Special Education Teacher - Antrim Elementary School (2026-2027SY)
Contoocook Valley Reg School District
Full-time
On-site
Antrim, New Hampshire, United States
POSITION TITLE: Special Education Teacher
SUPERVISOR: Building Principal and Director of Special Education
Level: CVEA Position
QUALIFICATIONS:
● New Hampshire DOE Special Education certification
● Bachelor’s degree from an accredited college or university in Special Education or related
discipline applicable to assignment
● Master’s Degree in related area preferred
● One to three years of successful prior experience for the appropriate grade levels preferred.
Experience teaching students with intellectual disabilities, physical impairments and
social-emotional and behavioral challenges is preferred
● Possess a belief that students are best served when they are included with their peers to the
greatest extent possible
● Possess an understanding of the state curriculum standards as they apply to students with
intellectual disabilities
● Possess an understanding of Individuals with Disabilities Education Act (IDEA), associated timelines
and requirements, and use of the New Hampshire Special Education Information System (NHSEIS)
● Possess an understanding of the requirements of the Alternative Portfolio
SUMMARY: Under the general supervision of the School Principal and Director of Special Education, the
teacher will maximize the learning experience of students with special needs, in academic skills,
interpersonal skills and activities of daily living, and social-emotional and behavioral skills, by implementing
district approved curriculum; documenting teaching and student progress/activities and outcomes;
addressing student specific needs; providing a safe and optimal learning environment; and providing
feedback to students, parents and administration regarding student progress, expectations and goals.
KNOWLEDGE, SKILLS and ABILITIES
● Knowledge of special education principles, theories, testing, methods as well as proven methods
of maximizing the educational experience of students with special needs
● Knowledge of differentiated instruction, specially designed instruction and high leverage practices
for students with diverse learning needs
● Knowledge of data information systems, data analysis and the formulation of action plans
● Knowledge of applicable federal and state laws regarding education and students
● Ability to use computer network system and software applications as needed
● Ability to organize and coordinate work
● Ability to communicate effectively with students, staff and parents
● Ability to engage in self-evaluation with regard to performance and professional growth
● Ability to establish and maintain cooperative working relationships with others contacted in the
course of work
● Ability to meet timelines and deadlines, and thoroughly and accurately complete documentation
related to the special education process
DUTIES AND RESPONSIBILITIES:
Case Management:
● Conducts assessments, testing and diagnostic examinations of students for the purpose of
identifying learning issues, and recommending courses of action or corrective procedures to
overcome issues and maximize learning
● Case manages and facilitates the Independent Education Plan (IEP) process: Referral, eligibility
determination, IEP development and placement
● Assists students and teaching staff in implementing student IEP's and behavior management plans
● Develops and administers school curriculum consistent with school district initiatives, and goals
and objectives
● Serves as ready resource to students and parents to provide special education support that will
lead each student to increased personal growth, self-understanding, and behavioral management;
serves as liaison between home and school for students on the caseload
● Coordinates with outside agencies, organizations and institutions, including state and federal
authorities as needed
Instruction:
● Promotes a classroom environment that is safe and conducive to individualized and small group
instruction and student learning
● Develops lesson plans and instructional materials, and translates lesson plans into learning
experiences so as to best utilize the available time for instruction
● Conducts ongoing assessment, including data collection of student learning in the educational
setting
● Provides a range of purposefully and intentionally designed instructional practices in collaboration
with classroom teachers to adapt instruction to the needs of special education students by
adjusting the content, methodology, or delivery of instruction, and when necessary provide
modifications to address the unique needs of the child to ensure access of the child to the general
curriculum and student needs are met in the least restrictive setting
● Conducts individual and small group instruction as needed and appropriate
● IEP’s for caseload students will be developed by the special education teacher and the IEP team
and shared with all relevant staff members
● Encourages parental involvement in students' education and ensures effective communication with
students and parents on their caseload
● Assists the classroom teacher in ensuring that student conduct conforms with the school's
standards and school district policies, and establishes and maintains standards of pupil behavior
needed to achieve a functional learning atmosphere in the classroom
● Coordinates with administrators and other teaching staff members to ascertain individual student's
abilities and advocates for student on the caseload
Professional Responsibilities:
● Participates in faculty meetings and committees
● Selects and requisitions appropriate books, instructional aids and other supplies and equipment
and maintains inventory records
● Supervises students in activities that take place out of the classroom during the school day, may
include activities involving school transportation
● Continues to acquire professional knowledge and learn of current developments in the
educational field by attending seminars, workshops or professional meetings, or by conducting
research
● Organizes and maintains a system for accurate and complete record-keeping, keeping and
providing student information to prospective colleges and employers, as required by district
procedures and applicable laws
● Reporting for all student activities, achievement and attendance as required by district procedures
and applicable laws
Performs other position related tasks or services as may be assigned by the School Principal or Director of
Special Education or other central office administrators as designated by the Superintendent
Note: The above description is illustrative of tasks and responsibilities. It is not meant to be all inclusive of
every task or responsibility.
Evaluation & Professional Growth
The individual in this position is expected to participate in the professional growth and evaluation process
in accordance with the District procedures.
ADA MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED:
● Lift up to 10 lbs:………………………………………………………….Occasionally required
● Lift 11 to 25 lbs.:…………………………………………………………Occasionally required
● Lift 25 to 50 lbs.:…………………………………………………………Occasionally required
● Lift over 50 lbs.:……………………………………………………….....Occasionally required
● Carry up to 10 lbs:……………………………………………………… Occasionally required
● Carry 11 to 25 lbs:……………………………………………………… Occasionally required
● Carry 26 to 50 lbs:……………………………………………………… Rarely required
● Carry over 50 lbs:……………………………………………………….Rarely required
● Reach above shoulder height:…………………………………..Occasionally required
● Reach at shoulder height:………………………………………… Occasionally required
● Reach below shoulder height:……………………………………Occasionally required
● Push/Pull:……………………………………………………………………. Occasionally required
Hand Manipulation:
● Grasping:…………………………………………………………………Occasionally required
● Handling:………………………………………………………………... Occasionally required
● Torquing:………………………………………………………………... Occasionally required
● Fingering:……………………………………………………………….. Frequently required
● Controls and Equipment:………………………………………. Frequently requited
Other Physical Consideration:
● Twisting:…………………………………………………………………Occasionally required
● Bending:………………………………………………………………… Occasionally required
● Crawling:………………………………………………………………... Rarely required
● Squatting:………………………………………………………………...Ocasionally required
● Kneeling:………………………………………………………………... Occasionally required
● Crouching:………………………………………………………………. Occasionally required
● Climbing:………………………………………………………………….Rarely required
● Balancing:……………………………………………………………….. Rarely required
5/21/19
SUPERVISOR: Building Principal and Director of Special Education
Level: CVEA Position
QUALIFICATIONS:
● New Hampshire DOE Special Education certification
● Bachelor’s degree from an accredited college or university in Special Education or related
discipline applicable to assignment
● Master’s Degree in related area preferred
● One to three years of successful prior experience for the appropriate grade levels preferred.
Experience teaching students with intellectual disabilities, physical impairments and
social-emotional and behavioral challenges is preferred
● Possess a belief that students are best served when they are included with their peers to the
greatest extent possible
● Possess an understanding of the state curriculum standards as they apply to students with
intellectual disabilities
● Possess an understanding of Individuals with Disabilities Education Act (IDEA), associated timelines
and requirements, and use of the New Hampshire Special Education Information System (NHSEIS)
● Possess an understanding of the requirements of the Alternative Portfolio
SUMMARY: Under the general supervision of the School Principal and Director of Special Education, the
teacher will maximize the learning experience of students with special needs, in academic skills,
interpersonal skills and activities of daily living, and social-emotional and behavioral skills, by implementing
district approved curriculum; documenting teaching and student progress/activities and outcomes;
addressing student specific needs; providing a safe and optimal learning environment; and providing
feedback to students, parents and administration regarding student progress, expectations and goals.
KNOWLEDGE, SKILLS and ABILITIES
● Knowledge of special education principles, theories, testing, methods as well as proven methods
of maximizing the educational experience of students with special needs
● Knowledge of differentiated instruction, specially designed instruction and high leverage practices
for students with diverse learning needs
● Knowledge of data information systems, data analysis and the formulation of action plans
● Knowledge of applicable federal and state laws regarding education and students
● Ability to use computer network system and software applications as needed
● Ability to organize and coordinate work
● Ability to communicate effectively with students, staff and parents
● Ability to engage in self-evaluation with regard to performance and professional growth
● Ability to establish and maintain cooperative working relationships with others contacted in the
course of work
● Ability to meet timelines and deadlines, and thoroughly and accurately complete documentation
related to the special education process
DUTIES AND RESPONSIBILITIES:
Case Management:
● Conducts assessments, testing and diagnostic examinations of students for the purpose of
identifying learning issues, and recommending courses of action or corrective procedures to
overcome issues and maximize learning
● Case manages and facilitates the Independent Education Plan (IEP) process: Referral, eligibility
determination, IEP development and placement
● Assists students and teaching staff in implementing student IEP's and behavior management plans
● Develops and administers school curriculum consistent with school district initiatives, and goals
and objectives
● Serves as ready resource to students and parents to provide special education support that will
lead each student to increased personal growth, self-understanding, and behavioral management;
serves as liaison between home and school for students on the caseload
● Coordinates with outside agencies, organizations and institutions, including state and federal
authorities as needed
Instruction:
● Promotes a classroom environment that is safe and conducive to individualized and small group
instruction and student learning
● Develops lesson plans and instructional materials, and translates lesson plans into learning
experiences so as to best utilize the available time for instruction
● Conducts ongoing assessment, including data collection of student learning in the educational
setting
● Provides a range of purposefully and intentionally designed instructional practices in collaboration
with classroom teachers to adapt instruction to the needs of special education students by
adjusting the content, methodology, or delivery of instruction, and when necessary provide
modifications to address the unique needs of the child to ensure access of the child to the general
curriculum and student needs are met in the least restrictive setting
● Conducts individual and small group instruction as needed and appropriate
● IEP’s for caseload students will be developed by the special education teacher and the IEP team
and shared with all relevant staff members
● Encourages parental involvement in students' education and ensures effective communication with
students and parents on their caseload
● Assists the classroom teacher in ensuring that student conduct conforms with the school's
standards and school district policies, and establishes and maintains standards of pupil behavior
needed to achieve a functional learning atmosphere in the classroom
● Coordinates with administrators and other teaching staff members to ascertain individual student's
abilities and advocates for student on the caseload
Professional Responsibilities:
● Participates in faculty meetings and committees
● Selects and requisitions appropriate books, instructional aids and other supplies and equipment
and maintains inventory records
● Supervises students in activities that take place out of the classroom during the school day, may
include activities involving school transportation
● Continues to acquire professional knowledge and learn of current developments in the
educational field by attending seminars, workshops or professional meetings, or by conducting
research
● Organizes and maintains a system for accurate and complete record-keeping, keeping and
providing student information to prospective colleges and employers, as required by district
procedures and applicable laws
● Reporting for all student activities, achievement and attendance as required by district procedures
and applicable laws
Performs other position related tasks or services as may be assigned by the School Principal or Director of
Special Education or other central office administrators as designated by the Superintendent
Note: The above description is illustrative of tasks and responsibilities. It is not meant to be all inclusive of
every task or responsibility.
Evaluation & Professional Growth
The individual in this position is expected to participate in the professional growth and evaluation process
in accordance with the District procedures.
ADA MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED:
● Lift up to 10 lbs:………………………………………………………….Occasionally required
● Lift 11 to 25 lbs.:…………………………………………………………Occasionally required
● Lift 25 to 50 lbs.:…………………………………………………………Occasionally required
● Lift over 50 lbs.:……………………………………………………….....Occasionally required
● Carry up to 10 lbs:……………………………………………………… Occasionally required
● Carry 11 to 25 lbs:……………………………………………………… Occasionally required
● Carry 26 to 50 lbs:……………………………………………………… Rarely required
● Carry over 50 lbs:……………………………………………………….Rarely required
● Reach above shoulder height:…………………………………..Occasionally required
● Reach at shoulder height:………………………………………… Occasionally required
● Reach below shoulder height:……………………………………Occasionally required
● Push/Pull:……………………………………………………………………. Occasionally required
Hand Manipulation:
● Grasping:…………………………………………………………………Occasionally required
● Handling:………………………………………………………………... Occasionally required
● Torquing:………………………………………………………………... Occasionally required
● Fingering:……………………………………………………………….. Frequently required
● Controls and Equipment:………………………………………. Frequently requited
Other Physical Consideration:
● Twisting:…………………………………………………………………Occasionally required
● Bending:………………………………………………………………… Occasionally required
● Crawling:………………………………………………………………... Rarely required
● Squatting:………………………………………………………………...Ocasionally required
● Kneeling:………………………………………………………………... Occasionally required
● Crouching:………………………………………………………………. Occasionally required
● Climbing:………………………………………………………………….Rarely required
● Balancing:……………………………………………………………….. Rarely required
5/21/19