Special Education Teacher - ABA Program

Stratford Public Schools; Stratford (CT); On-site; USD 55,000 - 85,000; Full time

Job summary

Stratford Public Schools is seeking a Special Education Teacher for a Self-Contained ABA Program. The role focuses on delivering specially designed instruction and building student independence across academic, social-emotional, and behavioral domains.

The teacher collaborates with families and a multidisciplinary team to develop, implement, and monitor IEPs aligned with district curricula and CT-SEDS documentation.

Qualifications

• Bachelor’s degree required for teaching assignment.
• CT Special Education Certificate required or equivalent.
• Master’s in Special Education preferred.

Responsibilities

• Assess students and use evaluation tools to identify needs and suitable instructional strategies.
• Develop and monitor IEPs aligned with IDEA and student needs.
• Provide direct instruction in inclusive or small-group settings per IEPs.
• Collaborate with families and multidisciplinary team to implement programs.
• Maintain accurate documentation of progress, data, and family communications.
• Coordinate PPT meetings and serve as case manager for assigned students.

Education

Bachelor’s degree in education

Master’s Degree in Special Education (preferred)

CT Special Education Certification (165, 065, or equivalent)

Job description

JOB TITLE: Special Education Teacher - Self-Contained ABA Program

SUPERVISOR: Building Principal/Supervisor of Student and Staff Services

PURPOSE: To maximize student growth and independence by providing specially designed instruction to students with exceptionalities across academic, social-emotional, behavioral, and functional domains. The Special Education Teacher designs and implements individualized learning experiences aligned with district-approved curricula and IEPs, monitors and documents progress, addresses students’ unique learning needs, and creates a safe, supportive, and inclusive environment that fosters student engagement and success in school and life.

Scope:

The Special Education Teacher reports directly to the school principal and serves as an integral member of the multidisciplinary team. The teacher is responsible for delivering high-quality, individualized academic and social-emotional instruction to students with exceptionalities. In collaboration with families, related service providers, and general education staff, the teacher plays a central role in developing, implementing, and monitoring Individualized Education Programs (IEPs) that align with each student’s unique strengths and areas of need.

Major Responsibilities:

This list represents essential duties performed by the Special Education Teacher. It is not intended to be exhaustive, and additional duties may be assigned to support students and school initiatives.

• Conduct assessments and utilize formal and informal evaluation tools to identify students' strengths and areas of need, and recommend appropriate instructional strategies and interventions.
• Develop, implement, and monitor Individualized Education Programs (IEPs) in compliance with IDEA, ensuring goals are measurable, relevant, and aligned with students' needs.
• Provide direct instruction to students with exceptionalities in inclusive, small group, and pull-out settings, based on each student’s IEP.
• Implement and support behavior intervention plans (BIPs) and positive behavior strategies in collaboration with the multidisciplinary team.
• Serve as case manager for assigned students by coordinating all aspects of the special education process, including scheduling and facilitating Planning and Placement Team (PPT) meetings and ensuring timely communication with families.
• Collaborate with general education teachers, related service providers, and administrators to differentiate instruction and provide appropriate accommodations and modifications.
• Maintain accurate and up-to-date documentation of student progress, behavior data, service delivery, parent communication, and compliance-related records in district-approved systems (e.g., CT-SEDS).
• Communicate regularly with parents and guardians to support student growth, foster home-school partnerships, and encourage family involvement.
• Participate actively as a member of multidisciplinary and IEP teams to support student programming and transitions.
• Coordinate with outside agencies, service providers, and institutions as needed to support student learning and post-secondary planning.
• Stay current with professional best practices, legal mandates, and instructional strategies through ongoing professional development and collegial collaboration.
• Assist with the orientation and mentoring of new special education staff and contribute to in-service training as appropriate.
• Select and utilize appropriate materials, tools, and assistive technology to enhance instruction and meet student needs.
• Perform other duties as assigned by the Principal, Director of Staff and Student Services, Supervisor of Staff and Student Services, Superintendent, or designee.

Qualification/Certification Requirements:

• Bachelor’s degree from an accredited college or university in education discipline applicable to teaching assignment; Master’s Degree in Special Education preferred.
• Valid Connecticut Special Education Certificate (165, 065, or equivalent).

Term of Employment:

• School year per contract

Pay Grade:

• Salary schedule per contract

Physical Demands:

• Ability to frequently remain in a stationary position (e.g., standing, sitting) for extended periods.
• Ability to move about the classroom, school building, and school grounds to provide instruction and support.
• Ability to lift, carry, push, or pull up to 25 pounds occasionally.
• Ability to physically assist students with mobility, positioning, or transfers, if required by student IEPs.
• Frequent bending, stooping, reaching, kneeling, or crouching to work with students at their level.
• Sufficient manual dexterity and close vision to operate instructional technology, educational tools, and standard office equipment.
• Ability to communicate effectively in both verbal and written form.
• Ability to respond quickly to student needs or emergencies, which may include quick movement or physical redirection of students in crises.
• Tolerance for exposure to noise levels and behaviors common in classroom environments, including those serving students with significant sensory, emotional, and behavioral needs.