Skills for Life Teacher - Special Education Teacher - 26/27 SY

About the Role

Danbury Public Schools is a diverse community located in western Connecticut, serving more than 12,500 students. The district is committed to cultivating equity and excellence, closing opportunity gaps, and preparing students for post-secondary success. The Skills for Life Program provides specialized instruction within a public school setting for middle school students identified with significant cognitive, developmental, and/or pervasive disabilities.

The program is designed to support students whose educational needs require a highly individualized and functional curriculum focused on communication, social-emotional growth, independence, daily living skills, and preparation for future vocational and community participation. Instruction emphasizes functional academics, communication, social skills, community awareness, domestic and daily living skills, leisure and recreation, self-advocacy, and pre-vocational skill development within a general education school environment.

The program also promotes inclusion and participation in general education activities and school experiences alongside typical peers whenever appropriate, while fostering meaningful relationships, self-confidence, and student success.

Responsibilities

Planning and Preparation

• Develops short- and long-range instructional plans aligned with curriculum goals, student IEPs, transition needs, and learning theory.
• Demonstrates knowledge of current legislation, regulations, policies, and ethical practices related to special education services, including least restrictive environment, due process, transition planning, behavior supports, assistive technology, and specialized instruction.
• Understands characteristics and learning needs of students with significant cognitive, developmental, communication, behavioral, emotional, and physical disabilities.
• Plans and implements instruction in functional academics, daily living skills, communication, vocational readiness, recreation/leisure, self-advocacy, community participation, and social skills.
• Adapts curriculum and instructional materials to meet individual student needs and learning styles.
• Utilizes specialized materials, adaptive equipment, visual supports, sensory supports, and assistive technology to maximize student independence and access to learning.
• Maintains curriculum resources and inventories assistive/adaptive technology and instructional materials.
• Plans and prepares for PPT/IEP meetings and collaborates with related service providers and families regarding student programming and progress.

The Classroom Environment

• Implements effective classroom management strategies, including positive behavioral supports, de-escalation techniques, and individualized behavior intervention plans.
• Creates predictable routines, schedules, and transitions that support student learning and independence.
• Develops a classroom culture focused on respect, inclusion, engagement, and student success.
• Utilizes visual schedules, sensory supports, communication systems, and assistive technology to support student participation.
• Provides supervision, training, and direction to paraprofessional staff.
• Collaborates regularly with teachers, therapists, related service providers, and families to ensure consistency in supports and programming.
• Maintains classroom environments that support student safety, mobility, communication, and independence.

Instruction

• Implements differentiated and individualized instruction appropriate to student age, developmental level, and functional abilities.
• Uses research-based instructional strategies to teach functional academics, daily living skills, communication, self-regulation, vocational readiness, and social skills.
• Incorporates community-based instruction and real-life learning opportunities when appropriate.
• Uses instructional time effectively while integrating related services into daily instruction.
• Implements accommodations and modifications aligned with student IEPs and assessment requirements.
• Utilizes a variety of formal and informal assessments to monitor student progress and guide instruction.
• Collects, analyzes, and maintains accurate student data and progress monitoring documentation.
• Participates in the development and implementation of behavior intervention plans and functional behavioral assessments.
• Effectively utilizes computerized and web-based systems for IEP documentation, progress monitoring, communication, and instructional planning.

Professional Responsibilities

• Maintains frequent and culturally responsive communication with families regarding student progress and programming.
• Collaborates with community agencies, outside providers, and transition/vocational programs to support student needs.
• Participates in professional development related to special education, life skills instruction, behavior management, communication systems, and transition programming.
• Serves as an advocate and positive role model for students with disabilities.
• Participates in PPT/IEP meetings, eligibility meetings, annual reviews, behavior support meetings, and staff meetings.
• Maintains confidentiality and demonstrates professionalism 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.

Requirements

• 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.

Qualifications

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

Preferred qualifications include successful experience as a special education teacher, a second language or language acquisition background, and experience working with culturally and economically diverse students.

Pay

Salary and wages are paid in accordance with the Collective Bargaining Agreement between NEA Danbury and the Danbury Board of Education.