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Part Time Iep Writer Jobs in Oregon (NOW HIRING)

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Part Time Iep Writer information

What is a part time IEP writer?

Part Time IEP Writers are educational professionals who work on a part-time basis to develop and write Individualized Education Programs (IEPs) for students with special needs. They collaborate with teachers, parents, and specialists to ensure that each IEP meets legal requirements and addresses the unique learning goals of each student. Their main duties include drafting IEP documents, attending meetings, and providing support to school staff in implementing these plans. This role is essential in helping students receive the appropriate educational accommodations and services they need.

What skills and qualifications are needed to be a part time IEP writer?

To thrive as a Part Time IEP Writer, you need a solid understanding of special education laws, individualized education program (IEP) processes, and strong writing skills, often supported by a degree in education or special education. Familiarity with IEP management software, online documentation systems, and relevant state or district guidelines is typically required. Attention to detail, collaboration, and effective communication with teachers, parents, and specialists are valuable soft skills. These abilities ensure legally compliant, clear, and actionable IEPs that support student success and meet educational standards.

What challenges do part time IEP writers face, and how can they be managed?

Part-time IEP Writers often face the challenge of balancing a fluctuating workload with limited hours, especially during peak periods like annual review seasons. Coordinating with teachers, therapists, and parents to gather input for IEPs can be more complex when working part-time. Effective time management, proactive communication, and staying organized are key to managing these challenges. Many part-time IEP Writers use digital tools to streamline documentation and set up regular check-ins with team members to ensure timelines are met and student needs are addressed.

What is the difference between Part Time Iep Writer vs Part Time Special Education Teacher?

AspectPart Time Iep WriterPart Time Special Education Teacher
CredentialsTypically requires a background in education, psychology, or related fields; often a teaching certification or special education credentialRequires a state teaching certification and special education endorsement
Work EnvironmentPrimarily office-based, focusing on developing and writing IEPs, with some meetingsClassroom setting, direct interaction with students, parents, and staff
Employer & Industry UsageUsed by schools, districts, and educational service agenciesUsed by schools, districts, and special education programs

While both roles involve working within the special education sector, a Part Time Iep Writer mainly focuses on creating individualized education plans, often working in an office environment. In contrast, a Part Time Special Education Teacher interacts directly with students and educators in classroom settings. Both require relevant credentials and are integral to special education services.

What are the most commonly searched types of Iep Writer jobs in Oregon? The most popular types of Iep Writer jobs in Oregon are:
What cities in Oregon are hiring for Part Time Iep Writer jobs? Cities in Oregon with the most Part Time Iep Writer job openings:
Part Time Iep Writer jobs near you
Infographic showing various Part Time Iep Writer job openings in Oregon as of July 2026, with employment types broken down into 82% Full Time, 14% Part Time, 1% Temporary, and 3% Contract. Highlights an 96% Physical, 1% Hybrid, and 3% Remote job distribution.

IMESD Virtual Learning Academy Extra Duty Teacher

InterMountain Education Service District

Pendleton, OR • On-site, Remote

$48K - $63K/yr

Part-time

Re-posted 19 days ago

Job description

Position Type:
Virtual Learning Academy/Part-time Teacher
Date Posted:
6/25/2026
Location:
Intermountain ESD
Virtual Learning Academy (VLA) Extra duty Teacher(s)
This posting is to create a pool of interested candidates for extra-duty virtual teaching positions with the VLA. Hiring will occur as enrollment and program needs dictate during the 2026 27 school year.
Open until filled
This is an extra duty teaching position.
Salary terms:
Semester 1 pays 1/20/2027
Semester 2 pays 6/20/2027
Salary varies depending on course and student enrollment (Please call HR for details)
For a full job description please click the link in the bottom right corner of this posting.
Duties and time requirements
Academics, Curriculum, and Student Planning:
  • Contract August through June (Semester 1 and Semester 2)
  • Attend beginning of year orientation - TBD
  • Attend monthly PLC's - 1 Hour each month
  • Develop and review planned instruction annually prior to first student contact day;
  • Provide VLA with a VLA outlined syllabus, listing platform or Oregon/District adopted curriculum and resources.
  • Add VLA principal, and necessary VLA Office staff as a co-teacher to Google Classroom Shell;
  • Use data on student achievement to refine curriculum objectives and plan further instruction;
  • Provide basic technology support for students and families;
  • Demonstrate skills in providing equitable learning opportunities for students with diverse cultural, economic, and ability backgrounds ?????
  • Collaborate with IMESD VLA staff and principal to refer students to their local district for additional tutoring and access, to their local school district's learning lab;

Collaboration and Communication:
  • Promptly respond to students and family support needs within one scheduled school day; School days are Monday-Thursday;
  • Report achievement or lack of success to students and families and Student Support Specialist
  • Post Office Hours/Available Hours for student support; that may include but are not limited to Rooms communication, phone calls, google meet depending on student supports need;
  • Record family communication and attempts in IMESD Synergy contact log;
  • Use "Rooms" as the main method to communicate with students and families;
  • Communicate with InterMountain Virtual Learning Program Principal about concerns with student attendance, progress, and/or behavior within a timely manner; Provide evidence/documentation as requested.
  • Establish clear and consistent expectations for students' academic and behavioral performance;
  • Collaborate with student's case managers and VLA Special Programs Liaison;
  • Attend IEP meetings when scheduling allows for attendance and/or provide written documentation to VLA Special Programs Coordinator on student academic performance per special education law;
  • Perform other duties as required to support student academic success;

Attendance, Grades, Progress and Reporting:
  • Record daily attendance in Synergy as per ODE guidance for online learning following IMESD attendance practices;
  • Update attendance at minimum - once a week - update time frame and dates determined by VLA to support mandatory state reporting requirements;
  • Monitor students' progress and achievement at least once every 7 days, and post by Mondays;
  • Select and use tests, observations, student interviews, and other formal and informal assessments to determine the extent to which each student has achieved the objectives to the lesson and units of instruction by accessing the instructional platform and/or reviewing final grades;
  • Assign final semester grades using provided grading scale and report card;
  • Update grading and assignments weekly, including late assignments, and corrected work;
  • Follow all VLA outlined grading, reporting, and academic policies and practices to support program success and development;

Professional Development and Professionalism:
  • Attend scheduled professional development and quarterly staff meetings;
  • Attend end of year 1:1 Meeting with VLA Principal;
  • Adhere to professional ethics as identified by agency, professional organizations and licensing commissions;
  • Follow IMESD policies and procedures, especially as outlined in the Staff Handbook;
  • Comply with IMESD Performance Standards;

Course Type Specific Duties:
Google Classroom:
  • Plan, prepare and deliver lesson plans and instructional materials that facilitate active learning;
  • Grade and record students' progress using IMESD Synergy gradebook;
  • Use Guardian Invite in Google Classroom to invite parents to monitor student progress;
  • Document teaching effectiveness through assembling and analyzing samples of students' work during review of planned instruction;
  • Work with VLA special programs coordinator to support any modifications, or accommodations within the platform in accordance with special program plans (IEP/504/Modifications/Early Graduation/TAG);

Schools pre-built course (PLO):
  • Work with VLA special programs coordinator to support any modifications, or accommodations within the platform in accordance with special program plans (IEP/504/Modifications/Early Graduation/TAG);
  • Utilize Rooms for all student and parent communication to support maintenance of communication records;
  • Review curriculum prior to the beginning of the course, make necessary adjustments to meet state standards and/or pacing and sequencing needs;

Schools PLO -Other:
  • Work with VLA special programs coordinator to support any modifications, or accommodations within the platform in accordance with special program plans (IEP/504/Modifications/Early Graduation/TAG);
  • Utilize Rooms for all student and parent communication to support maintenance of communication records;
  • Review curriculum prior to the beginning of the course, make necessary adjustments to meet state standards and/or pacing and sequencing needs;
  • Make necessary adjustments to coursework to meet the outlined needs of student Individualized education plans (IEP's) and modified coursework plans.

Dual Credit:
  • Provide up to date Synergy Gradebook within the VLA SIS - for mandatory State Grade Reporting requirements;
  • Work with VLA Registrar to determine course intent: High School Credit, Dual Credit or Both;
  • Provide Dual Credit Information: Information and processes to students and VLA Registrar;
  • Communicate Information about PLC and Secondary Institution Requirements for Dual Credit Teaching;
  • Communicate with VLA and students: Secondary Institution Dates and Requirements;
  • Communicate with students all Secondary Institution Dates, requirements, policies, expectations and practices;
  • Coordinate dual credit efforts with secondary institution;

Student and Reporting Schedule:
Semester 1 September 2 - January 23
Semester 2 January 26 - June 5

Apply