Long-Term Substitute Elementary Special Education Teacher RISE

Ledyard School District; Ledyard (CT); On-site; USD 24,000 - 52,000; Full time

Job summary

Ledyard School District is seeking a Long-Term Substitute Elementary Special Education Teacher for the RISE program at Gallup Hill School, starting February 2027 through the end of the school year. The role focuses on delivering specialized instruction, curriculum planning, and IEP development for students with significant cognitive disabilities.

The teacher will collaborate with the interdisciplinary team, PPTs, and families, provide paraeducator training, and ensure IEP fidelity across

Qualifications

• Connecticut Special Education Certification (165, 065 or 265) is required.
• Ability to develop and implement IEPs to promote students' development.
• Experience supporting students with significant cognitive disabilities including Autism.

Responsibilities

• Collaborate with administrators, teachers, related service providers, and paraprofessionals.
• Implement IEPs with fidelity and provide training to staff as needed.
• Communicate effectively with students, parents/guardians, and other stakeholders.
• Use data to make instructional decisions to improve student outcomes.
• Write accurate assessment reports, IEPs, and progress reports.

Skills

IEP development

Assessment reporting

Collaboration

Data‑driven instruction

Behavior support

Education

Connecticut Special Education Certification (165, 065 or 265)

Job description

Long-Term Substitute Elementary Special Education Teacher RISE JobID: 1377

• Position Type:

  Substitute/ Long-Term Substitute

• Date Posted:

  11/3/2026

• Location:

  Gallup Hill School

Gallup Hill School Elementary School is seeking a Long-Term Substitute Special Education Teacher in the RISE Program estimated to begin in February 2027 and continuing through the end of the School Year (based on the needs of the district,)

The Special Education Teacher will be responsible for curriculum, lesson planning and delivery, as well as assessing students and writing effective IEPs. Participation in interdisciplinary team meetings, PPTs, and parent meetings is an essential component of this position. The teacher must be skilled in providing on‑going training and supervision to paraeducators and general educators in order to implement IEPs with fidelity.

Qualifications:

• Connecticut Special Education Certification required (165, 065 or 265)

Essential Functions:

• Evidence of ability to work cooperatively with administrators, teachers, related service providers, and paraprofessionals
• Strong understanding of students with significant cognitive disabilities including Autism
• Knowledge of and experience with the principles of applied behavioral analysis and discrete trial instruction preferred
• Develop and implement Individual Education plans (IEPs) designed to promote students' educational, physical, and/or social development
• Ability to communicate effectively with students, parents/guardians, and other stakeholders
• Demonstrated ability to conduct evaluations, write accurate and thorough assessment reports, IEP's and progress reports
• Experience implementing behavior support plans
• Ability to positively engage teachers, students and families in the learning process
• Ability to collaborate with colleagues to improve learning for all students
• Ability to use data to make instructional decisions to improve student outcomes

Salary and Benefits:

• The daily rate for substitute teachers is $130. Please note for long term substitute positions (40+ days): The daily rate for long term substitute teachers with certification is $283.49 beyond the 40th consecutive day worked in the same assignment

Physical Requirements:

• Prolonged periods sitting at a desk and working on a computer or standing to teach
• Must be able to lift up to 15 pounds at times
• Must be able to traverse the classroom and adjust one's tone and height, by bending or leaning, in order to teach each child
• Position may require training to support students who experience dysregulation
• Role may require training for support of students' individualized needs, including positioning or transfer

As an equal opportunity employer, the Ledyard Board of Education does not discriminate on the basis of race, color, religion, sex, sexual orientation, gender identity or expression, status as a veteran, status as a victim of domestic violence, marital status, pregnancy or related conditions, national origin, protective hairstyles, alienage, ancestry, age, disability or any other basis prohibited by law