Special Education Teacher

Job DescriptionJob DescriptionAbout Our ProgramThe program serves the educational needs of Ädelbrook residents as well as day students from surrounding communities. With an emphasis on autism spectrum disorders (ASDs), we provide programming appropriate for students with a variety of learning, communication, social, behavioral and intellectual challenges. Our Cromwell location provides each student with a positive, individualized and highly engaging educational experience. In addition to the Extended School Year (ESY), we offer an Extended Day Program (EDP) throughout the school year.JOB SUMMARY:The responsibility of the Special Education Teacher is to strengthen a student's academic, vocational, behavioral, emotional, and social skills, enabling the student to maximize his/her potential and return to mainstream community schooling. The Special Education Teacher will implement an education program that facilitates the treatment process in compliance with the student’s IEP. This is an exempt, 219 day, including ESY position that reports directly to the Director of Education. DUTIES AND RESPONSIBILITIES:

• Administers and interprets educational diagnostic testing that culminates in a comprehensive educational evaluation and/or IEP.
• Performs behavioral observations to obtain baseline data; writes a report that assesses the student’s entry levels of behavioral, emotional and social functioning.
• Creates instructional opportunities that support students’ academic, social and personal development; designs tasks that meet curricular goals, build upon students’ prior learning and advance the students toward important learning goals.
• Demonstrates proficiency in central teaching concepts and skills, tools of inquiry and structures of the discipline(s) s/he teaches.
• Employs a variety of instructional strategies that enable students to think critically, solve problems and demonstrate learning skills.
• Monitors students’ understanding of each lesson and adjusts teaching as necessary.
• Establishes and maintains appropriate standards of student behavior and creates a positive learning environment that reflects a commitment to students and their successes.
• Demonstrates a commitment to his/her students and a passion for improving their educational performance.
• Functions as a member of the PPT team for each student. Reviews the academic performance of each student quarterly, at PPTs and via report cards.
• Participates in therapeutic holds in accordance with TCI training if a student is at risk of hurting her/himself or another human being.
• Works with Teacher Support personnel to ensure student success.
• Participates in implementation of the Positive Behavioral Support system.
• Participates in creation and use of forms and data collection instruments to record a student’s daily/weekly performance.
• Provides updated written progress reports as requested by supervisor, other team members, LEA, DCF, or parents.
• Effects communication within the interdisciplinary framework of the agency; writes a report when involved in a critical incident.
• Supports other members of the educational and/or treatment team, and participates actively in team processes and functions.
• Actively participates in planning and implementation of extracurricular activities sponsored by the Learning Center; supports other activities and events sponsored by the agency.
• Creates and implements an annual professional growth plan.
• Attends in-service training sessions and regularly scheduled department meetings on an on-going basis and participates meaningfully.
• Maintains current Connecticut Teacher Certification.
• Displays exemplary role modeling while working.
• Performs all other duties as assigned by the Director of Education.

Education, Experience, and Other Qualifications:

Bachelor's degree in Special Education from an accredited college or university and CT Certification in Special Education required. Minimum two years teaching experience in a regular or special education classroom setting is preferred. Training in PMT, CPR, mandated reporting and professional boundaries is required and may be taken post-hire. Must have a positive attitude, demonstrated good judgment and ability to establish rapport with students and colleagues. Knowledge of IEP development including goals and objectives, accommodations and modifications is required. Knowledge of materials and functions of a Positive Behavioral Support system is necessary. The ability to work with students and other employees from diverse ethnic, economic, educational and religious backgrounds is requisite as is commitment to the CT Code of Responsibility for Teachers*

Ädelbrook is committed to programs of Equal Employment Opportunity and Affirmative Action. Accordingly, all decision affecting our staff are made on the basis of Ädelbrook’s mission, personnel policies and applicable state and federal laws. Decisions are made without regard to race, color, gender, gender expression, sexual orientation, religion, age, ancestry, veteran status, national origin, marital status or handicap.

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