Anticipated Special Education Teacher Long Term Substitute

The Bernice A. Ray School is looking for an anticipated long-term substitute for one of our special education positions beginning in January 2026. This position may continue through the end of this school year. The Ray School is a K-5 school in beautiful Hanover, NH. The Hanover area is picturesque, has a New England small town feeling, and offers a variety of opportunities for outdoor enthusiasts, yet we are only a few hours away from major cities like Boston and New York. Our vibrant and supportive Upper Valley community includes Dartmouth College and Dartmouth-Hitchcock Medical Center.

The Ray School provides a nurturing and inclusive learning community that inspires excellence. The ideal Ray School special educator candidate will provide quality, data-driven instruction to meet the needs of all learners, communicate effectively, and work collaboratively with colleagues, families, and team members. Knowledge of research based instructional strategies, special education law, policy, and timelines is a must. NH Special Education certification is required.

The teacher will establish positive relationships with students, staff, and parents/guardians; motivate students to try new things and grow; and work to support our school's vision statement: To be One Ray, focused on empowering students to dream, create, think critically, and contribute to the greater good.

The anticipated position is expected to begin in January and the posting is open until filled. Our salary is competitive and includes a comfortable benefit package. Come join our Ray Team! 

Benefits for this position can be found in the Non Union School Year Standard Benefits.

Please visit the Information for New Hires page for more. 

POSITION DUTIES AND RESPONSIBILITIES:

Except as specifically noted, the following functions are considered essential to this position:

• Complete comprehensive diagnostic assessments through formal and informal evaluation of those students who have been identified as having a possible educational disability.
• Serve on a multidisciplinary team for the identification of a student with a suspected educational disability.
• Collaborate with the student’s, parents and teachers in planning, writing, and monitoring the student’s

 educational plan.

• To be an active participant in the special education process, including completion of all pertinent forms as required by NH RSA 186-C and the New Hampshire Rules for the Education of Children With Disabilities, and attend all meetings.
• Collaborate with classroom teachers by providing consultation, materials, program development, or program modifications for identified students as needed to fulfill the goals and objectives of the Individual Education Plan.
• Implements accommodations and modifications as listed on Individual Education Program (IEP), 504 plans, developed at meetings.
• Understands how students learn and develop and provides opportunities that support their cognitive, linguistic, creative, social, moral, emotional, and physical development.
• To collaborate with classroom teachers to guide the learning process toward the achievement of curriculum goals.
• Plan lessons that employ a variety of instructional techniques that when implemented, meet the specialized needs and capabilities of the individuals or student groups involved.
• Maintain maximum supervision of assigned students at all times and encourages students to set and maintain standards of classroom behavior.
• Participates in various meetings (e.g. parent conferences, in-service training, faculty meetings) for the purpose of receiving and/or providing information and/or meeting credential requirements.
• Assess the progress of students using a variety of progress monitoring instruments on a regular basis.
• Employ a variety of specialized instructional techniques, technology, and instructional media consistent with the physical limitations of the location provided and the needs and capabilities of the individuals or student groups involved.
• Provide the immediate supervisor with a schedule of students serviced and to keep thorough ongoing records for the individual students.
• Ability to maintain accurate complete and current records as required by law, district policies, and administrative procedures. 

• To assist in the development of the annual budget for special education and to requisition needed supplies for servicing students.
• To supervise paraprofessionals, if necessary, at least once a week, to include: monitoring of the student’s progress and behavior, consultation and planning weekly, and reporting to the immediate supervisor important data and appropriate information.
• Develop an appropriate plan of professional development.
• Follows District policies, procedures, goals, and approved curriculum for content areas.

This job description is not intended to be inclusive, and employees will also perform other tasks and assume other responsibilities as assigned by supervisor(s).

Evaluation:

Evaluation will be based on ability and effectiveness in carrying out the responsibilities of the position as defined.  Performance will be reviewed by Administrators in cooperation with the Superintendent and in accordance with School Board policy and the SAU 70 District Professional Educator Evaluation Plan.

TERMS OF EMPLOYMENT:    

Contracted 185 days; exempt

MINIMUM QUALIFICATIONS:

Education and Experience:  

Bachelor’s Degree

Necessary Knowledge, Skills and Abilities:

• Knowledge of child and adolescent development
• Knowledge of testing instruments and their application to the academic setting
• Knowledge of research based instructional interventions
• Ability to collaborate with professionals, parents, and community
• Awareness of applicable state Rules and Regulations for Special Education

LICENSURE AND CERTIFICATION REQUIREMENTS:

• NH Certification in General Special Education for Dresden and Hanover School Districts
• VT Certification in General Special Education for Norwich School District
• High Qualified status or equivalent

PHYSICAL ACTIVITY REQUIREMENTS: Primary Physical Requirements:

(Not, Rarely, Occasionally, or Frequently Required)

Hand Manipulation:

(Not, Rarely, Occasionally, or Frequently Required)

Other Physical Consideration:

(Not, Rarely, Occasionally, or Frequently Required)

During the Work Day, Employee is Required to:

Cognitive and Sensory Requirement(s):

Work Environment:  Inside: up to 100% 

Outside: up to 20%

Work Surface(s): Office Desk, Office Chair

Carpeted floor, tile floor

Other Training, Skills and Experience Requirements:

Ability to work with staff, students, parents, and the community

Other Considerations and Requirements:

The physical demands of an employee in a special education teaching role are minimal, but frequent.  The employee is frequently required to do some lifting when assisting students or materials.  Employee must be able to sit and stand based on student needs.

Applicants will be subjected to a criminal background check as required by state law.