TITLE:           Special Education Teacher – Students with Complex Needs

PREFERRED QUALIFICATIONS:   

• Current State Certification
• Master’s Degree is highly recommended
• Previous teaching experience is preferred
• Experience working with students with complex learning and behavioral needs preferred
• Knowledge and experience implementing Applied Behavior Analysis (ABA) strategies and data-driven instruction
• Experience collaborating within multidisciplinary educational teams
• Strong communication, organizational, and problem-solving skills
• Ability to build positive partnerships with families and school staff
• CPI, Safety Care, or related crisis prevention training preferred

REPORTS TO:                     Principal(s)

JOB GOAL:

The Special Education Teacher for Students with Complex Needs is responsible for designing and implementing individualized educational programming for students with complex communication, behavioral, social-emotional, and/or developmental needs. The teacher will utilize evidence-based instructional practices grounded in the principles of Social Thinking, DBT and Applied Behavior Analysis (ABA) while fostering a safe, supportive, and inclusive learning environment.

This position requires strong collaboration with a multidisciplinary team, consistent communication with families, and a commitment to student-centered programming that promotes meaningful progress, independence, and access to grade-level curriculum and community experiences.

PERFORMANCE RESPONSIBILITIES:

Instructional Programming & Student Support

• Develop and implement individualized educational programs aligned with student IEP goals and Connecticut Core Standards.
• Utilize ABA principles and evidence-based practices such as Social Thinking and DBT to support skill acquisition, communication, behavior regulation, independence, and social-emotional growth.
• Implement individualized behavior support plans and collect ongoing data to monitor student progress and instructional effectiveness.
• Differentiate instruction to meet a wide range of learning, communication, sensory, behavioral, and adaptive needs.
• Create structured, predictable, and engaging classroom environments that promote student success and positive behavior.
• Support students in developing functional communication, daily living, social, and academic skills across settings.

Collaboration & Multidisciplinary Team Leadership

• Collaborate closely with speech-language pathologists, occupational therapists, physical therapists, BCBA staff, school psychologists, social workers, related service providers, paraprofessionals, and administrators.
• Facilitate and coordinate multidisciplinary team meetings focused on student progress, programming, and intervention planning.
• Provide guidance, coaching, and support to instructional assistants and paraprofessionals in implementing instructional and behavioral strategies with fidelity.
• Participate actively in PPT/IEP meetings and contribute meaningful progress monitoring data and recommendations.

Family Communication & Partnerships

• Establish collaborative, respectful, and responsive relationships with families.
• Maintain ongoing communication with parents and caregivers regarding student progress, behavioral supports, instructional programming, and school-home collaboration strategies.
• Partner with families to support consistency across school and home environments.
• Support family engagement in the educational process through clear communication and collaborative problem-solving.

Assessment & Data Collection

• Maintain accurate and timely student data, progress reports, behavior tracking, and documentation required for IEPs and state compliance.
• Use formal and informal assessment data to guide instructional decisions and interventions.
• Monitor student progress toward academic, behavioral, communication, and functional goals.

Professional Responsibilities

• Maintain compliance with all special education laws, district policies, and procedural safeguards.
• Participate in ongoing professional development related to ABA, autism spectrum disorders, complex learning needs, inclusive practices, and specialized instruction.
• Demonstrate flexibility, professionalism, and a commitment to continuous improvement and collaborative practice.

Preferred Skills & Characteristics

• Strong understanding of autism spectrum disorders, developmental disabilities, and behavioral supports.
• Experience with augmentative and alternative communication (AAC) systems.
• Commitment to inclusive and student-centered practices.
• Ability to manage multiple responsibilities in a dynamic educational environment.
• Collaborative mindset with strong leadership and relationship-building skills.

Work Environment

This position may involve supporting students across a variety of instructional settings, including general education classrooms, specialized programs, community-based instruction, and individual instruction.

TERMS OF EMPLOYMENT:       On teacher salary schedule and contract.

EVALUATION:

Performance of this job will be evaluated annually in accordance with the WPS Teacher Evaluation Plan.