supervision, guidance, development, and safety. All teachers follow Portland Public School policies, rules, and regulations.
*Intensive Skills Center Teacher* Intensive Skills classrooms support students with learning needs due to cognitive deficits that impact their participation in the general curriculum. These programs provide specially designed instruction, as appropriate, in the areas of functional and basic academic skills, social skills, communication skills, and for some students, basic life routines.
Teacher provides individualized instruction in the areas of cognitive, communication, social, and motor skills. Instruction occurs in a self‑contained setting with nurse and therapist goals and activities.
*Speech Language Pathologist* The Speech & Language Pathologist provides speech and language intervention services on a direct, consultative, or integrated basis to students identified as eligible through an Individualized Education Plan. Participates on multidisciplinary assessment teams to identify, diagnose, and provide intervention for eligible students who exhibit communication disorders.
The Speech & Language Pathologist works with students who cannot make speech sounds, or cannot make them clearly; those with speech rhythm and fluency problems such as stuttering; voice quality problems; and those with problems understanding and producing language. They also work with students who have oral motor problems causing eating and swallowing difficulties, and those with cognitive communication impairments such as attention, memory, and problem‑solving disorders.
*School Psychologist* The School Psychologist provides counseling, instruction, and mentoring for students struggling with social, emotional, and behavioral problems; increases achievement by assessing barriers to learning and determining the best instructional strategies to improve learning; promotes wellness and resilience by reinforcing communication and social skills, problem solving, anger management, self‑regulation, self‑determination, and optimism; and enhances understanding and acceptance of diverse cultures and backgrounds. The School Psychologist partners with students, parents, and schools to deliver a planned and coordinated program of psychological services through assessment, interpretation, direct intervention, consultation, and training, while continuously seeking to expand their scope of competencies in order to promote the cognitive, social, and personal development of all students.
Education and Training Incumbents must be properly licensed by the Teacher Standards and Practices Commission for assignment as a Professional Educator – Teacher. For positions identified within core academic areas, incumbents must be designated as highly qualified by the TSPC to teach the designated core subjects. Core academic areas include Language Arts (English), Reading, Mathematics, Sciences, Foreign Language (except Chinese‑Mandarin), Social Studies and Art.
Minimum Qualifications
Oregon TSPC License with Handicapped Learner or Special Education: Generalist endorsement.
Background/experience with students with severe developmental delays.
Current pediatric CPR credential or willingness to receive training as soon as possible.
Preferred Qualifications
Training and/or experience in a similar classroom setting.
Bilingual/Bi‑Cultural Chinese, Russian, Somali, Spanish, and Vietnamese applicants are highly desirable.
Benefits
In addition to sick leave, educators receive 3 personal/emergency and 5 family illness leave days per school year.
Professional Development Days + Funds.
Professional Growth – potential to move along the salary scale throughout the school year after completion of additional credits.
Tuition Reimbursement.
Multilingual stipend, if eligible.
University Voucher Program.
*This applies to regular educators, half‑time or greater.
Endorsement Requirement Special Education – Generalist. Additional education, minimum requirements and endorsements may be needed depending on specific position. Please visit our careers page for more information.
Company Description Portland Public Schools, founded in 1851, is a PK‑12 urban school district in Portland, Oregon. With more than 44,000 students in 81 schools, it is one of the largest school districts in the Pacific Northwest. With highly trained teachers and staff, an engaged parent community, strong partnerships, and a focus on closing the racial educational achievement gap, PPS has seen significant gains in its graduation rate and has enjoyed steady enrollment growth. Thanks to the state Legislature, school funding is improving and, thanks to Portland voters, a PPS School Building Improvement Bond is now fueling the modernization of our aging school buildings for 21st‑century learning.
#J-18808-Ljbffr
Virtual Informational Session We will be hosting a virtual informational session on January 22nd from 4–5pm to share more information about the event and working for Portland Public Schools.
Apply Online Visit our career page to learn more and apply directly:
Careers.PPS.net
Position Summary *Social Emotional Teacher* This position serves students with ongoing significant social/emotional skill deficits and mental health needs that impede their ability to benefit from general education settings. Behavioral characteristics of these students may include non‑compliance, poor peer interactions, difficulty following school routines and/or expectations, poor problem‑solving skills, excessive fears or phobias, poor social skills, and sometimes verbal or physical aggressiveness.
The teacher provides a developmentally appropriate classroom environment for children with a wide range of abilities. Using a Collaborative Problem‑Solving approach, the incumbent provides specially designed instruction in social skills, school success strategies, conflict resolution, coping skills, and academics at the students' instructional level. Instruction takes place in the classroom setting with consultation and communication to families. Classroom environments include clear expectations, community building, relationship building with adults and peers, positive support strategies, and encouragement. Related services are provided consistent with each student's IEP. Students have opportunities to participate in general education experiences.
*Communication Behavior Teacher* Position serves students who have significant socialization, behavioral, and sometimes developmental needs related to communication and sensory challenges. Academic instruction is provided at students' instructional levels. Students have access to supplemental curriculum in social skills, behavioral training, and cooperative play and communication skills. They learn strategies to address their communication, behavior, and sensory needs. Related services and assistive technology are integrated throughout the school day consistent with each student's IEP. Students have the opportunity to participate in general education experiences.
Teacher in this classroom will provide students on IEPs with characteristics of Autism Spectrum Disorder, with teaching skills in academics, functional daily routines, behavior/self‑management, social interaction, and communication. Assessment and instruction are tied to district and state standards. Assessment is continually used to adjust, inform, and differentiate instruction to meet the needs of a wide range of students served by Individual Education Plans.
*Learning Center Teacher* This teacher provides curriculum, assessment, and instruction to students in the subject area or grade level by teaching skills, content, and critical thinking. All instruction is tied to district and state performance standards. Assessment is continually used to adjust, inform, and differentiate instruction. Students include English language learners, talented and gifted students, and those served by Individual Education Plans. All teachers should have strong collaboration and communication skills with parents and colleagues, and be responsible for student supervision, guidance, development, and safety. All teachers follow Portland Public School policies, rules, and regulations.
*Intensive Skills Center Teacher* Intensive Skills classrooms support students with learning needs due to cognitive deficits that impact their participation in the general curriculum. These programs provide specially designed instruction, as appropriate, in the areas of functional and basic academic skills, social skills, communication skills, and for some students, basic life routines.
Teacher provides individualized instruction in the areas of cognitive, communication, social, and motor skills. Instruction occurs in a self‑contained setting with nurse and therapist goals and activities.
*Speech Language Pathologist* The Speech & Language Pathologist provides speech and language intervention services on a direct, consultative, or integrated basis to students identified as eligible through an Individualized Education Plan. Participates on multidisciplinary assessment teams to identify, diagnose, and provide intervention for eligible students who exhibit communication disorders.
The Speech & Language Pathologist works with students who cannot make speech sounds, or cannot make them clearly; those with speech rhythm and fluency problems such as stuttering; voice quality problems; and those with problems understanding and producing language. They also work with students who have oral motor problems causing eating and swallowing difficulties, and those with cognitive communication impairments such as attention, memory, and problem‑solving disorders.
*School Psychologist* The School Psychologist provides counseling, instruction, and mentoring for students struggling with social, emotional, and behavioral problems; increases achievement by assessing barriers to learning and determining the best instructional strategies to improve learning; promotes wellness and resilience by reinforcing communication and social skills, problem solving, anger management, self‑regulation, self‑determination, and optimism; and enhances understanding and acceptance of diverse cultures and backgrounds. The School Psychologist partners with students, parents, and schools to deliver a planned and coordinated program of psychological services through assessment, interpretation, direct intervention, consultation, and training, while continuously seeking to expand their scope of competencies in order to promote the cognitive, social, and personal development of all students.
Education and Training Incumbents must be properly licensed by the Teacher Standards and Practices Commission for assignment as a Professional Educator – Teacher. For positions identified within core academic areas, incumbents must be designated as highly qualified by the TSPC to teach the designated core subjects. Core academic areas include Language Arts (English), Reading, Mathematics, Sciences, Foreign Language (except Chinese‑Mandarin), Social Studies and Art.
Minimum Qualifications
Oregon TSPC License with Handicapped Learner or Special Education: Generalist endorsement.
Background/experience with students with severe developmental delays.
Current pediatric CPR credential or willingness to receive training as soon as possible.
Preferred Qualifications
Training and/or experience in a similar classroom setting.
Bilingual/Bi‑Cultural Chinese, Russian, Somali, Spanish, and Vietnamese applicants are highly desirable.
Benefits
In addition to sick leave, educators receive 3 personal/emergency and 5 family illness leave days per school year.
Professional Development Days + Funds.
Professional Growth – potential to move along the salary scale throughout the school year after completion of additional credits.
Tuition Reimbursement.
Multilingual stipend, if eligible.
University Voucher Program.
*This applies to regular educators, half‑time or greater.
Endorsement Requirement Special Education – Generalist. Additional education, minimum requirements and endorsements may be needed depending on specific position. Please visit our careers page for more information.
Company Description Portland Public Schools, founded in 1851, is a PK‑12 urban school district in Portland, Oregon. With more than 44,000 students in 81 schools, it is one of the largest school districts in the Pacific Northwest. With highly trained teachers and staff, an engaged parent community, strong partnerships, and a focus on closing the racial educational achievement gap, PPS has seen significant gains in its graduation rate and has enjoyed steady enrollment growth. Thanks to the state Legislature, school funding is improving and, thanks to Portland voters, a PPS School Building Improvement Bond is now fueling the modernization of our aging school buildings for 21st‑century learning.
#J-18808-Ljbffr