Special Education Teacher

Young World Physical Education; Hope (RI); On-site; USD 60,000 - 80,000; Full time

Job summary

The Scituate School Department Hope Elementary School in Rhode Island is seeking a collaborative Special Education Teacher dedicated to inclusive practices and high levels of learning for all students.

You will design and implement IEPs, collaborate with educators and families, and provide evidence‑based instruction in inclusive or specialized settings to support academic, social, emotional, and functional success.

Qualifications

• Rhode Island certification in Special Education and Elementary Education and/or Early Childhood Education; Bachelor's degree from an accredited college or university.
• Experience with IDEA, Section 504, Rhode Island Special Education Regulations, and the IEP process.
• Knowledge of evidence-based instructional practices, differentiated instruction, Universal Design for Learning (UDL), and specially designed instruction.
• Experience analyzing student performance data to develop and adjust instructional programs.
• Ability to provide day-to-day guidance to paraprofessionals and collaborate with multidisciplinary teams.

Responsibilities

• Plan and deliver high-quality, specially designed instruction aligned with IEPs, Rhode Island standards, and district curriculum.
• Differentiate instruction using evidence-based practices and assistive technology.
• Provide instruction in inclusive, co-taught, resource, or specialized settings as assigned.
• Foster independence, self-advocacy, and social‑emotional development.
• Use UDL and interventions to maximize student achievement.
• Collaborate with teachers, specialists, and families to design effective instructional programs.
• Maintain documentation on student progress, IEPs, and compliance.
• Participate in PLCs, MTSS meetings, and IEP Team meetings.

Skills

Collaborative teaching

Differentiated instruction

UDL implementation

Data-driven instruction

Family and staff collaboration

IEP development

MTSS experience

Classroom management

Professional communication

Education

Bachelor’s degree

Rhode Island certification in Special Education and Elementary Education and/or Early Childhood Education

IDEA/Section 504 knowledge

Tools

Google Workspace

Microsoft Office

Student information systems

Special education management software

Job description

Special Education Teacher

Scituate School Department (RI) Hope Elementary School – Hope, Rhode Island

Job Details

• Job ID: 5840321
• Application Deadline: Jul 31, 2026 11:59 PM (UTC)
• Posted: Jul 20, 2026 12:00 AM (UTC)
• Starting Date: Aug 24, 2026

Job Description

The Scituate School Department seeks a collaborative, student‑centered Special Education Teacher who is committed to ensuring high levels of learning and meaningful inclusion for all students. The successful candidate will provide specially designed instruction, develop and implement Individualized Education Programs (IEPs), collaborate with educators and families, and create equitable learning opportunities that enable students with disabilities to achieve academic, social, emotional, and functional success.

Responsibilities

• Plan and deliver high‑quality, specially designed instruction aligned with students’ Individualized Education Programs (IEPs), Rhode Island standards, and district curriculum.
• Differentiate instruction using evidence‑based instructional practices, accommodations, modifications, and assistive technology to meet individual student needs.
• Provide instruction in inclusive, co‑taught, resource, or specialized instructional settings, as assigned.
• Promote student independence, self‑advocacy, executive functioning, and social‑emotional development.
• Utilize Universal Design for Learning (UDL), differentiated instruction, and evidence‑based interventions to maximize student achievement.
• Foster student engagement through meaningful learning experiences that encourage critical thinking, collaboration, communication, and problem‑solving.
• Support positive student behavior through proactive classroom management and implementation of individualized behavior supports plans when appropriate.
• Administer and interpret formal and informal assessments to monitor student progress and inform instructional decision‑making.
• Develop, implement, monitor, and revise Individualized Education Programs (IEPs) in accordance with federal, state, and district requirements.
• Maintain accurate and timely documentation related to student progress, IEP implementation, progress monitoring, and compliance.
• Utilize student performance data to evaluate instructional effectiveness and adjust interventions to improve outcomes.
• Participate in collaborative analysis of student data and student work to support continuous instructional improvement.
• Collaborate with classroom teachers, specialists, related service providers, administrators, and families to design and implement effective instructional programs.
• Participate actively in Professional Learning Communities (PLCs), grade‑level teams, MTSS meetings, eligibility meetings, and IEP Team meetings.
• Provide day‑to‑day direction, guidance, and support to assigned paraprofessionals to ensure consistent implementation of instructional strategies, accommodations, behavioral interventions, personal care supports, and student safety procedures in accordance with students’ IEPs.
• Collaborate with paraprofessionals to promote student independence while maintaining high expectations for student learning and behavior.
• Maintain ongoing communication with families regarding student progress, instructional goals, and support strategies.
• Establish and maintain a safe, respectful, structured, and inclusive learning environment.
• Promote positive behavior, self‑regulation, self‑determination, and responsible decision‑making.
• Foster a classroom culture characterized by high expectations, belonging, dignity, and respect for all learners.
• Ensure students have equitable access to rigorous curriculum and meaningful participation in the general education environment whenever appropriate.
• Maintain compliance with all federal and state special education laws and district policies.
• Participate in ongoing professional learning and demonstrate reflective instructional practice.
• Maintain confidentiality of student information in accordance with FERPA and applicable laws.
• Demonstrate professionalism, ethical conduct, and positive working relationships with students, staff, families, and community members.
• Support district initiatives related to curriculum, instruction, MTSS, inclusion, continuous improvement, and strategic priorities.

Qualifications

• Rhode Island certification in Special Education and Elementary Education and/or Early Childhood Education.
• Bachelor’s degree from an accredited college or university.
• Demonstrated knowledge of IDEA, Section 504, Rhode Island Special Education Regulations, and the IEP process.
• Demonstrated knowledge of evidence‑based instructional practices, differentiated instruction, Universal Design for Learning (UDL), and specially designed instruction.
• Experience utilizing student performance data to develop, implement, monitor, and adjust instructional programs.
• Demonstrated ability to provide day‑to‑day guidance, support, and direction to paraprofessionals in implementing instructional programs, accommodations, behavioral supports, and personal care services.
• Strong communication, collaboration, organizational, and interpersonal skills.
• Commitment to creating equitable, inclusive, and supportive learning environments for all students.
• Compliance with all Rhode Island Department of Education certification requirements.

• Preferred:
• One or more years of successful teaching experience in special education.
• Experience teaching students in inclusive, co‑taught, resource, or substantially separate settings.
• Experience implementing Multi‑Tiered Systems of Support (MTSS).
• Experience collaborating within multidisciplinary teams.
• Experience supporting students with autism spectrum disorders, emotional/behavioral needs, developmental disabilities, and complex learning needs.
• Experience supporting multilingual learners.
• MLL endorsement preferred.

Terms of Employment

Salary and benefits in accordance with the Scituate Teachers’ Association Collective Bargaining Agreement. Employment is contingent upon successful completion of all required state and federal background investigations, including fingerprint‑based criminal history checks. Citizenship, legal residency, or authorization to work in the United States is required.

Required Skills and Competencies

• Knowledge of Google Workspace, Microsoft Office, student information systems, and special education management software.
• Strong understanding of inclusive instructional practices, progress monitoring, and evidence‑based interventions.
• Ability to analyze student data and use information to improve instruction and student outcomes.
• Ability to work collaboratively with teachers, paraprofessionals, administrators, related service providers, families, and community agencies.
• Excellent oral, written, organizational, and interpersonal communication skills.
• Strong problem‑solving, collaboration, and time management skills.
• Ability to prioritize multiple responsibilities while maintaining compliance with timelines and legal requirements.
• Openness to feedback, continuous learning, and professional growth.
• Demonstrated commitment to supporting the success of all students through high expectations and inclusive educational practices.
• Successful interview.

Physical Demands and Work Environment

• Regularly required to sit, stand, walk, bend, reach, kneel, talk, hear, and move throughout classrooms and school facilities.
• Frequently required to lift, carry, or assist with classroom materials, instructional equipment, and, when appropriate, support students with mobility or positioning consistent with their Individualized Education Programs (IEPs) and training.
• May be required to safely implement approved behavioral intervention strategies, crisis prevention techniques, or emergency procedures consistent with district training and student support plans.
• Vision requirements include close, distance, and peripheral vision sufficient to supervise students and perform instructional duties.
• May require travel between district schools and participation in school‑related meetings, trainings, and activities.
• Work may involve moderate to loud noise levels typical of classrooms, cafeterias, playgrounds, gymnasiums, and other school environments.

Equal Employment Opportunity

The Scituate School Department does not discriminate based on age, sex, sexual orientation, marital status, race, religion, national origin, color, creed, political affiliation, or disability in any of its educational programs, activities, or employment practices.

For inquiries regarding non‑discrimination policies, contact:

• Equal Employment Officer – P.O. Box 188, North Scituate, RI 02857, Phone: [phone], Email: [e-mail]
• Office for Civil Rights, U.S. Department of Education (Boston Office) – 5 Post Office Square, 8th Floor, Boston, MA 02109-3921, Phone: [phone], Fax: [phone], Email: [e-mail]

Contact Information

• Patty Martin, Executive Assistant to Superintendent and School Communications
• 3 George Washington Highway
• Clayville, Rhode Island 02815
• Phone: [phone]
• Email: [e-mail]