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Key Responsibilities and Required Skills for Building Resource Teacher

💰 $48,000 - $78,000

EducationSpecial EducationK-12

🎯 Role Definition

The Building Resource Teacher provides direct and consultative special education services within a single school building. This role is responsible for developing and implementing Individualized Education Programs (IEPs), delivering targeted instruction and intervention, monitoring student progress, collaborating with general education teachers, families, and related service providers, and ensuring compliance with federal and state special education laws (IDEA, 504). The ideal candidate is skilled in differentiated instruction, behavior intervention, assessment interpretation, and inclusive practices to support students with diverse learning needs across K–12 settings.

📈 Career Progression

Typical Career Path

Entry Point From:

  • Classroom Teacher (General Education)
  • Special Education Paraprofessional or Instructional Assistant
  • Special Education Case Manager or Intervention Specialist

Advancement To:

  • District-level Special Education Coordinator
  • Special Education Program Specialist
  • Assistant Principal / Instructional Coach (with additional admin credentials)

Lateral Moves:

  • Resource Specialist in another school/building
  • Behavior Intervention Specialist
  • Transition Coordinator or Related Services Coordinator

Core Responsibilities

Primary Functions

  • Develop, write, and implement high-quality, legally compliant Individualized Education Programs (IEPs) that include measurable annual goals, short-term objectives, accommodations, modifications, and progress monitoring plans aligned to state standards.
  • Provide direct, small-group and individualized resource instruction using research-based interventions and differentiated instructional strategies to address academic, social, and functional needs of students with disabilities.
  • Conduct formal and informal assessments—including curriculum-based measurements, progress monitoring probes, standardized assessments, and classroom-based observations—to identify student needs, establish baselines, and inform instruction.
  • Lead and facilitate IEP team meetings, including parents/guardians, general education teachers, related service providers, administrators, and outside agencies; clearly explain eligibility, services, placement options, and progress.
  • Monitor student progress toward IEP goals using data-driven systems; analyze data, maintain accurate records, and adjust instruction or interventions based on progress-monitoring results.
  • Design, implement, and monitor individualized behavior intervention plans (BIPs) and positive behavior supports; collaborate with behavior specialists to reduce behavioral barriers to learning.
  • Co-teach, consult, and collaborate with general education teachers to modify curriculum, design accommodations, and support inclusive classroom practices that facilitate access to the general education environment.
  • Provide direct transition planning and post-secondary readiness services for secondary students, including vocational programming, community-based instruction, and collaboration with vocational rehabilitation and community agencies.
  • Supervise, train, and mentor paraprofessionals, classroom aides, and co-teaching partners; delegate tasks, provide feedback, and ensure compliance with IEPs and instructional fidelity.
  • Ensure compliance with federal and state special education laws (IDEA, Section 504) and local district policies by maintaining timely documentation, data logs, eligibility paperwork, prior written notices, and consent forms.
  • Coordinate and schedule related services (speech/language, occupational therapy, physical therapy, counseling) and ensure service delivery aligns with IEP mandates and student needs.
  • Provide consultation and professional development for school staff on evidence-based practices, accommodations, differentiation strategies, assistive technology, and behavior management techniques.
  • Communicate regularly and proactively with families and caregivers about student progress, interventions, and supports; document communications and engage families in goal-setting and decision-making.
  • Conduct referral, triage, and evaluation processes for students suspected of having disabilities; participate in multidisciplinary eligibility determination and documented assessments.
  • Adapt and modify curriculum materials, assessments, and classroom environment to maximize student access and engagement, including use of assistive technology and alternative assessment formats.
  • Manage caseload effectively by organizing schedules, prioritizing IEP timelines, arranging coverage for services, and ensuring equitable distribution of supports across the school year.
  • Serve as a liaison to outside agencies (mental health, social services, early intervention, vocational services) to coordinate wraparound supports and referrals.
  • Participate in school-based problem solving teams (RTI/MTSS), data meetings, and grade-level planning to align interventions and share data-driven recommendations.
  • Respond to crisis situations, implement de-escalation strategies, and follow district protocols for student safety and emergency interventions.
  • Maintain confidentiality of student records and sensitive information in accordance with FERPA and district policies; complete required reporting and maintain secure documentation.
  • Lead or contribute to school-level special education program development, resource allocation, and continuous improvement initiatives that enhance outcomes for students with disabilities.
  • Track and report federal, state, and district special education metrics and assist administrators with compliance audits, monitoring visits, and accreditation requirements.
  • Participate in ongoing professional learning, reflect on practice, and incorporate new assessment tools, instructional models, and research-based interventions into daily practice.

Secondary Functions

  • Assist building administration with scheduling master schedules that ensure service delivery and compliance with IEP minutes.
  • Support school-wide initiatives related to inclusive practices, universal design for learning (UDL), and differentiated instruction across grades and content areas.
  • Contribute to the selection and trial of instructional materials, interventions, and assistive technology tools for school adoption.
  • Provide parent workshops and informational sessions on special education processes, IEPs, and home-based strategies to support learning.
  • Help coordinate substitute coverage and contingency plans to maintain continuity of services during staff absences.
  • Participate in district committees or task forces related to special education policy, resource allocation, and continuous improvement.

Required Skills & Competencies

Hard Skills (Technical)

  • IEP development and special education legal compliance (IDEA, 504) — demonstrated experience writing measurable goals and procedural compliance.
  • Formal and informal assessment administration and interpretation (W-APT, Woodcock-Johnson, curriculum-based measures, classroom probes).
  • Progress monitoring systems and data-driven decision making (CBM, AIMSweb, DIBELS, district data platforms).
  • Behavior assessment (FBA) and behavior intervention plan (BIP) design and implementation.
  • Differentiated instruction and small-group intervention strategies targeted to reading, math, language, and executive functioning deficits.
  • Knowledge and use of assistive technology and accommodations (text-to-speech, communication devices, adapted materials).
  • Co-teaching models and consultation strategies for inclusive classrooms.
  • Familiarity with RTI/MTSS frameworks and tiered intervention approaches.
  • Student case management, secure recordkeeping, and documentation systems (IEP platforms, student information systems).
  • Familiarity with transition planning, vocational assessments, and community-based instruction planning for secondary students.

Soft Skills

  • Strong written and verbal communication skills for parent meetings, progress reports, and multidisciplinary collaboration.
  • Empathy and cultural competence when engaging families and supporting diverse learners.
  • Collaborative mindset and ability to build trusting relationships with general educators, related service staff, and administrators.
  • Problem-solving orientation with ability to analyze data and adapt instruction responsively.
  • Time management and organizational skills to manage caseloads, deadlines, and multiple responsibilities.
  • Patience and resilience in dynamic classroom and school environments.
  • Coaching and mentorship skills to support paraprofessionals and colleagues in implementing interventions.
  • Confidentiality and professional ethics in handling sensitive student information.

Education & Experience

Educational Background

Minimum Education:

  • Bachelor’s degree in Special Education, Elementary Education with special education credentials, or equivalent state-approved certification in Special Education.

Preferred Education:

  • Master’s degree in Special Education, Applied Behavior Analysis, Educational Leadership, or a closely related field.
  • Additional endorsements or certifications (e.g., reading specialist, behavior analyst, dyslexia specialist) preferred.

Relevant Fields of Study:

  • Special Education
  • Elementary Education
  • School Psychology / Educational Psychology
  • Applied Behavior Analysis (ABA)
  • Secondary Education with Special Education Certification

Experience Requirements

Typical Experience Range: 1–5 years teaching experience in special education or related student support roles.

Preferred: 3+ years as a resource/special education teacher with demonstrated success managing IEP caseloads, conducting assessments, and implementing behavior interventions. Experience with co-teaching, RTI/MTSS, and secondary transition planning strongly preferred.

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