Elementary Special Education Teacher one-year position

Barrington Schools; Barrington, Northern (RI, KY); Hybrid; USD 55,000 - 75,000; Full time

Job summary

Barrington Public Schools is seeking an Elementary Special Education Teacher for a one-year position in the Barrington area (PK-5). Immediate start with duties including providing comprehensive services, collaborating with a multidisciplinary team, and employing trauma-informed, culturally responsive practices.

The role emphasizes evidence-based instruction, data-driven IEP development, and ongoing communication with families to support student growth across academics and social-emotional

Qualifications

• Rhode Island Elementary Special Education Certification required.
• Minimum of one year elementary special education experience.
• Experience with IEPs, BIPs, and MTSS collaboration.

Responsibilities

• Provide special education services in gen ed, resource, and self-contained settings.
• Deliver evidence-based instruction in reading, math, writing, and executive functioning.
• Implement trauma-informed, culturally responsive practices; create safe, inclusive environments.
• Teach self-regulation and de-escalation strategies for students.
• Support students with autism and other disabilities using adapted approaches.

Skills

IEP expertise

BIP experience

SEB interventions

Trauma-informed

CPI training

Education

Master’s degree preferred

RI Elementary Certification

Job description

anticipated: Elementary Special Education Teacher one-year position

Starting Date: Immediately

Job Description

Barrington Public Schools

Elementary Special Education Teacher

Job Description

TITLE: Elementary Special Education Teacher

REPORTS TO: Building Administrator(s)/Director of Pupil Personnel

JOB GOAL

To provide comprehensive special education services that support the academic achievement, social-emotional growth, behavioral development, and overall well-being of students (PK-5)

QUALIFICATIONS

• Valid Rhode Island Department of Education Elementary Special Education Teacher Certification (E.g. Early Childhood Special Education, Elementary Special Education Teacher, Severe Intellectual Disability)
• Minimum of one (1) year experience in elementary special education
• Experience supporting students with Behavior Intervention Plans (BIPs), Individual Education Programs (IEPs), and functioning as part of a multidisciplinary team
• Training or willingness to be trained in social-emotional and behavioral (SEB) interventions, trauma-informed practices, and crisis prevention (CPI)
• Training or willingness to be trained in evidenced based academic interventions
• Master’s Degree and additional content certification preferred
• Demonstrated commitment to equity, inclusivity, and culturally responsive education

PREFERRED KNOWLEDGE AND SKILLS

• Strong understanding of high- and low-incidence disabilities, including Autism Spectrum Disorders and developmental disabilities
• Expertise in Specially Designed Instruction (SDI) and evidence-based academic and behavioral interventions
• Knowledge of executive functioning, trauma-informed practices, and social-emotional learning (SEL)
• Familiarity with the Common Core State Standards, RI SEL Standards, and Dynamic Learning Maps (DLM)
• Capacity to effectively manage and de-escalate challenging behavior in a positive, supportive manner
• Solid understanding of federal/state special education laws and MTSS frameworks

KEY RESPONSIBILITIES

Instruction & Student Support

• Provide special education services in general education, resource, and self-contained settings
• Deliver evidence-based instruction in reading, math, writing, executive functioning, and SEL
• Implement trauma-informed, culturally responsive practices and create safe, inclusive environments
• Teach students self-regulation, co-regulation, and de-escalation strategies
• Support students with Autism and other disabilities using adapted, motivational strategies

Behavioral Support & Consultation

• Design, implement, and monitor individualized Behavior Intervention Plans (BIPs), Individual Education Programs (IEP) , and MTSS behavioral supports
• Analyze behavioral data and adjust interventions based on progress monitoring
• Coach and support staff (teachers, teacher assistants) with modeling and implementation of behavioral strategies
• Participate in CPI training and implement safe behavioral interventions as needed
• Provide consultation to staff on student needs, accommodations, modifications, and behavioral strategies
• Meet regularly with the SEB Support Team to align services and review student needs

Assessment & Data Use

• Administer and interpret academic, behavioral, and diagnostic assessments
• Collect, analyze, and utilize data to inform instruction, intervention, and IEP development
• Engage students in self-assessment practices and support goal setting

Collaboration & Communication

• Serve on Evaluation, IEP, and MTSS Teams; lead or facilitate meetings (PK-5) as needed
• Coordinate with families, staff, service providers and outside agencies to ensure comprehensive student support
• Maintain regular communication with parents regarding student progress and concerns

Professional Responsibilities

• Maintain detailed student records, documentation, and reporting per district and legal requirements
• Demonstrate professionalism, ethical conduct, dependable attendance, and effective communication
• Disseminate positive and accurate information about district and school initiatives
• Understand and adhere to district policies, the RI Professional Teaching Standards, and Code of Conduct
• Perform additional duties as assigned to support students and school needs

WORKING CONDITIONS AND PHYSICAL REQUIREMENTS

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodation may be made to enable individuals with disabilities to perform essential functions. The employee is regularly required to operate a keyboard, to view a computer screen, and to sit or stand for extended periods of time. Required vision abilities include close vision and the ability to adjust focus. The employee is frequently required to bend, stoop, kneel, reach with hands and arms, grasp and manipulate large and small items. The employee is also required to move from location to location, lift items weighing up to 30 pounds, and engage in restraints following CPI. Communication requirements include the ability to hear and respond to voice and other sounds in small and large settings with background noise and to present information orally and in writing.

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.

TERMS OF EMPLOYMENT

Per Teacher Contract

EVALUATION

Performance will be evaluated in accordance with the provisions of the School Committee policy on evaluation of teaching staff.

Position Type

Full-time

Job Requirements

• At least 3 year(s) of relevant experience preferred.
• Bachelor degree preferred.
• Citizenship, residency or work visa required