Special Education Resource Room Teacher

Position Summary

The Resource Room Teacher provides specially designed instruction and support to students whose social-emotional, self-regulation, executive functioning, communication, and learning needs impact their ability to fully access the general education environment. The Resource Program focuses on developing the foundational skills students need to successfully participate in school, build relationships, manage emotions, solve problems, and engage in learning. The teacher collaborates with students, families, educators, and related service providers to create individualized programming that promotes independence, resilience, self-awareness, and academic success while supporting student participation in the least restrictive environment. The Resource Teacher works in a collaborative educational environment that emphasizes student strengths, skill development, and inclusion. The position requires flexibility, creativity, and the ability to support students across multiple educational settings while maintaining a positive and growth-oriented approach.

Essential Duties And Responsibilities

• Provide specially designed instruction in accordance with student Individualized Education Programs (IEPs).
• Deliver individual and small-group instruction targeting social-emotional development, self-regulation, executive functioning, communication, and academic readiness skills.
• Teach and reinforce foundational skills including emotional awareness and expression, self-regulation and coping strategies, problem-solving and conflict resolution, executive functioning skills, social communication and peer interaction, flexibility and adaptability, organization and task completion, independence and self-advocacy.
• Support students in applying learned skills across educational settings.
• Develop individualized supports that promote student engagement and participation in learning.
• Create structured opportunities for students to practice and generalize skills in authentic school environments.
• Utilize evidence-based instructional practices and positive support strategies.
• Absorb students during periods of dysregulation through co-regulation, skill coaching, and restorative practices.
• Assist students in developing strategies to manage challenges and increase independence.
• Collaborate with classroom teachers to support successful participation in general education settings.
• Partner with families to promote consistency between home and school supports.
• Consult regularly with school counselors, social workers, psychologists, occupational therapists, speech-language pathologists, and administrators.
• Participate in IEP meetings, multidisciplinary team meetings, and student support meetings.
• Provide recommendations and coaching to staff regarding strategies that support student growth and success.
• Collect and analyze academic, behavioral, social-emotional, and functional performance data.
• Monitor student progress toward IEP goals and program objectives.
• Develop individualized schedules, visual supports, skill-building activities, and instructional materials.
• Contribute to the development of Functional Behavioral Assessments (FBAs), Behavior Intervention Plans (BIPs), and other student support plans when appropriate.
• Maintain accurate records and documentation in compliance with district, state, and federal requirements.
• Serve as a resource to colleagues regarding social-emotional learning, self-regulation, and student support strategies.

Qualifications

• Valid Maine Certification as a Special Education Teacher (282 or appropriate certification).
• Experience working with primary-aged students with diverse learning, social-emotional, and executive functioning needs preferred.
• Knowledge of social-emotional learning, executive functioning development, positive behavioral supports, and trauma-informed practices.
• Strong collaboration, communication, and problem-solving skills.
• Ability to develop positive relationships with students, families, and staff.
• Safety-Care certification or willingness to obtain certification.

Physical Requirements

• Ability to actively supervise students throughout the school day.
• Ability to respond safely during student crises and support students experiencing dysregulation.
• Frequent standing, walking, bending, kneeling, and movement throughout instructional settings.
• Ability to assist students during transitions and school activities.

Ideal Candidate Profile

• Relationship-focused and student-centered.
• Skilled in teaching social-emotional and executive functioning skills.
• Calm, flexible, and solution-oriented.
• Committed to inclusive educational practices.
• Collaborative and reflective.
• Passionate about helping students build the skills necessary for long-term success in school and life.