University of Saint Joseph·West Hartford, Connecticut
Develop and implement instructional strategies and behavior management plans tailored to students' intellectual, physical, and social development. Collaborate with transdisciplinary teams to facilitate academic and functional skill integration while maintaining professional standards and IEP goals.
This position supports the Gengras Center by developing and implementing the instructional strategies and activities that reflect knowledge and understanding of students’ intellectual, physical and social development.
The teacher must have knowledge of teaching skills and competencies, be proficient in reading, writing and mathematics, and be capable of using computers, assistive technology and adaptive equipment that will enable the students to learn and participate.
It is important for the teacher to create a classroom environment that encourages positive behaviors and have knowledge of behavior management strategies.
Good communication skills that allow the teacher to interact effectively with students, staff, families, community members, administration, the USJ community and sending district personnel are vital.
The teacher must maintain the professional standards required to fulfill the position responsibilities.
Various disabilities and the impact of disabilities on classroom performance.
Implementation of strategies to facilitate student learning and behavior management.
Appropriate use of formal and informal assessment strategies and instruments; legal provisions, regulations and guidelines regarding student assessment.
Individualized Education Plans.
Planning and Placement Team process.
Negotiation and conflict resolution skills.
Data collection and interpretation to program effectively for students.
Behavior Intervention Plans.
Demonstrate understanding of state curriculum standards.
How students learn to read and respond to text; understanding of reading and writing as interactive process.
How students learn mathematical concepts, procedures and tasks.
Occupational/life skills curriculum and relevance to independent living and employment.
Plan and implement instructional strategies and activities that reflect knowledge of students’ intellectual, physical, and social/emotional development.
Create, select and adapt a variety of instructional activities, utilizing adaptive equipment, technology, and other resources to support student learning.
Create a classroom environment that encourages positive behaviors.
Coordinate with Gengras transdisciplinary team to facilitate integration of functional/academic skills throughout the curriculum.
Collaborate and help facilitate development of community-wide special projects, and activities that enhance learning.
Communicate effectively with students, staff, families, community members, administration, and sending district personnel.
Provide Director/Associate/ Assistant Directors with lesson plans, quarterly goals, and progress updates during scheduled times as well as upon request.
Program Organization/Management
Establish and maintain policies and procedures for program operation.
Assist in the identification and implementation of program goals and objectives.
Coordinate the planning and design of Special Education program including classroom instruction utilizing quarterly instructional goals and daily lesson plans.
Provide instruction of students in Special Education program that promotes skill acquisition based on IEP goals/objectives and fosters independence.
Design and facilitate meaningful integration activities for students with non-disabled peers.
Assess performance of individual students and maintain data about student progress.
Maintain a safe and healthy environment.
Participate weekly in unit transdisciplinary child study meetings with the goal of providing a comprehensive instruction program to the students.
Assume the responsibilities of state-wide testing examiner as assigned by state-wide testing supervisor in conjunction with Assistant Director(s)/Director.
Provide for effective utilization of staff.
The physical requirements and description of the work environment are representative of what an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Approximate percentage of time spent in this activity: (Minimal, Some, Substantial)
1. BENDING
1. Climbing (E.g. Stairs)
1. Keyboarding
1. Kneeling
1. Lifting (Indicate maximum weight)
Occasional transfer weight of young adult.
1. Reaching
1. SITTING
1. Standing
1. Using telephone
1. WALKING
Student transfer/Lift/Escort.
Physical requirements may vary based on students’ needs.
Some. Gengras to provide training on transfer/lift/escort of students; weight up to young adult.
Defending oneself from student aggression.
Minimal. Gengras Center to provide training.
Work Environment (a brief description)
Private special education school and the campus of the University of Saint Joseph. Field trips in the local community occur on a regular basis.
Market context
Special education teachers are consistently needed in Connecticut schools, and roles like this often draw candidates with state certification and direct experience supporting students with disabilities. This position is competitive because it prefers a master’s degree and requires the physical ability to perform student transfers and lifts, so matching both credentials and day-to-day classroom demands can strengthen an application. Review the AI-summarized requirements and benefits on this platform to save time, then confirm your certification, experience, and comfort with the physical duties before applying.