Special Education Teacher Long Term Substitute - JOB ID# 14378

Capitol Region Education Council; West Hartford (CT); Sur place; USD 45 000 - 70 000; Temps partiel

Résumé du poste

Capitol Region Education Council (CREC) seeks a dedicated Special Education Teacher for a maternity leave placement at University of Hartford Magnet School. The role covers December 1, 2026 through April 19, 2027, with responsibilities including assessment, IEP development, and coordination with district personnel.

The position requires a BA in Education, with the ability to implement IEPs, collaborate with staff, and engage families to support student growth and learning.

Qualifications

• Bachelor's degree required.
• Specify certifications and required training.

Responsabilités

• Conduct assessments and diagnostic evaluations to identify learning issues and recommend actions to improve learning.
• Assist in developing IEPs and participate in PPTs for students.
• Implement IEPs and behavior management plans with staff support.
• Collaborate with general education and pupil personnel staff to design and implement tailored programs.
• Coordinate with district, state and federal authorities as needed.
• Maintain student data and records for decision-making and college applications.

Formation

Bachelor's Degree in Education

Description du poste

Special Education Teacher Long Term Substitute - JOB ID# 14378 JobID: 14378

• Position Type:
  Professional/ Substitute Teacher (Long Term)
• Date Posted:
  10/23/2026
• Location:
  University of Hartford Magnet School
• Closing Date:
  11/20/2026

CREC seeks a talented Long-Term Substitute Special Education teacher for a position at University of Hartford Magnet School to cover a maternity leave (December 1, 2026 – April 19, 2027).

Special Education Teachers work under the general supervision of their school principal/program director performing the essential performance responsibilities listed below.

ESSENTIAL DUTIES and RESPONSIBILITIES:

• Conduct assessments, testing, and diagnostic examinations of students to identify learning issues, and recommend courses of action or corrective procedures to overcome issues and maximize learning.
• Participates in PPTs and assists in developing Individual Educational Programs (\"IEP\") for students.
• Assists students and teaching staff in implementing students' IEPs and behavior management plans.
• Collaborates with general education teachers and pupil personnel staff to design and implement programs and strategies to address student's individualized needs.
• Coordinate with district representatives, outside agencies, organizations, and institutions, including state and federal authorities as needed.
• Coordinate with administrators and other teaching staff members to ascertain individual student's abilities and needs, including students with special needs, and to familiarize stakeholders with social work services.
• Serve as ready resources to students and parents to provide counseling that will lead each student to increased personal growth, self-understanding, and behavioral management; serves as liaison between home and school.
• Collect, organize, and maintain data to assist in decision-making as it relates to academic and behavioral concerns
• Acquire professional knowledge and learn of current developments in the educational field by attending seminars, workshops or professional meetings.
• Collect, organize, and maintain data and systems for accurate and complete record-keeping and providing student information to prospective colleges and employers, as required by district procedures and applicable laws.
• Encourage parental involvement in students' education and ensure effective communication with students and parents.
• Utilize appropriate books, aids, and equipment and maintain inventory records.
• Comply with all company policies and procedures.
• Other duties as assigned.

Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

SUPERVISORY RESPONSIBILITY:

This position has no supervisory responsibilities, however, Special Education Teachers may oversee the support provided by classroom support staff as needed.

COMPETENCIES:

• Demonstrate a dedication to all learners – especially those historically marginalized.
• Demonstrate commitment to lifelong professional learning and growth.
• Design, strengthen, and participate in positive learning environments (i.e., school and classroom culture) that support individual and collaborative learning.
• Build strong relationships with students, peers, families, and learning community members that contribute to individual and collective success.
• Contribute to the lifelong success of all learners, particularly those who have been historically marginalized due to background, demographics, neurodiversity, ability, or culture.
• Utilize in-depth understanding of content and learning progressions to engage learners and lead individual learners toward mastery.
• Demonstrate awareness of and employ culturally responsive teaching (CRT) to center students' diversity as a strength and asset in their learning journey.
• Employ techniques for developing students' skills of metacognition, self-regulation, and perseverance.
• Personalize learning experiences through assessments, supports, progressions, relationships, and technology.
• Develop student agency, ownership, self-advocacy, and effective communication skills with regard to learning.
• Uses technology in the service of learning and completing professional responsibilities (e.g., various learning platforms, gradebook, Google Suite, and Microsoft Office).

QUALIFICATIONS:

• Bachelor's Degree (BA) from four-year college or university in education discipline applicable to teaching assignment.
• Specify certifications and required training

TRAVEL REQUIREMENTS:

Motor Vehicle Operator's License or ability to provide transportation to meetings, trainings, and professional learning opportunities as required.

PHYSICAL DEMANDS & WORK ENVIRONMENT:

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Working in a classroom demands prolonged standing/movement, frequent bending and crouching, lifting and carrying materials, fine motor skills for manipulating small objects, clear speaking voice, good vision and hearing, the ability to focus on multiple tasks simultaneously, and sometimes the need to move quickly to respond to student needs. Successful teachers require the ability to work in a high energy environment with varying noise levels (from quiet to loud) based on student activity. Teachers are expected to work both indoors and outdoors (as needed) and may be expected to participate in off-site field experiences.