Resource Room Teacher (grades 6 to 8)

Regional School Unit 40; Wisconsin; On-site; USD 51,000 - 94,000; Full time

Benefits offered by this job

Competitive salary and benefits

Ongoing professional development

Supportive team and collaborative work

Job summary

Regional School Unit 40 is seeking a collaborative Special Education Teacher for a Middle School Resource Room at Medomak Middle School. The role focuses on Specially Designed Instruction in small groups and 1:1, supporting mild behavioral needs while facilitating inclusion in general education classrooms.

Salary range reflects a comprehensive pay scale. The position emphasizes teamwork, ongoing professional development, and strong communication with families and colleagues. Start ASAP.

Qualifications

• Ma​ine DOE certification (or eligibility) required.
• Experience providing academic interventions and SDI preferred.
• Experience supporting students with mild behavioral needs preferred.
• Strong collaboration, organization, and communication skills.
• Knowledge of IEP development and progress monitoring.

Responsibilities

• Deliver SDI aligned to IEP goals in reading, writing, math, and executive functioning.
• Provide small-group and 1:1 instruction using evidence-based practices.
• Support students with minor behavioral needs through proactive strategies.
• Collaborate with general education teachers to support inclusion and skill generalization.
• Monitor progress and adjust instruction based on data.
• Participate in IEP meetings and maintain documentation.
• Communicate with families and team members.

Skills

Collaboration

Communication

Differentiated instruction

IEP knowledge

SDI experience

Education

Bachelor's in Education

Master's degree preferred

Maine certification.

Job description

• Position Type: Special Education - Teachers/Resource Room
• Date Posted: 9/28/2026
• Location: Medomak Middle School
• Date Available: ASAP

RSU 40 is seeking a collaborative and student-centered Special Education Teacher to serve in a Middle School Resource Room setting. This position supports students who require targeted academic instruction and minor behavioral support while participating primarily in general education classrooms.

Pay Scale: $51,260 to $94,433 per year

Position Summary

The Resource Room Teacher provides Specially Designed Instruction (SDI) in small-group and 1:1 settings, supports students with mild behavioral and self-regulation needs, and collaborates closely with general education teachers to promote academic progress and independence.

Key Responsibilities

• Deliver targeted SDI aligned to students' IEP goals in reading, writing, math, and executive functioning
• Provide small-group and individual instruction using evidence-based practices
• Support students with minor behavioral and self-regulation needs through proactive strategies and consistent routines
• Collaborate with general education teachers to support inclusion and skill generalization
• Monitor student progress and adjust instruction based on data
• Participate in IEP meetings and maintain accurate documentation
• Communicate effectively with families and team members

Qualifications

• Maine DOE 282 certification (or eligibility) required
• Experience providing academic interventions and SDI preferred
• Experience supporting students with mild behavioral needs preferred
• Strong collaboration, organization, and communication skills
• Knowledge of IEP development and progress monitoring

Why RSU 40?

• Supportive team and collaborative culture
• Strong administrative and instructional support
• Ongoing professional development
• Competitive salary and benefits

Teacher Job Description

Job Goal: To provide effective, research-based instruction that meets the academic and social-emotional needs of students while promoting a positive, inclusive, and respectful classroom culture. The teacher will contribute to the development and implementation of curriculum and instruction aligned with school and district goals, and will participate in professional development and collaborative activities to improve teaching and learning.

Qualifications

• a. Bachelor's degree in Education or related field; Master's degree preferred
• b. Valid Maine teacher certification in appropriate content area
• c. Successful teaching experience, with preference for those with experience in the relevant grade level(s) or subject area(s)
• d. Knowledge of school curricula, instructional strategies, and special education law
• e. Ability to differentiate instruction for diverse student needs
• f. Effective communication skills, both oral and written, with students, parents, and colleagues
• g. Strong classroom management skills and ability to maintain a positive, productive learning environment
• h. Strong sense of professional ethics and commitment to continuous learning and professional development

Essential Functions

• a. Implement and align instructional strategies with district curricula and standards, ensuring that all students have access to rigorous, differentiated learning opportunities
• b. Collaborate with colleagues to plan and deliver high-quality, student-centered instruction that engages all learners
• c. Use ongoing formative and summative assessments to evaluate student progress, adapt instruction, and provide timely feedback to students and families
• d. Foster a culture of continuous improvement by incorporating research-based best practices and utilizing data to inform instructional decisions.
• e. Create and maintain a safe, supportive, and inclusive classroom environment that promotes respect, responsibility, and academic success
• f. Establish clear expectations for student behavior and apply consistent, fair, and culturally responsive discipline strategies
• g. Develop/implement individualized behavior plans and interventions for students requiring additional support
• h. Promote positive relationships with students through proactive communication and a focus on social-emotional learning
• i. Differentiate instruction to meet the diverse academic, social, and emotional needs of students, including those with disabilities and English language learners
• j. Provide targeted interventions and support to students performing below grade level, and challenge those performing above grade level to reach their full potential
• k. Work closely with special education staff, educational technicians, and support personnel to implement individualized education plans (IEPs) and 504 plans
• l. Maintain accurate records of student progress, including accommodations and modifications provided, and communicate regularly with parents about student performance and needs
• m. Actively participate in collaborative team meetings, professional learning communities (PLCs), and school-wide initiatives to improve teaching and learning
• n. Participate in ongoing professional development to stay current with instructional best practices, educational technology, and trends in education
• o. Engage in self-reflection, seek feedback from peers and leadership, and demonstrate a commitment to personal growth and professional excellence
• p. Establish and maintain open, respectful communication with students, parents, and colleagues to build strong, supportive relationships
• q. Encourage and support family involvement in school activities and student learning
• r. Participate in data analysis sessions to identify trends, strengths, and areas of improvement at the individual, classroom, and school levels
• s. Provide timely and meaningful feedback to students on their performance and progress toward meeting academic goals
• t. Attend faculty meetings, school events, and parent-teacher conferences as required
• u. Support school and district initiatives and priorities
• v. Assist with school-wide activities, including assemblies, field trips, and special projects, as assigned by the principal
• w. Maintain confidentiality about all aspects of student and personnel written and oral records
• x. Demonstrate respect for the legal and human rights of students and staff
• y. Follow health and safety procedures established by the District
• z. Arrive and depart punctually, notifying appropriate personnel about absences and coverage
• aa. Demonstrate dependability, integrity, and other ethical standards
• bb. Perform other duties as required by the Principal, such as lunchroom supervision, hall monitoring, or assisting with school events