Life Skills Teacher - Special Education Teacher - 26/27 SY

Danbury Public Schools•Rogers Park, CT

1d•Onsite

About The Position

Danbury Public Schools is seeking a Life Skills Teacher for the 26/27 school year at Rogers Park Middle School. This role is for a Special Education Teacher within the Life Skills Program (LSP), which serves students from kindergarten through age twenty-one identified with significant cognitive and/or pervasive developmental disabilities. The program focuses on a functional curriculum designed to teach daily living and vocational skills essential for successful transitions to adult life in the community. The K-12 classrooms provide instruction in practical academics, communication, community integration, domestic skills, leisure/recreation, and vocational skills within a general education school setting. Key emphases include communication development, maximizing student independence, generalizing skills in natural environments, and fostering participation in general education activities with typical peers.

Requirements

Must possess or be eligible for Connecticut Special Education certification (065, 165).
Must produce evidence of meeting No Child Left Behind (NCLB) requirements, as applicable.
Demonstrated knowledge of and ability to deliver content.
Ability to relate successfully with staff, families, and students from diverse backgrounds, experiences, and skill levels.
Demonstrated ability to implement differentiated instruction and build upon the strengths and challenges of a multi-cultural and multi-racial classroom/district.

Responsibilities

Planning and Preparation: Understands the legal, philosophical, and historical foundations of special education. Creates instructional opportunities adapted to diverse learners, demonstrating knowledge of content, students, community, and curriculum goals. Develops short and long-range plans consistent with curriculum goals and learning theory. Possesses working knowledge of current legislation, regulations, policies, and ethical issues related to special education services. Understands issues in definition and identification procedures for individuals with disabilities, including those from culturally and/or linguistically diverse backgrounds. Understands characteristics of individuals with disabilities across the age range, including the impact of various disabilities on development, behavior, and learning. Understands Common Core Standards and prepares effective instructional strategies and resources for teaching academic, social, and vocational domains. Plans effective instructional strategies for adapting or modifying the general curriculum to meet individual student needs, including implementing longitudinal, outcome-based curricula. Utilizes specialized materials, equipment, and assistive technology, and plans for the integration of assistive and instructional technology. Prepares and utilizes assessment methodologies adapted for individual students. Maintains and inventories curriculum and assistive/adaptive technology. Plans and prepares for IEP and parent meetings.
The Classroom Environment: Uses understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, respect, and rapport. Creates a positive culture with active engagement in learning and self-motivation. Manages classroom procedures and student behavior, understanding basic classroom management theories and methods, including strategies for individual behavior management, crisis prevention, intervention, and de-escalation techniques. Implements strategies for assessing learning environments and conducting functional behavioral assessments. Understands the characteristics of environments, including materials, equipment, and spatial arrangements, that facilitate development, learning, and interaction. Creates a classroom culture characterized by a shared belief in the importance of learning and high expectations for personal achievement. Understands the aspects of schedule, routines, and transitions that promote development and learning. Demonstrates ways technology can assist with creating and managing the learning environment, incorporating verbal and visual redirection and classroom expectations. Provides supervision of paraprofessional educators. Consults with teachers and therapists to plan for student needs and required adaptations, modifications, and use of assistive/adaptive technology.
Instruction: Understands the central concepts and methods of inquiry; uses a variety of instructional strategies to encourage students' development of critical thinking, problem-solving, and performance skills. Creates learning experiences that make content meaningful to all students. Understands the educational assessment process and uses various assessment strategies to support continuous student development. Implements effective researched-supported instructional strategies for basic sequences of skills in academic, social, and vocational curricular areas, including techniques for modifying instructional methods, curricular materials, and the environment. Uses instructional time effectively and efficiently, facilitating the integration of related services. Chooses and implements instructional techniques and strategies that promote successful transitions for individuals with disabilities. Creates varied opportunities for all students to use effective written, verbal, nonverbal, and visual communication. Understands assessment as an educational process, including interpreting information from standardized and non-standardized assessments to develop instruction and goals. Implements a variety of procedures for identifying student learning characteristics and needs, monitoring student progress, and evaluating learning strategies and instructional approaches. Effectively utilizes Response to Intervention (RtI) and supports students using appropriate progress monitoring tools. Implements accommodations and modifications as identified for individual students on assessments. Implements strategies for assessing students' skills within curricular areas. Implements classroom and individual behavioral management plans and actively participates in functional behavioral assessments and behavioral intervention plans. Understands and effectively utilizes computerized web-based systems for documentation, goal development, progress monitoring, and IEP information.
Professional Responsibilities: Understands teaching as a profession, maintains standards of professional conduct, and provides leadership to improve students' learning and well-being. Is a reflective practitioner who continually evaluates the impact of choices and actions on students, parents, and other professionals. Provides frequent and appropriate information to families about the instructional program and student progress in a culturally sensitive manner. Has working knowledge of resources, strategies, networks, organizations, and unique services for individuals with disabilities and their families, including career, vocational, and transition support. Engages in professional development to stay current on researched-based instructional strategies and services. Understands the importance of serving as a role model and advocate for all students. Participates in student, staff, and professional meetings. Understands rights to privacy, demonstrates confidentiality, and respect for differences. Collaboratively works with community agencies and outside therapists. Completes required formal written evaluations for assigned Paraprofessionals. Observes and follows all DPS policies and procedures; maintains high levels of professionalism and commitment through punctuality and attendance. Performs duties as assigned by DPS administration.