Open Positions for Douglas County School District

Openings as of 12/18/2025

SOFTBALL - ASSISTANT COACH (Stipend)

JobID: 3587

Position Type:
  Athletics/Activities/Coaching


Date Posted:
  9/19/2025


Location:
  Douglas High School


Date Available:
  Open Until Filled


Closing Date:
  OPEN UNTIL FILLED


  Additional Information:  Show/Hide
Please apply online at dcsd.k12.nv.us/employment


Attachment(s):
• -NIAA-CoachesCertification.pdf



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Openings as of 12/18/2025

TRACK - ASSISTANT COACH (2 positions)

JobID: 3599

Position Type:
  Athletics/Activities/Coaching


Date Posted:
  11/20/2025


Location:
  Douglas High School


Date Available:
  Open Until Filled


Closing Date:
  OPEN UNTIL FILLED


  Additional Information:  Show/Hide
Please apply online at dcsd.k12.nv.us/employment




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Openings as of 12/18/2025

Special Education Teacher (CLS/Autism)

JobID: 3559

Position Type:
  Elementary School Teaching/Special Education Teacher


Date Posted:
  7/21/2025


Location:
  Pinon Hills Elementary School


Date Available:
  08/01/2025


Closing Date:
  Open Until Filled


  Additional Information:  Show/Hide


SPECIAL EDUCATION TEACHER - COMPREHENSIVE LIFE SKILLS / AUTISM

           
TITLE:	SPECIAL EDUCATION CLASSROOM TEACHER
REPORTS TO:	SITE ADMINISTRATOR AND/OR EXECUTIVE DIRECTOR OF INCLUSIVE EDUCATION
TERMS OF EMPLOYMENT:	MINIMUM 186 DAYS/YEAR
SALARY RANGE: LICENSED PERSONNEL SALARY SCHEDULE	$53,300 - $90,075 (+1 DAY)
BENEFITS:	Nevada State Public Employees Retirement System (PERS) Employer paid Medical, Dental, Vision and Life Insurance
FLSA STATUS	EXEMPT
 
 
 
SUMMARY OF POSITION
Under the direction of the site administration, Perform professional instructional work of moderate difficulty in guiding students toward gaining knowledge and skills in order to become productive citizens; teach academic, affective, behavioral, prevocational, and/or vocational subjects and skills to eligible students with handicaps in the school, community, and/or home setting, adapting teaching techniques and methods of instruction to meet individual student needs.  Determine individual needs of disabled students and program accordingly. Create a class environment favorable to learning and personal growth; establish effective rapport with students; motivate students to develop skills, attitudes, and knowledge; establish positive relationships with parents and with other staff members.
 
RESPONSIBILITIES AND ESSENTIAL FUNCTIONS
This list of Essential Duties and Responsibilities is not exhaustive and may be supplemented.
 
Plan curriculum, prepare lessons, and arrange materials/equipment used by students based on the Individual Education Plan (IEP); meet all state and federal mandates for IEP development, maintenance and IDEA eligibility.
 
Instruct students in academic, affective, prevocational/vocational, and/or life skills based upon the IEP.
 
Deliver services to students by collaboration with regular and special education specialists through the school, community and home.Confer with other members of staff to facilitate students’ learning the Least Restrictive Environment based upon the IEP.Maintain knowledge of the continuum of services and assist IEP teams in appropriate student placement.
 
Administer appropriate ability and achievement tests and interpret results.
 
Observe, evaluate, prepare and maintain records and reports on progress of students.
 
Support the continued improvement of special education programs through training and piloting various programs.
 
Chair the IEP meetings and oversee the development and implementation of the IEP.
 
Configure the appropriate continuum of services based upon student needs.
 
Meet and instruct assigned classes in the location and at the times designated.
 
Guide the learning process toward the achievement of established district curriculum goals, establish and communicate clear objectives to the students for all lessons, units, and projects.
 
Create a classroom environment that is conducive to learning and appropriate to the maturity, interest, and abilities of students; translate lesson plans into learning experiences to best utilize the available time for instruction; provide written evidence of preparation upon request of the supervisor.
 
Employ a variety of instructional techniques and media, consistent with the physical limitations of the location provided and the needs and capabilities of each student in order to determine student’s instructional needs in meeting the district’s competencies; assess accomplishments of students on a regular basis in order to provide progress reports as required; communicate with parents as deemed necessary.
 
Identify the difference in needs, abilities, and interests among students and provide appropriate instruction to meet those differences.
 
Collect, analyze, and report on data for select state and district reports.
 
Provide transition assessments, planning, and agency coordination for students and families of students for whom school sites require additional assistance due to specialized needs.
 
Administer group standardized tests and proficiency tests to students in accordance with district testing programs and IEP requirements.
 
Maintain accurate, complete, and correct records as required by law, district policy, and administrative regulations.
 
Take all necessary and reasonable precautions to protect students and to maintain equipment, materials, and facilities.
 
Develop and maintain a code of conduct for the classroom which is consistent with established administrative policies; develop rules of classroom behavior for which are enforced in a fair and just manner.
 
Make provisions for being available to students and parents for education-related purposes during the scheduled workday when required or requested to do so.
 
Plan for and participate in professional improvement activities; take advantage of courses, readings, in-service training, and conferences in his/her area of specialization and competency.
 
Establish and maintain two-way communication with parents, students, and other staff members in an honest, positive, and constructive manner.
 
Plan and supervise assignments for teacher aides, volunteers, and student teachers; make written evaluation as required.
 
Supervise students in out-of-classroom activities on campus during the assigned working day; participate in the sponsorship of student activities as appropriate to the grade level; attend established traditional school-sponsored activities agreed upon by the building administrator and the faculty.
 
Fulfill the requirements of punctuality, reliability, and responsibility with regard to school level and school district policies, procedures, and regulations.
 
Cooperate with other professional staff members in assessing and helping solve health, attitude, and learning problems of the students.
 
Attend building and district meetings to promote communication and mutual decision making among the staff.
 
Serve on district committees that develop curriculum and enhance instruction.


NON-ESSENTIAL FUNCTIONS
Perform other duties and associated responsibilities as the Administrator may assign.
Perform related duties as assigned.
 
WORK CONTACTS
Works in close cooperation with the Director of Inclusive Education, school administration, school psychologists, counselors, speech pathologists, and health services personnel, special education consultants, special education teachers and regular education teachers.  Frequent contact with students, parents, and other school personnel.
 
REQUIRED KNOWLEDGE, SKILLS & ABILITIES
Considerable knowledge of the principles and practices for effective teaching techniques  and strategies in area of specialization; of the principles and practices for effective student learning techniques; of lesson planning; of available instructional media; of modern techniques for classroom assessment; IDEA requirements; of effective interpersonal communication; and stages of child development.
 
SKILL TO
Skill to perform multiple, highly complex, technical tasks with a need to periodically upgrade skills in order to meet changing job conditions.  Specific skill-based competencies required to satisfactorily perform the functions of the job include:  adhering to safety practices, operating equipment used in a classroom setting, including a computer; planning and managing projects; preparing and maintaining accurate records; and using pertinent software applications.
 
 ABILITY TO
• Configure appropriate placements, services and instruction based upon the IEP.
•  Plan curriculum, prepare lessons and arrange materials and equipment used by students based on the Individual Education Plan (IEP).  
• Instruct students in academic, affective, prevocational and vocational, and/or life skills based upon the Individual Education Plan (IEP).Develop lessons, units and projects consistent with State Academic Content Standards and District curriculum goals and objectives.
•  Meet and instruct assigned classes.  
• Work independently and handle multiple priorities.
•  Assess the accomplishments of students.  
• Develop fair and appropriate classroom management techniques.
•  Supervise assignments for aides, volunteers and student teachers.  
• Model good instructional, coaching and mentoring practices.
•  Communicate effectively, both orally and in writing.  
• Maintain accurate, complete and correct records as required by law.
•  Operate or learn to operate a microcomputer and related technologies and software.  
• Communicate enthusiasm, excitement and a strong feeling of commitment to the teaching profession.
•  Schedule activities, meetings, and/or events.  
• Gather, collate, and/or classify data.
•  Analyze data utilizing defined but different processes.  
• Work with a diversity of individuals and/or groups.
•  Exercise confidentiality, tact, diplomacy, and independent judgment in the performance of duties.  
• Follow established policies and procedures.
•  Remain open to others’ ideas and contribute to building a positive team spirit.  
• Multi-task and successfully work with students, staff and public.
•  Solve practical problems and deal with a variety of concreate variables in situations where only limited standardization exists.  
• Cleary, accurately, and appropriately communicate with students, teachers, parents and members of the community.
•  Meet deadlines and exercise good judgement while working in a dynamic environment.  
• Appropriately handle stress and interact with others.
•  Maintain regular attendance and punctuality.  
SUPERVISION RECEIVED
Work is performed under the direction of the site principal and/or the Executive Director of Inclusive Education, who will at least annually evaluate the classroom teacher’s performance.  Work is evaluated through observations and results achieved.
 
SUPERVISION EXERCISED
Special education para-educators are assigned by the building administration.
 
CONDITIONS OF WORK
Work is performed under the following conditions:
Exposure to climate controlled office settings to outside weather with temperatures ranging from mild/moderate to extreme cold/heat.May involve exposure to noise levels ranging from moderate to very loud and occasional to frequent time periods.May involve work in crowded environments.

Hazards:
Office/Classroom furniture, playground/office equipment, communicable diseases, chemicals (as related to specific assignment), and power/hand operated equipment and machinery (as related to specific assignment).
 
SAFETY SENSITIVE:
           
YES

NO

X
  
 
ACCEPTABLE EXPERIENCE AND TRAINING
Bachelor’s Degree from an accredited college or university with major course work in education or a related field; or any equivalent combination of experience and training which provides the knowledge, skills and abilities to perform the work.
 
LICENSES/CERTIFICATES
Possession of a valid Nevada Teaching Certificate issued by the State of Nevada:
1. Valid Nevada Exceptional Pupil Education Endorsement in appropriate areas.
2. Valid Nevada Special Education Generalist Endorsement.

PHYSICAL AND MENTAL/INTELLECTUAL REQUIREMENTS
The physical and mental/intellectual requirements described here are representative of those that must be met by an employee to successfully perform the essential functions of the job.  
Those requirements include:
• Strength, dexterity, coordination, and vision to use keyboard and video display terminal for prolonged periods.
• Strength and stamina to bend, stoop, sit, and stand for long periods of time.Dexterity and coordination to handle files and single pieces of paper; occasional lifting of files, stacks of paper or reports, references, student work, and other materials.Some reaching for items above and below waist and head level.Some reaching, bending, squatting, and stooping to access files, student work, and other items as necessary.The manual dexterity and cognitive ability to operate a personal computer and other educational technology (LCD projector, SmartBoard, iPads/Tablets, etc.) to enhance student learning.Involves hearing and speech to communicate in person or over the telephone.Sedentary to heavy exertion of force involving 50-80 pounds daily and repetitively.
• In compliance with applicable disability laws, reasonable accommodations may be provided for qualified individuals with a disability who require and request such accommodations.Applicants and incumbents are encouraged to discuss potential accommodations with the employer.
  
EMPLOYEE PUNCTUALITY AND APPEARANCE
In order for DCSD schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave.  Any deviation from assigned hours must have prior approval from the employee’s supervisor or building administrator.  All employees are required to report to work dressed in a manner that reflects a positive image of DCSD and is appropriate for their position.
 
  
NOTICE OF NON-DISCRIMINATION/EQUAL OPPORTUNITY EMPLOYER
The Douglas County School District does not discriminate against any person on the basis of race, creed/religion, color, national or ethnic origin, sex (including pregnancy), gender identity or expression, genetic information, sexual orientation, disability, marital status, age, veterans or military status, or political affiliation in admission to or access to, treatment or employment, or participation in its programs and activities, and provides equal access to the Boy Scouts of America and other designated youth groups, pursuant to federal and state laws including, but not limited to, Title VI and VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, Title II of the American with Disabilities Act of 1990, the Individuals with Disabilities Education Improvement Act (IDEA), and the Boy Scouts of America Equal Access Act.  The Douglas County School District is an equal opportunity employer and will not knowingly discriminate in any area of employment, which includes recruiting and hiring practices, working conditions, training, promotion, and terms and conditions of employment.  Individuals with a disability who require reasonable accommodation(s) during any step of the screening process or who have questions about qualifications should notify a representative in Human Resources.  Notification may be made in person, in writing, or by calling (775) 782-7177.
 
The Superintendent of Douglas County School District has designated the following position to handle inquiries regarding student and employee non-discrimination policies:


Executive Director of Human Resources
1638 Mono Avenue
Minden, Nevada 89423
Phone:  (775) 782-7177
 
 


Attachment(s):
• SPECIAL EDUCATION - Classroom Teacher.pdf



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Openings as of 12/18/2025

Elementary Inclusive Education Teacher - Resource .5 CCMES/.5 GES 1 YR ONLY

JobID: 3585

Position Type:
  Elementary School Teaching/Special Education Teacher


Date Posted:
  9/19/2025


Location:
  CCMES / GES


Date Available:
  10/01/2025


Closing Date:
  Open Until Filled


  Additional Information:  Show/Hide


ELEMENTARY INCLUSIVE EDUCATION TEACHER - Resource Teacher 1 YR ONLY

           
TITLE:	SPECIAL EDUCATION CLASSROOM TEACHER
REPORTS TO:	SITE ADMINISTRATOR AND/OR EXECUTIVE DIRECTOR OF INCLUSIVE EDUCATION
TERMS OF EMPLOYMENT:	MINIMUM 186 DAYS/YEAR
SALARY RANGE: LICENSED PERSONNEL SALARY SCHEDULE	.5 at CCMES/.5 at GES
BENEFITS:	Nevada State Public Employees Retirement System (PERS) Employer paid Medical, Dental, Vision and Life Insurance
FLSA STATUS	EXEMPT


 
SUMMARY OF POSITION
Under the direction of the site administration, Perform professional instructional work of moderate difficulty in guiding students toward gaining knowledge and skills in order to become productive citizens; teach academic, affective, behavioral, prevocational, and/or vocational subjects and skills to eligible students with handicaps in the school, community, and/or home setting, adapting teaching techniques and methods of instruction to meet individual student needs.  Determine individual needs of disabled students and program accordingly. Create a class environment favorable to learning and personal growth; establish effective rapport with students; motivate students to develop skills, attitudes, and knowledge; establish positive relationships with parents and with other staff members.
 
RESPONSIBILITIES AND ESSENTIAL FUNCTIONS
This list of Essential Duties and Responsibilities is not exhaustive and may be supplemented.
 
Plan curriculum, prepare lessons, and arrange materials/equipment used by students based on the Individual Education Plan (IEP); meet all state and federal mandates for IEP development, maintenance and IDEA eligibility.
 
Instruct students in academic, affective, prevocational/vocational, and/or life skills based upon the IEP.
 
Deliver services to students by collaboration with regular and special education specialists through the school, community and home.Confer with other members of staff to facilitate students’ learning the Least Restrictive Environment based upon the IEP.Maintain knowledge of the continuum of services and assist IEP teams in appropriate student placement.
 
Administer appropriate ability and achievement tests and interpret results.
 
Observe, evaluate, prepare and maintain records and reports on progress of students.
 
Support the continued improvement of special education programs through training and piloting various programs.
 
Chair the IEP meetings and oversee the development and implementation of the IEP.
 
Configure the appropriate continuum of services based upon student needs.
 
Meet and instruct assigned classes in the location and at the times designated.
 
Guide the learning process toward the achievement of established district curriculum goals, establish and communicate clear objectives to the students for all lessons, units, and projects.
 
Create a classroom environment that is conducive to learning and appropriate to the maturity, interest, and abilities of students; translate lesson plans into learning experiences to best utilize the available time for instruction; provide written evidence of preparation upon request of the supervisor.
 
Employ a variety of instructional techniques and media, consistent with the physical limitations of the location provided and the needs and capabilities of each student in order to determine student’s instructional needs in meeting the district’s competencies; assess accomplishments of students on a regular basis in order to provide progress reports as required; communicate with parents as deemed necessary.
 
Identify the difference in needs, abilities, and interests among students and provide appropriate instruction to meet those differences.
 
Collect, analyze, and report on data for select state and district reports.
 
Provide transition assessments, planning, and agency coordination for students and families of students for whom school sites require additional assistance due to specialized needs.
 
Administer group standardized tests and proficiency tests to students in accordance with district testing programs and IEP requirements.
 
Maintain accurate, complete, and correct records as required by law, district policy, and administrative regulations.
 
Take all necessary and reasonable precautions to protect students and to maintain equipment, materials, and facilities.
 
Develop and maintain a code of conduct for the classroom which is consistent with established administrative policies; develop rules of classroom behavior for which are enforced in a fair and just manner.
 
Make provisions for being available to students and parents for education-related purposes during the scheduled workday when required or requested to do so.
 
Plan for and participate in professional improvement activities; take advantage of courses, readings, in-service training, and conferences in his/her area of specialization and competency.
 
Establish and maintain two-way communication with parents, students, and other staff members in an honest, positive, and constructive manner.
 
Plan and supervise assignments for teacher aides, volunteers, and student teachers; make written evaluation as required.
 
Supervise students in out-of-classroom activities on campus during the assigned working day; participate in the sponsorship of student activities as appropriate to the grade level; attend established traditional school-sponsored activities agreed upon by the building administrator and the faculty.
 
Fulfill the requirements of punctuality, reliability, and responsibility with regard to school level and school district policies, procedures, and regulations.
 
Cooperate with other professional staff members in assessing and helping solve health, attitude, and learning problems of the students.
 
Attend building and district meetings to promote communication and mutual decision making among the staff.
 
Serve on district committees that develop curriculum and enhance instruction.


NON-ESSENTIAL FUNCTIONS
Perform other duties and associated responsibilities as the Administrator may assign.
Perform related duties as assigned.
 
WORK CONTACTS
Works in close cooperation with the Director of Inclusive Education, school administration, school psychologists, counselors, speech pathologists, and health services personnel, special education consultants, special education teachers and regular education teachers.  Frequent contact with students, parents, and other school personnel.
 
REQUIRED KNOWLEDGE, SKILLS & ABILITIES
Considerable knowledge of the principles and practices for effective teaching techniques  and strategies in area of specialization; of the principles and practices for effective student learning techniques; of lesson planning; of available instructional media; of modern techniques for classroom assessment; IDEA requirements; of effective interpersonal communication; and stages of child development.
 
SKILL TO
Skill to perform multiple, highly complex, technical tasks with a need to periodically upgrade skills in order to meet changing job conditions.  Specific skill-based competencies required to satisfactorily perform the functions of the job include:  adhering to safety practices, operating equipment used in a classroom setting, including a computer; planning and managing projects; preparing and maintaining accurate records; and using pertinent software applications.
 
 ABILITY TO
• Configure appropriate placements, services and instruction based upon the IEP.
•  Plan curriculum, prepare lessons and arrange materials and equipment used by students based on the Individual Education Plan (IEP).  
• Instruct students in academic, affective, prevocational and vocational, and/or life skills based upon the Individual Education Plan (IEP).Develop lessons, units and projects consistent with State Academic Content Standards and District curriculum goals and objectives.
•  Meet and instruct assigned classes.  
• Work independently and handle multiple priorities.
•  Assess the accomplishments of students.  
• Develop fair and appropriate classroom management techniques.
•  Supervise assignments for aides, volunteers and student teachers.  
• Model good instructional, coaching and mentoring practices.
•  Communicate effectively, both orally and in writing.  
• Maintain accurate, complete and correct records as required by law.
•  Operate or learn to operate a microcomputer and related technologies and software.  
• Communicate enthusiasm, excitement and a strong feeling of commitment to the teaching profession.
•  Schedule activities, meetings, and/or events.  
• Gather, collate, and/or classify data.
•  Analyze data utilizing defined but different processes.  
• Work with a diversity of individuals and/or groups.
•  Exercise confidentiality, tact, diplomacy, and independent judgment in the performance of duties.  
• Follow established policies and procedures.
•  Remain open to others’ ideas and contribute to building a positive team spirit.  
• Multi-task and successfully work with students, staff and public.
•  Solve practical problems and deal with a variety of concreate variables in situations where only limited standardization exists.  
• Cleary, accurately, and appropriately communicate with students, teachers, parents and members of the community.
•  Meet deadlines and exercise good judgement while working in a dynamic environment.  
• Appropriately handle stress and interact with others.
•  Maintain regular attendance and punctuality.  
SUPERVISION RECEIVED
Work is performed under the direction of the site principal and/or the Executive Director of Inclusive Education, who will at least annually evaluate the classroom teacher’s performance.  Work is evaluated through observations and results achieved.
 
SUPERVISION EXERCISED
Special education para-educators are assigned by the building administration.
 
CONDITIONS OF WORK
Work is performed under the following conditions:
Exposure to climate controlled office settings to outside weather with temperatures ranging from mild/moderate to extreme cold/heat.May involve exposure to noise levels ranging from moderate to very loud and occasional to frequent time periods.May involve work in crowded environments.

Hazards:
Office/Classroom furniture, playground/office equipment, communicable diseases, chemicals (as related to specific assignment), and power/hand operated equipment and machinery (as related to specific assignment).
 
SAFETY SENSITIVE:
           
YES

NO

X
  
 
ACCEPTABLE EXPERIENCE AND TRAINING
Bachelor’s Degree from an accredited college or university with major course work in education or a related field; or any equivalent combination of experience and training which provides the knowledge, skills and abilities to perform the work.
 
LICENSES/CERTIFICATES
Possession of a valid Nevada Teaching Certificate issued by the State of Nevada:
1. Valid Nevada Exceptional Pupil Education Endorsement in appropriate areas.
2. Valid Nevada Special Education Generalist Endorsement.

PHYSICAL AND MENTAL/INTELLECTUAL REQUIREMENTS
The physical and mental/intellectual requirements described here are representative of those that must be met by an employee to successfully perform the essential functions of the job.  
Those requirements include:
• Strength, dexterity, coordination, and vision to use keyboard and video display terminal for prolonged periods.
• Strength and stamina to bend, stoop, sit, and stand for long periods of time.Dexterity and coordination to handle files and single pieces of paper; occasional lifting of files, stacks of paper or reports, references, student work, and other materials.Some reaching for items above and below waist and head level.Some reaching, bending, squatting, and stooping to access files, student work, and other items as necessary.The manual dexterity and cognitive ability to operate a personal computer and other educational technology (LCD projector, SmartBoard, iPads/Tablets, etc.) to enhance student learning.Involves hearing and speech to communicate in person or over the telephone.Sedentary to heavy exertion of force involving 50-80 pounds daily and repetitively.
• In compliance with applicable disability laws, reasonable accommodations may be provided for qualified individuals with a disability who require and request such accommodations.Applicants and incumbents are encouraged to discuss potential accommodations with the employer.
  
EMPLOYEE PUNCTUALITY AND APPEARANCE
In order for DCSD schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave.  Any deviation from assigned hours must have prior approval from the employee’s supervisor or building administrator.  All employees are required to report to work dressed in a manner that reflects a positive image of DCSD and is appropriate for their position.
 
  
NOTICE OF NON-DISCRIMINATION/EQUAL OPPORTUNITY EMPLOYER
The Douglas County School District does not discriminate against any person on the basis of race, creed/religion, color, national or ethnic origin, sex (including pregnancy), gender identity or expression, genetic information, sexual orientation, disability, marital status, age, veterans or military status, or political affiliation in admission to or access to, treatment or employment, or participation in its programs and activities, and provides equal access to the Boy Scouts of America and other designated youth groups, pursuant to federal and state laws including, but not limited to, Title VI and VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, Title II of the American with Disabilities Act of 1990, the Individuals with Disabilities Education Improvement Act (IDEA), and the Boy Scouts of America Equal Access Act.  The Douglas County School District is an equal opportunity employer and will not knowingly discriminate in any area of employment, which includes recruiting and hiring practices, working conditions, training, promotion, and terms and conditions of employment.  Individuals with a disability who require reasonable accommodation(s) during any step of the screening process or who have questions about qualifications should notify a representative in Human Resources.  Notification may be made in person, in writing, or by calling (775) 782-7177.
 
The Superintendent of Douglas County School District has designated the following position to handle inquiries regarding student and employee non-discrimination policies:


Executive Director of Human Resources
1638 Mono Avenue
Minden, Nevada 89423
Phone:  (775) 782-7177
 
 




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Openings as of 12/18/2025

English Teacher/ Alternative Education: Grant Funded

JobID: 3564

Position Type:
  High School Teaching/English


Date Posted:
  8/4/2025


Location:
  ASPIRE/Jacobsen HS


Date Available:
  08/01/2025


Closing Date:
  Opened Until Filled


  Additional Information:  Show/Hide


ENGLISH/ALTERNATIVE CLASSROOM TEACHER: Grant Funded Position
           
TITLE:	REGULAR EDUCATION CLASSROOM TEACHER
REPORTS TO:	SITE ADMINISTRATOR
TERMS OF EMPLOYMENT:	MINIMUM 185 DAYS/YEAR
SALARY RANGE: LICENSED PERSONNEL SALARY SCHEDULE	$53,300 - $90,075
BENEFITS:	Nevada State Public Employees Retirement System (PERS) Employer paid Medical, Dental, Vision and Life Insurance
FLSA STATUS	EXEMPT


 
SUMMARY OF POSITION
Under the direction of the site administration, performs professional instructional work of moderate difficulty in guiding students toward gaining knowledge and skills in order to become productive citizens; create a class environment favorable to learning and personal growth, establish effective rapport with students; motivate students to develop skills, attitudes and knowledge; establish positive relationships with parents and with other school and district staff members.
 
RESPONSIBILITIES AND ESSENTIAL FUNCTIONS
This list of Essential Duties and Responsibilities is not exhaustive and may be supplemented.
 
Meet and instruct assigned classes in the location and at the times designated.
 
Guide the learning process toward the achievement of established district curriculum goals, establishes and communicates clear objectives to the students for all lessons, units, and projects.
 
Create a classroom environment that is conducive to learning and appropriate to the maturity, interest, and abilities of students; translate lesson plans into learning experiences to best utilize the available time for instruction; provide written evidence of preparation upon request of the supervisor.
 
Employ a variety of instructional techniques and media, consistent with the physical limitations of the location provided and the needs and capabilities of each student.
 
Strive by instruction and action to implement the district’s philosophy of education, instructional goals and objectives and performance expectations as outlined in the District’s Teacher Evaluation System.
 
Identify the difference in needs, abilities, and interests among students and provide appropriate instruction to meet those differences.
 
Employ a variety of classroom assessment techniques in order to determine student’s instructional needs in meeting the district’s competencies; assess accomplishments of students on a regular basis in order to provide progress reports as required; communicate with parents as deemed necessary.
 
Administer group standardized tests and proficiency tests to students in accordance with district testing programs.
 
Maintain accurate, complete, and correct records as required by law, district policy, and administrative regulations.
 
Take all necessary and reasonable precautions to protect students and to maintain equipment, materials, and facilities.
 
Develop and maintain a code of conduct for the classroom, which is consistent with established administrative policies; develop rules of classroom behavior for which are enforced in a fair and just manner.
 
Make provision for being available to students and parents for education-related purposes during the scheduled workday when required or requested to do so.
 
Plan for and participate in professional improvement activities; take advantage of courses, readings, in-service training, and conferences in his/her area of specialization and competency.
 
Establish and maintain two-way communication with parents, students, and other staff members in an honest, positive, and constructive manner.
 
Plan and supervise assignments for teacher aides, volunteers, and student teachers; make written evaluation as required.
 
Supervise students in out-of-classroom activities on campus during the assigned working day; participate in the sponsorship of student activities as appropriate to the grade level; attend established traditional school-sponsored activities agreed upon by the building administrator and the faculty.
 
Fulfill the requirements of punctuality, reliability, and responsibility with regard to school level and school district policies, procedures, and regulations.
 
Cooperate with other professional staff members in assessing and helping solve health, attitude, and learning problems of the students.
 
Attend building and district meetings to promote communication and mutual decision making among the staff.
 
Serve on district committees that develop curriculum and enhance instruction.


 
NON-ESSENTIAL FUNCTIONS
Perform related duties as assigned.
 
 
WORK CONTACTS
Frequent contact with students, parents, school staff, and other District personnel.
 
 
REQUIRED KNOWLEDGE, SKILLS & ABILITIES
Considerable knowledge of the principles and practices for effective teaching techniques  and strategies in area of specialization; of the principles and practices for effective student learning techniques; of lesson planning; of available instructional media; of modern techniques for classroom assessment; of effective interpersonal communication; and stages of child development.
 
 
SKILL TO
Skill to perform multiple, highly complex, technical tasks with a need to periodically upgrade skills in order to meet changing job conditions.  Specific skill-based competencies required to satisfactorily perform the functions of the job include:  adhering to safety practices, operating equipment used in a classroom setting, including a computer; planning and managing projects; preparing and maintaining accurate records; and using pertinent software applications.
 
ABILITY TO
• Develop lessons, units and projects consistent with State Academic Content Standards and District curriculum goals and objectives.
•  Meet and instruct assigned classes.
•  Work independently and handle multiple priorities.
•  Assess the accomplishments of students.
•  Develop fair and appropriate classroom management techniques.
•  Supervise assignments for aides, volunteers and student teachers.
•  Model good instructional, coaching and mentoring practices.
•  Communicate effectively, both orally and in writing.
•  Maintain accurate, complete and correct records as required by law.
•  Operate or learn to operate a microcomputer and related technologies and software.
•  Communicate enthusiasm, excitement and a strong feeling of commitment to the teaching profession.
•  Schedule activities, meetings, and/or events.
•  Gather, collate, and/or classify data.
•  Analyze data utilizing defined but different processes.
•  Work with a diversity of individuals and/or groups.
•  Exercise confidentiality, tact, diplomacy, and independent judgment in the performance of duties.
•  Follow established policies and procedures.
•  Remain open to others’ ideas and contribute to building a positive team spirit.
•  Multi-task and successfully work with students, staff and public.
•  Solve practical problems and deal with a variety of concreate variables in situations where only limited standardization exists.
•  Cleary, accurately, and appropriately communicate with students, teachers, parents and members of the community.
•  Meet deadlines and exercise good judgement while working in a dynamic environment.
•  Appropriately handle stress and interact with others.
•  Maintain regular attendance and punctuality.  
 
SUPERVISION RECEIVED
Work is performed under the direction of the site principal or a designated vice-principal, who will at least annually evaluate the classroom teacher’s performance.  Work is evaluated through observations and results achieved.
 
SUPERVISION EXERCISED
None
 
CONDITIONS OF WORK
Work is performed under the following conditions:
 Exposure to climate controlled office settings to outside weather with temperatures ranging from mild/moderate to extreme cold/heat.May involve exposure to noise levels ranging from moderate to very loud and occasional to frequent time periods.May involve work in   crowded environments.
 
Hazards:
Office/Classroom furniture, playground/office equipment, communicable diseases, chemicals (as related to specific assignment), and power/hand operated equipment and machinery (as related to specific assignment).
 
SAFETY SENSITIVE:
           
YES

NO

X
 
 ACCEPTABLE EXPERIENCE AND TRAINING
Bachelor’s Degree from an accredited college or university with major course work in education or a related field; or any equivalent combination of experience and training which provides the knowledge, skills and abilities to perform the work.

 
LICENSES/CERTIFICATES
Possession of a valid Nevada Teaching Certificate issued by the State of Nevada.
1.             Valid Nevada Elementary Certificate, or
2.             Valid Nevada Secondary Certificate with sufficient coursework in major/minor field(s) of specialization.  

PHYSICAL AND MENTAL/INTELLECTUAL REQUIREMENTS
The physical and mental/intellectual requirements described here are representative of those that must be met by an employee to successfully perform the essential functions of the job.   Those requirements include:  
• Strength, dexterity, coordination, and vision to use keyboard and video display terminal for prolonged periods.
• Strength and stamina to bend, stoop, sit, and stand for long periods of time.Dexterity and coordination to handle files and single pieces of paper; occasional lifting of files, stacks of paper or reports, references, student work, and other materials.Some reaching for items above and below waist and head level.Some reaching, bending, squatting, and stooping to access files, student work, and other items as necessary.The manual dexterity and cognitive ability to operate a personal computer and other educational technology (LCD projector, SmartBoard, iPads/Tablets, etc.) to enhance student learning.Involves hearing and speech to communicate in person or over the telephone.Medium to heavy lifting (25 to 40 pounds) may occasionally be required.
• In compliance with applicable disability laws, reasonable accommodations may be provided for qualified individuals with a disability who require and request such accommodations.Applicants and incumbents are encouraged to discuss potential accommodations with the employer.
 
 EMPLOYEE PUNCTUALITY AND APPEARANCE
In order for DCSD schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave.  Any deviation from assigned hours must have prior approval from the employee’s supervisor or building administrator.  All employees are required to report to work dressed in a manner that reflects a positive image of DCSD and is appropriate for their position.
 
  
NOTICE OF NON-DISCRIMINATION/EQUAL OPPORTUNITY EMPLOYER
The Douglas County School District does not discriminate against any person on the basis of race, creed/religion, color, national or ethnic origin, sex (including pregnancy), gender identity or expression, genetic information, sexual orientation, disability, marital status, age, veterans or military status, or political affiliation in admission to or access to, treatment or employment, or participation in its programs and activities, and provides equal access to the Boy Scouts of America and other designated youth groups, pursuant to federal and state laws including, but not limited to, Title VI and VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, Title II of the American with Disabilities Act of 1990, the Individuals with Disabilities Education Improvement Act (IDEA), and the Boy Scouts of America Equal Access Act.  The Douglas County School District is an equal opportunity employer and will not knowingly discriminate in any area of employment, which includes recruiting and hiring practices, working conditions, training, promotion, and terms and conditions of employment.  Individuals with a disability who require reasonable accommodation(s) during any step of the screening process or who have questions about qualifications should notify a representative in Human Resources.  Notification may be made in person, in writing, or by calling (775) 782-7177.
 
The Superintendent of Douglas County School District has designated the following position to handle inquiries regarding student and employee non-discrimination policies:


Executive Director of Human Resources
1638 Mono Avenue
Minden, Nevada 89423
Phone:  (775) 782-7177

 




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Openings as of 12/18/2025

Special Education Teacher- CLS/Autism

JobID: 3573

Position Type:
  Middle School Teaching/Special Education Teacher


Date Posted:
  8/13/2025


Location:
  Pau-Wa-Lu Middle School


Date Available:
  08/13/2025


Closing Date:
  Open Until Filled


  Additional Information:  Show/Hide


MIDDLE SCHOOL SPECIAL EDUCATION TEACHER - CLS/Autism

           
TITLE:	SPECIAL EDUCATION CLASSROOM TEACHER
REPORTS TO:	SITE ADMINISTRATOR AND/OR EXECUTIVE DIRECTOR OF INCLUSIVE EDUCATION
TERMS OF EMPLOYMENT:	MINIMUM 186 DAYS/YEAR
SALARY RANGE: LICENSED PERSONNEL SALARY SCHEDULE	$53,300 - $90,075 (+1 DAY)
BENEFITS:	Nevada State Public Employees Retirement System (PERS) Employer paid Medical, Dental, Vision and Life Insurance
FLSA STATUS	EXEMPT


 
SUMMARY OF POSITION
Under the direction of the site administration, Perform professional instructional work of moderate difficulty in guiding students toward gaining knowledge and skills in order to become productive citizens; teach academic, affective, behavioral, prevocational, and/or vocational subjects and skills to eligible students with handicaps in the school, community, and/or home setting, adapting teaching techniques and methods of instruction to meet individual student needs.  Determine individual needs of disabled students and program accordingly. Create a class environment favorable to learning and personal growth; establish effective rapport with students; motivate students to develop skills, attitudes, and knowledge; establish positive relationships with parents and with other staff members.
 
RESPONSIBILITIES AND ESSENTIAL FUNCTIONS
This list of Essential Duties and Responsibilities is not exhaustive and may be supplemented.
 
Plan curriculum, prepare lessons, and arrange materials/equipment used by students based on the Individual Education Plan (IEP); meet all state and federal mandates for IEP development, maintenance and IDEA eligibility.
 
Instruct students in academic, affective, prevocational/vocational, and/or life skills based upon the IEP.
 
Deliver services to students by collaboration with regular and special education specialists through the school, community and home.Confer with other members of staff to facilitate students’ learning the Least Restrictive Environment based upon the IEP.Maintain knowledge of the continuum of services and assist IEP teams in appropriate student placement.
 
Administer appropriate ability and achievement tests and interpret results.
 
Observe, evaluate, prepare and maintain records and reports on progress of students.
 
Support the continued improvement of special education programs through training and piloting various programs.
 
Chair the IEP meetings and oversee the development and implementation of the IEP.
 
Configure the appropriate continuum of services based upon student needs.
 
Meet and instruct assigned classes in the location and at the times designated.
 
Guide the learning process toward the achievement of established district curriculum goals, establish and communicate clear objectives to the students for all lessons, units, and projects.
 
Create a classroom environment that is conducive to learning and appropriate to the maturity, interest, and abilities of students; translate lesson plans into learning experiences to best utilize the available time for instruction; provide written evidence of preparation upon request of the supervisor.
 
Employ a variety of instructional techniques and media, consistent with the physical limitations of the location provided and the needs and capabilities of each student in order to determine student’s instructional needs in meeting the district’s competencies; assess accomplishments of students on a regular basis in order to provide progress reports as required; communicate with parents as deemed necessary.
 
Identify the difference in needs, abilities, and interests among students and provide appropriate instruction to meet those differences.
 
Collect, analyze, and report on data for select state and district reports.
 
Provide transition assessments, planning, and agency coordination for students and families of students for whom school sites require additional assistance due to specialized needs.
 
Administer group standardized tests and proficiency tests to students in accordance with district testing programs and IEP requirements.
 
Maintain accurate, complete, and correct records as required by law, district policy, and administrative regulations.
 
Take all necessary and reasonable precautions to protect students and to maintain equipment, materials, and facilities.
 
Develop and maintain a code of conduct for the classroom which is consistent with established administrative policies; develop rules of classroom behavior for which are enforced in a fair and just manner.
 
Make provisions for being available to students and parents for education-related purposes during the scheduled workday when required or requested to do so.
 
Plan for and participate in professional improvement activities; take advantage of courses, readings, in-service training, and conferences in his/her area of specialization and competency.
 
Establish and maintain two-way communication with parents, students, and other staff members in an honest, positive, and constructive manner.
 
Plan and supervise assignments for teacher aides, volunteers, and student teachers; make written evaluation as required.
 
Supervise students in out-of-classroom activities on campus during the assigned working day; participate in the sponsorship of student activities as appropriate to the grade level; attend established traditional school-sponsored activities agreed upon by the building administrator and the faculty.
 
Fulfill the requirements of punctuality, reliability, and responsibility with regard to school level and school district policies, procedures, and regulations.
 
Cooperate with other professional staff members in assessing and helping solve health, attitude, and learning problems of the students.
 
Attend building and district meetings to promote communication and mutual decision making among the staff.
 
Serve on district committees that develop curriculum and enhance instruction.


NON-ESSENTIAL FUNCTIONS
Perform other duties and associated responsibilities as the Administrator may assign.
Perform related duties as assigned.
 
WORK CONTACTS
Works in close cooperation with the Director of Inclusive Education, school administration, school psychologists, counselors, speech pathologists, and health services personnel, special education consultants, special education teachers and regular education teachers.  Frequent contact with students, parents, and other school personnel.
 
REQUIRED KNOWLEDGE, SKILLS & ABILITIES
Considerable knowledge of the principles and practices for effective teaching techniques  and strategies in area of specialization; of the principles and practices for effective student learning techniques; of lesson planning; of available instructional media; of modern techniques for classroom assessment; IDEA requirements; of effective interpersonal communication; and stages of child development.
 
SKILL TO
Skill to perform multiple, highly complex, technical tasks with a need to periodically upgrade skills in order to meet changing job conditions.  Specific skill-based competencies required to satisfactorily perform the functions of the job include:  adhering to safety practices, operating equipment used in a classroom setting, including a computer; planning and managing projects; preparing and maintaining accurate records; and using pertinent software applications.
 
 ABILITY TO
• Configure appropriate placements, services and instruction based upon the IEP.
•  Plan curriculum, prepare lessons and arrange materials and equipment used by students based on the Individual Education Plan (IEP).  
• Instruct students in academic, affective, prevocational and vocational, and/or life skills based upon the Individual Education Plan (IEP).Develop lessons, units and projects consistent with State Academic Content Standards and District curriculum goals and objectives.
•  Meet and instruct assigned classes.  
• Work independently and handle multiple priorities.
•  Assess the accomplishments of students.  
• Develop fair and appropriate classroom management techniques.
•  Supervise assignments for aides, volunteers and student teachers.  
• Model good instructional, coaching and mentoring practices.
•  Communicate effectively, both orally and in writing.  
• Maintain accurate, complete and correct records as required by law.
•  Operate or learn to operate a microcomputer and related technologies and software.  
• Communicate enthusiasm, excitement and a strong feeling of commitment to the teaching profession.
•  Schedule activities, meetings, and/or events.  
• Gather, collate, and/or classify data.
•  Analyze data utilizing defined but different processes.  
• Work with a diversity of individuals and/or groups.
•  Exercise confidentiality, tact, diplomacy, and independent judgment in the performance of duties.  
• Follow established policies and procedures.
•  Remain open to others’ ideas and contribute to building a positive team spirit.  
• Multi-task and successfully work with students, staff and public.
•  Solve practical problems and deal with a variety of concreate variables in situations where only limited standardization exists.  
• Cleary, accurately, and appropriately communicate with students, teachers, parents and members of the community.
•  Meet deadlines and exercise good judgement while working in a dynamic environment.  
• Appropriately handle stress and interact with others.
•  Maintain regular attendance and punctuality.  
SUPERVISION RECEIVED
Work is performed under the direction of the site principal and/or the Executive Director of Inclusive Education, who will at least annually evaluate the classroom teacher’s performance.  Work is evaluated through observations and results achieved.
 
SUPERVISION EXERCISED
Special education para-educators are assigned by the building administration.
 
CONDITIONS OF WORK
Work is performed under the following conditions:
Exposure to climate controlled office settings to outside weather with temperatures ranging from mild/moderate to extreme cold/heat.May involve exposure to noise levels ranging from moderate to very loud and occasional to frequent time periods.May involve work in crowded environments.

Hazards:
Office/Classroom furniture, playground/office equipment, communicable diseases, chemicals (as related to specific assignment), and power/hand operated equipment and machinery (as related to specific assignment).
 
SAFETY SENSITIVE:
           
YES

NO

X
  
 
ACCEPTABLE EXPERIENCE AND TRAINING
Bachelor’s Degree from an accredited college or university with major course work in education or a related field; or any equivalent combination of experience and training which provides the knowledge, skills and abilities to perform the work.
 
LICENSES/CERTIFICATES
Possession of a valid Nevada Teaching Certificate issued by the State of Nevada:
1. Valid Nevada Exceptional Pupil Education Endorsement in appropriate areas.
2. Valid Nevada Special Education Generalist Endorsement.

PHYSICAL AND MENTAL/INTELLECTUAL REQUIREMENTS
The physical and mental/intellectual requirements described here are representative of those that must be met by an employee to successfully perform the essential functions of the job.  
Those requirements include:
• Strength, dexterity, coordination, and vision to use keyboard and video display terminal for prolonged periods.
• Strength and stamina to bend, stoop, sit, and stand for long periods of time.Dexterity and coordination to handle files and single pieces of paper; occasional lifting of files, stacks of paper or reports, references, student work, and other materials.Some reaching for items above and below waist and head level.Some reaching, bending, squatting, and stooping to access files, student work, and other items as necessary.The manual dexterity and cognitive ability to operate a personal computer and other educational technology (LCD projector, SmartBoard, iPads/Tablets, etc.) to enhance student learning.Involves hearing and speech to communicate in person or over the telephone.Sedentary to heavy exertion of force involving 50-80 pounds daily and repetitively.
• In compliance with applicable disability laws, reasonable accommodations may be provided for qualified individuals with a disability who require and request such accommodations.Applicants and incumbents are encouraged to discuss potential accommodations with the employer.
  
EMPLOYEE PUNCTUALITY AND APPEARANCE
In order for DCSD schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave.  Any deviation from assigned hours must have prior approval from the employee’s supervisor or building administrator.  All employees are required to report to work dressed in a manner that reflects a positive image of DCSD and is appropriate for their position.
 
  
NOTICE OF NON-DISCRIMINATION/EQUAL OPPORTUNITY EMPLOYER
The Douglas County School District does not discriminate against any person on the basis of race, creed/religion, color, national or ethnic origin, sex (including pregnancy), gender identity or expression, genetic information, sexual orientation, disability, marital status, age, veterans or military status, or political affiliation in admission to or access to, treatment or employment, or participation in its programs and activities, and provides equal access to the Boy Scouts of America and other designated youth groups, pursuant to federal and state laws including, but not limited to, Title VI and VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, Title II of the American with Disabilities Act of 1990, the Individuals with Disabilities Education Improvement Act (IDEA), and the Boy Scouts of America Equal Access Act.  The Douglas County School District is an equal opportunity employer and will not knowingly discriminate in any area of employment, which includes recruiting and hiring practices, working conditions, training, promotion, and terms and conditions of employment.  Individuals with a disability who require reasonable accommodation(s) during any step of the screening process or who have questions about qualifications should notify a representative in Human Resources.  Notification may be made in person, in writing, or by calling (775) 782-7177.
 
The Superintendent of Douglas County School District has designated the following position to handle inquiries regarding student and employee non-discrimination policies:


Executive Director of Human Resources
1638 Mono Avenue
Minden, Nevada 89423
Phone:  (775) 782-7177
 
 




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Openings as of 12/18/2025

Substitute Bus Driver

JobID: 282

Position Type:
  Student Support Services


Date Posted:
  9/7/2011


Location:
  Transportation


Date Available:
  ASAP


Closing Date:
  Open Until Filled


  Additional Information:  Show/Hide

SUBSTITUTE BUS DRIVER 
 
FUNCTION                                                         
 
Performs work in the operation of a school bus and/or other passenger vehicles; ensures the safe and efficient transportation of students and/or assigned personnel along predetermined, scheduled routes or to special events.
 
SUPERVISION RECEIVED
 
Work is performed in accordance with established procedures under the general supervision of the Transportation Supervisor, who will at least annually evaluate the Bus Driver's performance.
 
SUPERVISION EXERCISED
 
None
 
ESSENTIAL FUNCTIONS
 
Transport passengers in a safe and courteous manner.
 
Maintain proper order and discipline among students riding the bus.
 
Inspect buses in accordance with predetermined safety inspection requirements, and report any discrepancies to the Vehicle Maintenance Department.
 
Follow established incident/accident procedures; report all incidents/accidents and complete required reports; report all mechanical defects and malfunctions to appropriate personnel.
 
Install tire chains as required.
 
Administer emergency first aid to students as required until competent medical help can be obtained.
 
Clean, sweep, wash and fuel buses.
 
Maintain records concerning vehicle maintenance, mileage, and number of children transported.  Prepare student conduct reports.
 
Attend scheduled safety meetings.
 
NON-ESSENTIAL FUNCTIONS
 
Performs other duties as assigned.
 
WORK CONTACTS
 
Frequent contacts with students, parents and district staff.
  
CONDITIONS OF WORK
 
School bus environment; subject to driving in adverse weather conditions, fumes, noise and emergency student and traffic situations.
 
REQUIRED KNOWLEDGE, SKILLS & ABILITIES
 
Knowledge of safe driving practices; provisions of the Nevada Motor Vehicle Code and Education Code applicable to the operation of vehicles transporting students; operation of a bus; first aid practices; record-keeping techniques; oral and written communication skills; interpersonal skills using tact, patience and courtesy.  The ability to perform the following work activities with or without reasonable accommodations:
 
¨       Operate a bus observing legal and defensive driving practices.
¨       Maintain vehicles in a clean and safe condition.
¨       Monitor student passengers’ behavior.
¨       Perform first aid as needed.
¨       Learn a designated bus route including stops and traffic hazards.
¨       Meet schedules and timelines.
¨       Understand and carry out oral and written instructions.
¨       Use tact, patience and courtesy with those contacted in the course of work.
¨       Establish and maintain effective working relationships.
¨       Work independently in the absence of a supervisor.
¨       Maintain regular attendance and punctuality.
¨       Maintain good physical condition.
 
ACCEPTABLE EXPERIENCE AND TRAINING
 
Some experience in bus driving and high school education; or any equivalent combination of experience and training which provides the knowledge, skills and abilities to perform this work.
 
SPECIAL REQUIREMENTS
 
ü      Must possess a current Nevada Commercial Driver's License and a current Nevada School Bus Driver's Certificate from the Nevada Department of Education.
ü      Must pass the required Department of Motor Vehicle physical examination.
ü      Must be physically fit to perform duties including being able to lift, push, pull, carry a minimum of 35 pounds.
ü      Must possess the mental and emotional stability to insure normal driving competence and efficiency.
ü      Must have a good driving record.
 
 
 
Period of Service   191 days

Classified Salary Schedule   Bus Driver Salary Schedule

FLSA Status    Non-Exempt





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Openings as of 12/18/2025

Special Education Para II (4.5 hrs /175 days) (One Year Only)

JobID: 3601

Position Type:
  Student Support Services/Special Education Aide - IEP


Date Posted:
  12/15/2025


Location:
  Minden Elementary School


Date Available:
  Open Until Filled


Closing Date:
  Open Until Filled


  Additional Information:  Show/Hide



JOB DESCRIPTION
 
           
TITLE:	PARA-EDUCATOR II – SPECIAL EDUCATION(MUST BE HIGHLY QUALIFIED)*
REPORTS TO:	SITE ADMINISTRATION
TERMS OF EMPLOYMENT:	9-MONTHS (NOT FEWER THAN 175 DAYS)
SALARY RANGE: CLASSIFIED SALARY SCHEDULE  13-B	$18.92 - $28.19   EMPLOYER/EMPLOYEE PAID $15.72 - $23.46   EMPLOYER PAID PERS
BENEFITS:	Nevada State Public Employees Retirement System (PERS) – 20+ HRS. PER WEEK Employer paid Medical, Dental, Vision and Life Insurance – 25+ HRS. PER WEEK No State Tax
FLSA STATUS	NON-EXEMPT


 
SUMMARY OF POSITION
Under the guidance of site administration and a certificated teacher(s), works with individual and/or small groups of students in the supervision and instruction of students in the general education classroom, in a self-contained classroom, or the community; assisting students by modeling the necessary skills to perform assignments; follow educational and specific behavioral plans; modeling appropriate behaviors and interactions with students and staff; and assisting student(s) by providing for special health care needs.  Employees in this job classification will receive a variety of assignments including classroom support, lunchroom, playground, etc.
 
RESPONSIBILITIES AND ESSENTIAL FUNCTIONS
• Adapts classroom activities, assignments and/or materials under the direction of the supervising teacher for the purpose of supporting and reinforcing classroom objectives. 
 
• Communicates with teachers and other district personnel for the purpose of assisting in evaluating progress and/or implementing IEP objectives.
 
• Implements, under the supervision of the supervising teacher, instructional programs and lesson plans (e.g. reading, math, language comprehension, writing, computer, etc.) for the purpose of reviewing and/or reinforcing learning concepts.
 
• Maintains classroom equipment and work area for the purpose of ensuring availability of a safe learning environment and/or meeting mandated requirements.
 
• Monitors individual and/or groups of students in a variety of settings (e.g. rest rooms, playgrounds, hallways, bus loading zones, cafeteria, assemblies, field trips, etc.) for the purpose of maintaining a safe and positive learning environment. 
 
• Promotes good student habits and student independence for the purpose of improving the quality of student outcomes.
 
• Under the supervision of assigned teacher, reviews and revises instruction to students in a variety of individual and group activities (e.g. self-esteem, behavioral skills, daily living skills, etc.) for the purpose of implementing goals for remediation of student deficiencies and ensuring student’s success.
 
• Documents student’s daily activities (e.g. behavior, completed assignments, on/off task time, etc.) for the purpose of completing daily logs and student’s hourly activities.
 
• Implements under the supervision of assigned teacher, behavioral plans designed by IEP team for students with behavior disorders (including approved physical restrain techniques) or other special conditions for the purpose of presenting and/or reinforcing learning concepts.
 
• Models conversation, manners, clean-up activities, listening, and everyday interactions for the purpose of demonstrating appropriate social behavior in a culturally sensitive manner. 
 
• Monitors students’ daily schedule and behavior plan (e.g. class schedule, toileting, medication, appetite, etc.) for the purpose of maintaining a safe and positive learning environment.
 
• Communicates with supervising instructional staff, professional support personnel, directs parents to teacher for any communication regarding students for the purpose of assisting in evaluating progress and/or implementing IEP objectives.
 
• Responds to emergency situations (e.g. injured students, fights, etc.) for the purpose of resolving immediate safety concerns and/or directing to appropriate personnel for resolution.
 
• Administers basic first aid, medical assistance, escorts students to health care professionals for medication specialized physical health care services as instructed by a health care professional (e.g. seizures, toileting, self-help, hygiene, medication, etc.) for the purpose of meeting health care needs as defined by the IEP.
 
• Assists medically fragile or other students with a disability (e.g. in/out of wheelchair, positing students, toilet training, diapering, bathing, grooming, etc.) for the purpose of maintaining students’ personal hygiene.
 
• As requested, attends meetings and in-service training (e.g. first aid, CPR, emergency procedures, Crisis Prevention Intervention (CPI), etc.) for the purpose of acquiring and/or conveying information relative to job functions.
 
NON-ESSENTIAL FUNCTIONS
• Assists in finding supports appropriate to aid students for the purpose of finding a path to independence.
 
• Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit.
 
WORK CONTACTS
Frequent contact with certificated personnel, students, and other District personnel.  Limited contact with parents.
 
REQUIRED KNOWLEDGE, SKILLS & ABILITIES
Basic math, including calculations using fractions, percents, and/or ratios; concepts of grammar and punctuation; reading fluency and comprehension, age appropriate activities; health and safety standards; oral and written communication skills, using correct English grammar, spelling, punctuation, and math.
 
SKILL IN
Perform multiple tasks with a potential need to upgrade skills in order to meet changing job conditions; adhere to safety practices; operate standard office equipment including using pertinent software applications; maintain and protect sensitive confidential information encountered in the course of work; display knowledge of principles and practices of general child behavior intervention techniques; display knowledge of federal and state laws, school district regulations, procedures, and practices related to general and special education; display knowledge of standard office practices and procedures, including the filing and the operation of standard office equipment.
 
ABILITY TO
Prepare and maintain accurate records.
 
Maintain and protect sensitive confidential information encountered in the course of work.
 
Participate in physical activities which are part of the students’ basic program.
 
Gather and/or collate data.
 
Use basic, job-related equipment.
 
Demonstrate flexibility in working with others in a variety of circumstances.
 
Work with data utilizing defined but different processes.
 
Operate equipment using standardized methods.
 
Work with a wide diversity of individuals.
 
Work with a variety of data.
 
Utilize a variety of job-related equipment.
 
Problem solve to identify issues and create action plans.
 
Adapt to changing work priorities.
 
Communicating with diverse groups.
 
Work with constant interruptions.
 
Provide sensitive customer services to students who are emotionally/behaviorally disabled, violent, and verbally aggressive.
 
Maintain accurate student records.
 
Display courtesy and tact in all interactions through the course of work.
 
Follow oral and written instructions.
 
Pay close attention to detail.
 
Exercise independence, judgment, and problem-solving skills.
 
Meet deadlines.
 
Appropriately handle stress and interact with others.
 
Maintain regular attendance and punctuality.
 
 
SUPERVISION RECEIVED
Work is performed in accordance with established procedures under the guidance of the special education teacher and general supervision of the site administrator.  The site administrator shall at least annually evaluate the special education aide.
 
SUPERVISION EXERCISED
None
 
CONDITIONS OF WORK
Work is performed under the following conditions:
• Exposure to climate-controlled office settings to outside weather with temperatures ranging from mild/moderate to extreme cold/heat.May involve exposure to noise levels ranging from moderate to very loud and occasional to frequent time periods.May involve work in crowded environments. 
 
SAFETY SENSITIVE:
           
YES

NO

X
 
 
*ACCEPTABLE EXPERIENCE AND TRAINING
1. High school graduation or equivalent; and
2. Be able to become and maintain CPR and CPI certified; and
3. Be “Highly Qualified” by meeting one of the following criteria; and
   1. Associates Degree
   2. 48 College/University Credits
   3. A Passing Score on the Para-Professional Assessment. 

Some experience providing academic and physical assistance to special students is preferred.  
 
A Licensed CNA would meet the experience and training necessary.
 
 
LICENSES/CERTIFICATES
Possession of or ability to obtain a valid Nevada Driver’s License.  Experience working with special needs children is highly desirable.  Some positions may desire the ability to sign and use sign language.

PHYSICAL AND MENTAL/INTELLECTUAL REQUIREMENTS
The physical and mental/intellectual requirements described here are representative of those that must be met by an employee to successfully perform the essential functions of the job.   Those requirements include:  
• Strength, dexterity, and coordination to use keyboard and video display terminal for prolonged periods.Sedentary to heavy exertion of force involving 10-25 pounds frequently with up to 50 pounds occasionally.May involve negligible up to significant stand/walk/push/pull/carry. May involve climbing, standing, walking, pushing, pulling, carrying, and balancing, stooping, kneeling, crouching, reaching, handling, and repetitive fine motor activities.Mobility to work in a typical classroom setting and use standard classroom equipment.The ability to interact professionally, communicates effectively, and exchange information accurately with all internal and external members of the school community.
   
 
• In compliance with applicable disability laws, reasonable accommodations may be provided for qualified individuals with a disability who require and request such accommodations.Applicants and incumbents are encouraged to discuss potential accommodations with the employer.
 
 
EMPLOYEE PUNCTUALITY AND APPEARANCE
In order for DCSD schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave.  Any deviation from assigned hours must have prior approval from the employee’s supervisor or building administrator.  All employees are required to report to work dressed in a manner that reflects a positive image of DCSD and is appropriate for their position.
 
NOTICE OF NON-DISCRIMINATION/EQUAL OPPORTUNITY EMPLOYER
The Douglas County School District does not discriminate against any person on the basis of race, creed/religion, color, national or ethnic origin, sex (including pregnancy), gender identity or expression, genetic information, sexual orientation, disability, marital status, age, veterans or military status, or political affiliation in admission to or access to, treatment or employment, or participation in its programs and activities, and provides equal access to the Boy Scouts of America and other designated youth groups, pursuant to federal and state laws including, but not limited to, Title VI and VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, Title II of the American with Disabilities Act of 1990, the Individuals with Disabilities Education Improvement Act (IDEA), and the Boy Scouts of America Equal Access Act.  The Douglas County School District is an equal opportunity employer and will not knowingly discriminate in any area of employment, which includes recruiting and hiring practices, working conditions, training, promotion, and terms and conditions of employment.  Individuals with a disability who require reasonable accommodation(s) during any step of the screening process or who have questions about qualifications should notify a representative in Human Resources.  Notification may be made in person, in writing, or by calling (775) 782-7177.
 
The Superintendent of Douglas County School District has designated the following position to handle inquiries regarding student and employee non-discrimination policies:


Executive Director of Human Resources
1638 Mono Avenue
Minden, Nevada 89423
Phone:  (775) 782-7177



Attachment(s):
• PARA-EDUCATOR II - SPECIAL EDUCATION.doc



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Openings as of 12/18/2025

Visual Impairment Specialist .8 FTE

JobID: 3055

Position Type:
  Student Support Services/Visually Impaired


Date Posted:
  3/9/2023


Location:
  Inclusive Education


Date Available:
  Open Until Filled


Closing Date:
  Open Until Filled


  Additional Information:  Show/Hide



VISUAL IMPAIRMENT SPECIALIST .5 FTE
           
TITLE:	VISUAL IMPAIRMENT SPECIALIST
REPORTS TO:	EXECUTIVE DIRECTOR OF INCLUSIVE EDUCATION
TERMS OF EMPLOYMENT:	2023-2024 SCHOOL YEAR    MINIMUM 185 DAYS/YEAR
SALARY RANGE: LICENSED PERSONNEL SALARY SCHEDULE	$42,491 - $76,614
BENEFITS:	Nevada State Public Employees Retirement System (PERS) Employer paid Medical, Dental, Vision and Life Insurance
FLSA STATUS	EXEMPT
 
 
 
SUMMARY OF POSITION
Provides direct services program coordination to students, parents and staff for issues related to visual impairment and assistive technology for all grade levels from preschool through secondary.  Provides technical assistance and training to school staff working with students regarding all facets of Special Education programming and compliance.  Responsible for an abbreviated caseload for case management.
 
RESPONSIBILITIES AND ESSENTIAL FUNCTIONS
 
Under the direction of the Director of Special Services, the Visual Impairment Specialist shall be primarily responsible for the following functions:
 
Develops, implements, provides and evaluates educational training and programs for student programs, and parents and staff regarding Special Education programs and compliance.
 
Supports the continued improvement of special education program through training and piloting various programs.
 
Collects, analyzes, and reports on data for select state and district reports.
 
Provides assistive technology assessments, planning, and counseling for students and families of students for whom school sites require additional assistance due to specialized needs.
 
Perform such other duties and associated responsibilities as the Director of Special Services may assign.
 
Keep informed on the latest research, trends, and developments in all areas of education, particularly research-based co teaching and inclusionary practices.
 
Conduct research, analyze findings, develop sound conclusions, and prepare district reports for use in district-wide improvement plans with effective training and professional development in Special Education.
 
Consistently communicate and collaborate with the school site principals and special education staff regarding support programs for select first year special education teachers and continuing special education staff.
 
Provides training and modeling in research-based Special Educational Practices and compliance.
 
Provides brailing services for students which will allow the student to participate in general education curriculum.
 
Facilitates the District Assistive Technology Team and maintains the inventory of the District Lending Library.
 
Develops and maintains student files as required, according to Board policy and appropriate laws.
 
Serves as a liaison between families and outside agencies as appropriate.
 
NON-ESSENTIAL FUNCTIONS
Perform related duties as assigned.
 
WORK CONTACTS
Frequent contacts with administrators, district staff, students, parents, other agencies, and the public to provide and obtain information and facilitate smooth coordination of agencies for post-high school placement.
 
REQUIRED KNOWLEDGE, SKILLS & ABILITIES
Valid Nevada Special Education Generalist Endorsement.
 
Thorough knowledge and experience in various areas of visual impairment and assistive technology.
 
Successful experience in teaching students (preferably at the high school, middle school and elementary school level) who qualify under the Individuals with Disabilities Educational Improvement Act.
 
Demonstrated ability to work effectively with others.
 
ABILITY TO
The ability to perform the following work activities with or without reasonable accommodation:
 
• Communicate effectively, both orally and in writing.
•  Conduct research, analyze findings, develop sound conclusions, and prepare comprehensive reports and plans.  
• Work independently and handle multiple priorities.
•  Meet deadlines.  
• Establish and maintain effective working relationships with school officials, administrators, board members, outside agencies, school staff, and the general public.
•  Maintain regular attendance.  
 
SUPERVISION RECEIVED
Work is performed under the administrative direction of the Executive Director of Inclusive Education – Area 1, who will annually evaluate the performance of the Visual Impairment Specialist with input from other school administrators.  Work is reviewed through the standard teacher evaluation model related to teacher training and effectiveness of service delivery to school sites.
 
SUPERVISION EXERCISED
None
 
CONDITIONS OF WORK
Work is performed under the following conditions:
Exposure to climate controlled office settings to outside weather with temperatures ranging from mild/moderate to extreme cold/heat.May involve exposure to noise levels ranging from moderate to very loud and occasional to frequent time periods.May involve work in crowded environments.

Hazards:
Office/Classroom furniture, playground/office equipment, communicable diseases, chemicals (as related to specific assignment), and power/hand operated equipment and machinery (as related to specific assignment).
 
SAFETY SENSITIVE:
           
YES

NO

X
 
 
ACCEPTABLE EXPERIENCE AND TRAINING
Responsible teaching experience in a variety of grade levels.  A college degree in education is required.
Must possess a valid Professional Teaching License for Educational Personnel issued by the State of Nevada.
 
LICENSES/CERTIFICATES
Valid Nevada Special Education Generalist Endorsement.

 PHYSICAL AND MENTAL/INTELLECTUAL REQUIREMENTS
The physical and mental/intellectual requirements described here are representative of those that must be met by an employee to successfully perform the essential functions of the job.  
Those requirements include:  
• Strength, dexterity, and coordination to use keyboard and video display terminal for prolonged periods.Sedentary to heavy exertion of force involving 10-25 pounds frequently with up to 50 pounds occasionally.May involve negligible up to significant stand/walk/push/pull/carry. May involve climbing, standing, walking, pushing, pulling, carrying, and balancing, stooping, kneeling, crouching, reaching, handling, and repetitive fine motor activities.Mobility to work in a typical classroom setting and use standard classroom equipment.The ability to interact professionally, communicates effectively, and exchange information accurately with all internal and external members of the school community.
   
• In compliance with applicable disability laws, reasonable accommodations may be provided for qualified individuals with a disability who require and request such accommodations.Applicants and incumbents are encouraged to discuss potential accommodations with the employer.
  
EMPLOYEE PUNCTUALITY AND APPEARANCE
In order for DCSD schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave.  Any deviation from assigned hours must have prior approval from the employee’s supervisor or building administrator.  All employees are required to report to work dressed in a manner that reflects a positive image of DCSD and is appropriate for their position.

 
NOTICE OF NON-DISCRIMINATION/EQUAL OPPORTUNITY EMPLOYER
The Douglas County School District does not discriminate against any person on the basis of race, creed/religion, color, national or ethnic origin, sex (including pregnancy), gender identity or expression, genetic information, sexual orientation, disability, marital status, age, veterans or military status, or political affiliation in admission to or access to, treatment or employment, or participation in its programs and activities, and provides equal access to the Boy Scouts of America and other designated youth groups, pursuant to federal and state laws including, but not limited to, Title VI and VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, Title II of the American with Disabilities Act of 1990, the Individuals with Disabilities Education Improvement Act (IDEA), and the Boy Scouts of America Equal Access Act.  The Douglas County School District is an equal opportunity employer and will not knowingly discriminate in any area of employment, which includes recruiting and hiring practices, working conditions, training, promotion, and terms and conditions of employment.  Individuals with a disability who require reasonable accommodation(s) during any step of the screening process or who have questions about qualifications should notify a representative in Human Resources.  Notification may be made in person, in writing, or by calling (775) 782-7177.
 
The Superintendent of Douglas County School District has designated the following position to handle inquiries regarding student and employee non-discrimination policies:


Executive Director of Human Resources
1638 Mono Avenue
Minden, Nevada 89423
Phone:  (775) 782-7177
 
 


Attachment(s):
• VISUAL IMPAIRMENT SPECIALIST.doc



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Openings as of 12/18/2025

Substitute Special Education Paras

JobID: 2101

Position Type:
  Substitute


Date Posted:
  8/19/2024


Location:
  District Wide


Date Available:
  Ongoing


Closing Date:
  Ongoing


  Additional Information:  Show/Hide



Attachment(s):
• PARA-EDUCATOR I - SPECIAL EDUCATION.pdf
• PARA-EDUCATOR II - SPECIAL EDUCATION.pdf



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Openings as of 12/18/2025

Substitute Instructional Para (Classroom / Playground)

JobID: 2102

Position Type:
  Substitute


Date Posted:
  7/1/2024


Location:
  District Wide


Date Available:
  Ongoing


Closing Date:
  Ongoing


  Additional Information:  Show/Hide



Attachment(s):
• PARA-EDUCATOR II - INSTRUCTIONAL.pdf



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Openings as of 12/18/2025

Substitute Bus Aide

JobID: 2106

Position Type:
  Substitute


Date Posted:
  7/1/2024


Location:
  Transportation


Date Available:
  Ongoing


Closing Date:
  Ongoing


  Additional Information:  Show/Hide



Attachment(s):
• BUS AIDE - SPECIAL EDUCATION.pdf



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Openings as of 12/18/2025

Substitute Teacher - Certified (MUST HAVE CURRENT NEVADA SUBSTITUTE TEACHER LICENSE)

JobID: 707

Position Type:
  Substitute/Substitute Teacher


Date Posted:
  6/27/2025


Location:
  District Wide


Date Available:
  On Going


Closing Date:
  On Going


  Additional Information:  Show/Hide

SUBSTITUTE TEACHER JOB DUTIES FOR DOUGLAS COUNTY
 
 
*PLEASE DO NOT APPLY UNTIL OBTAINING NEVADA SUB TEACHING LICENSE!
 
Please call the NV Department of Education at 1-775-687-9115 to inquire about obtaining your license.
 
 
 
JOB DESCRIPTION:
 
This employee is responsible for carrying out the lesson plans of the teacher
 
for whom he/she is substituting and meeting the duties of teaching as outlined
 
in laws and policies.
 
 
 
Duties of this position include but are not limited to:
 
1. Programming
 
   -  Following the lesson plan left by the teacher for whom he/she is
 
      substituting in accordance with district's philosophy, goals and objectives.
 
   -  Meeting and instructing assigned classes in the locations and at the times
 
      designated.
 
   -  Establishing and maintaining order in the classroom.
 
   -  Maintaining a classroom environment conducive to effective learning.
 
   -  Taking all necessary and reasonable precautions to protect students,
 
      materials, equipment and facilities.
 
   -  Assisting in upholding and enforcing school rules, administrative
 
      regulations, and School Board Policies.
 
2. Public Relations
 
   -  Cooperating with school personnel.
 
   -  Establishing and maintaining cooperative relations with other employees.
 
3. Reporting
 
   -  Reporting to the principal or his/her designee at the beginning and end of
 
      the school day.
 
4. Other responsibilities as directed by the principal.
 
 
 
 





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