Self-Contained Special Education Teachers - 2026/2027 SY Additional $5,000 Annual Stipend

POSITION SUMMARY

Danbury Public Schools is seeking a Self-Contained Special Education Teacher to instruct students with diverse academic, social, emotional, behavioral, and communication needs in accordance with their Individualized Education Programs (IEPs).

RESPONSIBILITIES

• Planning and Preparation

• Understands the philosophical, historical, and legal foundations of special education.
• Creates instructional opportunities adapted to diverse learners.
• Designs instruction based on knowledge of content, students, curriculum goals, and individualized student needs.
• Develops short- and long-range instructional plans aligned with curriculum standards, student IEP goals, and individual learning needs.
• Understands the characteristics and educational needs of students with cognitive, developmental, emotional, behavioral, communication, and physical disabilities.
• Designs and adapts curriculum, instructional materials, and classroom activities to meet diverse student needs and learning styles.
• Plans effective instructional strategies to support academic, social-emotional, communication, behavioral, and functional skill development.
• Utilizes specialized materials, visual supports, sensory supports, adaptive equipment, and assistive technology to maximize student access and independence.
• Prepares and utilizes assessment methodologies appropriate for individual student needs and accommodations.
• Maintains curriculum resources, instructional materials, and assistive/adaptive technology inventories.
• Plans and prepares for PPT/IEP meetings and collaborates with families and related service providers regarding student programming and progress.

• The Classroom Environment

• Creates a safe, structured, and supportive classroom environment that promotes positive social interaction, student engagement, emotional regulation, and independence.
• Implements classroom management strategies, positive behavioral interventions, de-escalation techniques, and individualized behavior support plans.
• Establishes classroom routines, schedules, and transitions that support student learning and behavioral success.
• Creates a positive classroom culture characterized by respect, consistency, high expectations, and meaningful student engagement.
• Utilizes visual schedules, communication systems, sensory supports, and assistive technology to support student participation and independence.
• Understands how classroom environments, materials, and spatial arrangements impact student learning and behavior.
• Provides supervision, guidance, and support to paraprofessional educators assigned to the classroom.
• Collaborates with teachers, therapists, related service providers, and families to support student needs and ensure consistency across environments.
• Maintains a classroom environment that supports student safety, communication, mobility, and individualized learning needs.

• Instruction

• Utilizes evidence-based instructional practices and differentiated strategies to support student growth in academic, social, behavioral, communication, and functional skill areas.
• Provides individualized and small-group instruction aligned with student IEP goals and grade-level curriculum standards when appropriate.
• Uses instructional time effectively while integrating related services and behavioral supports into the instructional program.
• Creates opportunities for students to develop communication, self-advocacy, problem-solving, and social-emotional skills.
• Utilizes a variety of formal and informal assessment tools to monitor student progress and inform instructional decision-making.
• Collects, analyzes, and maintains accurate student data and progress monitoring documentation.
• Implements accommodations and modifications identified in student IEPs for classroom instruction and assessments.
• Participates in the development and implementation of behavior intervention plans and functional behavioral assessments.
• Effectively utilizes computerized and web-based systems for IEP documentation, communication, progress monitoring, and instructional planning.
• Supports students utilizing Response to Intervention (RtI) and progress monitoring practices as appropriate.

• Professional Responsibilities

• Maintains frequent and culturally responsive communication with families regarding student progress, programming, and supports.
• Collaborates with school staff, related service providers, outside agencies, and community supports to meet student needs.
• Participates in professional development related to special education, behavior management, instructional practices, communication systems, and inclusive practices.
• Serves as a positive role model and advocate for students with disabilities.
• Participates in PPT/IEP meetings, eligibility meetings, annual reviews, behavior support meetings, and staff meetings.
• Maintains confidentiality and demonstrates professionalism and respect in all interactions.
• Completes formal evaluations for assigned paraprofessional staff under the supervision of administration.
• Adheres to all district policies, procedures, and expectations regarding professionalism, punctuality, and attendance.
• Performs additional duties as assigned by administration.

JOB REQUIREMENTS

• Skills, Knowledge, and Abilities:

• Proficiency in assessment methods and data interpretation.
• Ability to support diverse learners, including students with disabilities and English language learners.
• Experience in specialized instruction and remediation.
• Knowledge of child development and behavior management.
• Effective interpersonal and communication skills.
• Familiarity with Connecticut and federal special education regulations.
• Proficiency in instructional strategies and use of technology.
• Strong organizational skills and commitment to confidentiality.
• Willingness to engage in professional development.

• Preferred Education and Experience:

• Successful experience as a special education teacher preferred.
• Second language or language acquisition background preferred.
• Experience working with culturally and economically diverse students preferred.

• Education/Certification Requirements:

• Bachelor's degree from an accredited institution.
• Must hold or be eligible for Connecticut State certification in Special Education (065, 165).

SALARY

Self-Contained Special Education Teachers (e.g., Basic Academic Skills, Skills for Life, and Instructional Behavior Management programs) shall receive an additional annual stipend of $5,000 for the additional responsibilities and requirements associated with serving students with significant special education needs.

APPLICATION PROCESS

Apply online and include all required documentation at: www.danbury.k12.ct.us.