Self-Contained Composite Room Teacher

About the role

We are seeking a dedicated, student-centered educator to serve as a Composite Program Teacher. This role supports students with a range of academic, behavioral, social-emotional, and communication needs in a highly structured, supportive environment that blends special education and general education opportunities.

Responsibilities

• Design and implement individualized instruction aligned with IEP goals in academic, social-emotional, behavioral, and functional skill areas

• Develop and maintain a structured, predictable classroom environment that supports student regulation and engagement

• Utilize evidence-based practices for behavior support, including proactive strategies, de-escalation, and skill-building

• Collaborate closely with related service providers (speech, OT, social work), general education teachers, and support staff

• Facilitate inclusive opportunities for students within general education settings as appropriate

• Supervise and provide direction to Educational Technicians (Ed Techs), including modeling best practices and supporting capacity-building

• Collect and analyze student data to inform instruction, monitor progress, and adjust programming

• Develop, implement, and monitor IEPs, including writing measurable goals and present levels of performance

• Maintain strong, collaborative communication with families and team members

• Participate in IEP meetings, program reviews, and multidisciplinary team discussions

• Support students with transitions, including daily routines and long-term planning for increased independence

Qualifications

• Maine DOE Certification in Special Education required
• Experience working with students with behavioral, emotional, and/or developmental needs preferred
• Strong knowledge of IDEA, IEP development, and compliance requirements
• Experience with behavior intervention planning, data collection, and progress monitoring
• Able to lead and collaborate with a team of support staff
• Strong communication, organization, and problem-solving skills
• Commitment to inclusive practices and student-centered programming

Preferred Skills & Attributes

• Experience in a self-contained or specialized program setting
• Knowledge of trauma-informed practices and restorative approaches
• Ability to balance high expectations with compassion and flexibility
• Strong leadership skills in managing classroom staff and systems
• Dedication to building student independence and reducing over-reliance on adult support