Special Education Teacher- multiple levels available

Sanborn Regional School District; United States; On-site; USD 40,000 - 60,000; Full time

Job summary

Sanborn Regional School District is seeking a Special Education Teacher to plan and implement educational programs for students with special needs. The position requires a Bachelor's Degree in Special Education and a New Hampshire license, with responsibilities including coordinating IEP meetings and engaging with families.

The ideal candidate should demonstrate strong adaptability, dependability, and a commitment to reflect on their teaching practice. The job is full-time with onsite requirements and offers a supportive environment for educators.

Qualifications

• Bachelor's degree in Special Education required, Master's preferred.
• New Hampshire license is necessary for the position.
• Must pass a background check.

Responsibilities

• Plan and implement instructional programs for students with special needs.
• Engage in reflective practice and document student progress effectively.
• Coordinate related services and IEP meetings with families.

Skills

Ability to accept feedback

Dependability

Adaptability/flexibility

Initiative

Education

Bachelor's Degree in Special Education

Master's Degree preferred

New Hampshire License for the position

Tools

Google applications

Electronic mail software

Multimedia educational software

Job description

Special Education Teacher – multiple levels available JobID: 1379

Job Summary

To plan, organize, and implement an appropriate instructional program in the least restrictive learning environment for students with identified special needs.

Qualifications

• Bachelor's Degree in Special Education, Master's Degree preferred.
• New Hampshire License for the position.
• Must pass a background check.

Supervisor

Special Education Assistant Director and Principal

Supervises

Special Education Paraeducators

Performance Responsibilities

Planning and Preparation

• Apply knowledge of content and pedagogy to reflect solid understanding of special education content and research‑based programming.
• Know and value students' cognitive, social, emotional, and cultural contexts for planning and preparation.
• Set instructional and behavioral goals in the Individual Education Plan (IEP) that are clear, specific, and measurable.
• Use instructional materials and resources effectively to support student needs and to meet the goals of the IEP.
• Plan coherent instruction so tasks and activities are aligned with IEP goals.
• Use and analyze assessments which fully and fairly provide evidence of student understanding of content and mastery of IEP goals to provide timely and valuable information to teachers and feedback to students and families.
• Coordinate related services for special education students.
• Prepare materials and coordinate services for extended school year.
• Develop a schedule to consult and collaborate with the regular classroom teacher and para‑educators.

The Classroom Environment

• Cultivate respectful and affirming environments which demonstrate caring and respect that honors students' identities, race, and cultural background.
• Foster a culture for learning characterized by student curiosity, critical thinking, reasoning, and reflection.
• Maintain purposeful environments with shared routines and efficient procedures so all students can access what they need.
• Support positive student behavior which is modeled, explicitly taught, and reinforced by teachers and reinforced to promote learning, ethical behavior, and citizenship.
• Organize spaces for learning which are safe and accessible to all students.

Instruction

• Communicate purpose and content accurately, appropriately scaffolded, and relevant to the experiences of students; content is explained in multiple, engaging ways to support conceptual understanding and mastery of IEP goals.
• Use questioning and discussion techniques which allow students to reason, reflect on learning, and justify their thinking.
• Engage students in learning by supporting curiosity and exploration; encouraging higher‑order thinking and using multiple ways to represent their ideas and responses.
• Use assessments for evidence of understanding and analyzing progress on IEP goals.
• Respond flexibly to student needs by adjusting the learning experience based on real‑time evidence and students' individual and specific needs.

Professional Responsibilities

• Engage in reflective practice.
• Document student progress with accurate and accessible systems for tracking student learning and other records; use these systems efficiently and effectively.
• Schedule and facilitate IEP meetings completing all related paperwork according to mandated timelines.
• Engage with families and communities in a culturally responsive manner, demonstrating a clear value for the role they play in student learning, and furthers students' academic and personal success.
• Contribute to school community and culture by leading or participating in events, programs, or activities that further the culture of learning in the school and bring the values of the school to life through modeling and positive action.
• Regularly seek out and identify high‑quality opportunities to grow and learn, identifying problems of practice or areas of inquiry that inform individual and collaborative learning opportunities.
• Exhibit high standards of ethical practice and wise decision making on behalf of students, families, and colleagues.
• Perform other duties and responsibilities as assigned by the Special Education Assistant Director and/or Principal.

Adheres to:

• Ed. 510: Code of Conduct for New Hampshire Educators
• Guiding Principles: The Code of Ethics for New Hampshire Educators
• All district school board policies and procedures
• All district handbooks

Skills and Abilities

• Ability to accept feedback
• Independent learner
• Dependability
• Concern for others
• Self‑control
• Adaptability/flexibility
• Integrity
• Initiative

Technology Skills

• Electronic mail software
• Multimedia educational software
• Google applications

Physical Demands

• Reach with hands and arms and use hands and fingers to handle objects and operate computers, hand‑held learning devices and other office equipment.
• Regularly required to sit, stand, walk, talk, and hear.
• Occasionally lift and/or move up to 15 pounds.
• Exposure to a variety of childhood and adult diseases and illnesses.
• Occasional exposure to various weather conditions.
• Exposure to a range of heating, air conditioning and ventilation conditions.
• Function in a workplace that is usually moderately quiet but can be noisy at times.

Terms of Employment

• Benefits and Wages as outlined in the Professional Collective Bargaining Agreement.
• Exempt from overtime pay
• On‑site
• Full‑time