High School Special Education Teacher: Behavior & IEP Support

BlazerJobs, Inc.; Windham (CT); On-site; USD 55,000 - 62,000; Full time

Benefits offered by this job

Healthcare benefits

Housing

Meals/incidentals

Job summary

BlazerJobs, Inc. seeks a full-time special education teacher to support high school students with ED and OHI in a dedicated program for the 2026-2027 school year. The assignment runs ASAP through June 2027, Monday through Friday, from 7:00 a.m.

to 2:30 p.m. Requirements include a valid SPED credential, experience with ED/OHI students, IEP development, collaboration with staff, and the ability to adapt instruction and manage behavior in both specialized and mainstream settings.

Qualifications

• Valid Special Education teaching credential required.
• Experience with ED/OHI (ADHD) in high school preferred.
• Experience developing and implementing IEPs.
• Strong collaboration with paraprofessional staff and general teachers.
• Ability to adapt instruction for dedicated and mainstream environments.
• Confident in classroom management and behavioral strategies.

Responsibilities

• Provide direct instruction to a caseload of 11 students with varying needs.
• Maintain a supportive classroom climate using positive behavior strategies.
• Collaborate with paraprofessionals to support students in all classes.
• Monitor and document student progress and communicate with families.
• Uphold compliance with special education laws and program expectations.

Skills

Experience with ED/OHI students

IEP development experience

Collaboration skills

Instructional adaptation

Classroom management

Behavioral support strategies

Education

Valid Special Education teaching credential

Job description

BlazerJobs, Inc. seeks a full-time special education teacher to support high school students with ED and OHI in a dedicated program for the 2026-2027 school year. The assignment runs ASAP through June 2027, Monday through Friday, from 7:00 a.m.

to 2:30 p.m. Requirements include a valid SPED credential, experience with ED/OHI students, IEP development, collaboration with staff, and the ability to adapt instruction and manage behavior in both specialized and mainstream settings.