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Special Education Department Lead Teacher


At ACE, we build optimism as a first step to lifelong success.

Since 2008, ACE has launched and operated excellent charter schools in urban San Jose with one goal: our students, by the end of their time in ACE’s middle and high schools, will confidently choose to be the first in their family to attend and graduate from a four-year college or university.


ACE is looking to bring on classroom leaders who are committed to providing great schools to the students who need them the most. The successful applicant will be aligned with ACE’s model, be highly motivated, thoughtful in their approach and maintain high expectations for underserved students in high-need communities. ACE teachers and school leaders must capitalize on the hope sparked by our Culture of Optimism with an academic program that helps students move from hoping they will get to college to expecting that they will succeed there. ACE’s first graduating class sent 77% of scholars to local CSU and UC’s.


Depending on the school, the Lead Teacher reports to the Principal, Assistant Principal or Special Education Manager.  The Lead Teacher is an integral part of the team responsible for building a school culture focused on student and teacher growth and excellence.  Specifically, this means that under the direction and guidance of the School Leadership, Lead Teachers train teachers to create classroom spaces where students: a) are inspired to accelerate their learning; b) engage in rigorous, grade-level curriculum; c) take risks and confront failure as part of the process to meet ambitious goals. 

The Lead Teacher meets weekly and or monthly with the School Leadership to engage in professional development to improve their practice, to plan professional development to improve the school, and to ensure the work of all team members are aligned with the school’s achievement targets.  The Lead Teacher commits to approximately 9 hours a week of additional work that contributes to their progression along the Leadership Pipeline, as well as the increased achievement of students.

  • Review weekly goal, grade and attendance trackers to ensure they have been completed. (30 min per overview, 3-5 teachers per department) and communicate with School Leadership any feedback via email or during one to one check-ins.
  • Review all IEP from Education Specialist to ensure proper completion
  • Ensure IEP meetings are scheduled on time
  • Observe each teacher in the department every other week, provide written feedback via email and cc School Leadership (30 min per teacher)
  • Facilitate weekly hour-long department meetings and report results to School Leadership. 
  • Participate in PD lead by School Leadership in areas such as coaching, SPED law, resources etc.
  • Participate in one additional week of PD in June and one additional week of PD in July.  Topics to be identified and prepped by School or Home Office Leadership.

Leadership Pipeline and Structure of Job Description

Leadership Pipeline:

The Lead Teacher is the final step of development along the in the ACE Leadership Pipeline before being qualified to apply for an Assistant Principal position.  As such, the Principal will collaborate closely with the Lead Teacher to build capacity and skills that will prepare the Lead Teacher for continued growth.  New Lead Teachers will work closely under supervision of the School Leadership, and will gain autonomy and responsibility as skills are mastered.  In all areas enumerated below, the Lead Teacher works under the direction and guidance of the School Leadership, and a member of the School Leadership, during the regularly scheduled weekly 1:1, guide and develop the Lead Teacher, and will provide feedback to help the Lead Teacher grow into new leadership positions.

Structure of Job Description:

  • Each element of the Job Specifications, below, is aligned to the ACE Cascade.  Additionally, each element describes the “core” elements that all Lead Teachers must participate in and master, and the “opportunities for growth” elements that Lead Teachers will participate in and master as they prepare to move up the leadership pipeline.  All “opportunities for growth” will be at the discretion of the School Leadership.
  • Core Job Specifications
  • Growth (supporting a school culture focused on student growth)
  • Core Elements
  • Use weekly walkthroughs to ensure every Educational Specialist provides concrete opportunities for every student to set growth targets and assess progress towards targets—particularly through the use of walls, and tools like HW Tracker, ST Math Tracker, and Achieve 3000 tracker.
  • Ensure in weekly overview every Education Specialist (3-5 in department) has a plan to celebrate student growth individually and collectively.  Plan to be based upon things like: homework completion, goal progress, positive behavior, Achieve 3000, ST Math, and writing targets.  Notify School Leadership when ready for review.

Opportunities for Growth

  • Coach teachers individually on how to create relationships with students around growth, and buy-in around growth targets.
  • Excel (supporting teachers as they design rigorous, grade level curriculum and help students meet these targets)
  • Core Elements
  • During summer professional development, help every teacher in department (3-5 teachers) plan for the incoming year.
  • Report to School Leadership weekly when each teacher in department has met targets for their students.
  • Collaborate with site leaders and external consultants on SPED trainings.  This includes attending trainings, co-leading weekly Professional Development sessions, or helping with following up with teachers as directed by School Leadership.
  • Communicate at weekly department meetings audit results as directed by School Leadership.
  • Meet with teachers once a week for Department Meetings. 

Opportunities for growth:

  • Observe teachers at least once every other week for ten minutes and provide written feedback on: student instruction access, accommodation/modifications, and or student support.  Feedback parameters to be defined by School Leadership.  Feedback to be completed by email and School Leadership cc’d. 
  • Assist with design and execution of weekly and cycle to cycle professional development as requested by Principal / Admin Team
  • Aspire to Greatness
  • Core Elements
  • Allow teachers to observe you and model teacher strategies.
  • Provide teachers 1:1 coaching on how to talk about success, failure, aspiring to greatness


  • A deep commitment to the ACE mission and passion for our students and families.
  • CREDENTIAL: Hold a valid Special Education Credential in CA or be in the process of receiving one, or have the ability to transfer an out-of-state credential to CA
  • 3+ years in a classroom setting teaching students preferably in an urban environment
  • Demonstrated ability to accelerate learning of ACE target student
  • Demonstrated ability to build programs, and to use data to evaluate and improve them
  • Fluent with MS Office: Word, Excel, and PowerPoint
  • Bilingual in Spanish preferred but not required
  • Dynamic, engaging, professional with a positive attitude with the ability to work with a sense of urgency in a fast-paced environment; an ability to exercise critical thinking through ambiguous problems


  • Salary: DOE
  • Benefits: Competitive package including healthcare, vision, and dental
  • Relocation: $2,500 for relocating 45+ miles away from San Jose, CA
  • Professional development: ACE offers 175+ hours of coaching, feedback, and development. BTSA after year-2.
  • Full-time, Exempt position
  • At-Will Agreement


1.     Apply on the ACE Charter Schools website

2.     Email Rodney Tabares a copy of the following:

  • College transcripts
  • Basic Skills Test Scores: CSET/ CBEST and or Praxis I/ Praxis II
  • Teaching Credential


Once an offer has been extended, a candidate must meet the following criteria to receive a final agreement:

  • Employment Eligibility
  • Criminal Background Check
  • Valid TB Clearance
  • References delivered to


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