WATERFORD COUNTRY SCHOOL INCORPORATED·Quaker Hill, Connecticut
Provide an educational program that enables students to reach their potential while fostering independence and decision-making skills. Manage the classroom environment, implement evidence-based instructional strategies, and collaborate with interdisciplinary teams to support student progress.
Classroom Environment, Student Engagement and Commitment to Learning Create a positive learning environment that is responsive to and respectful of the learning needs of all students. Promote developmentally appropriate standards of behavior that support a productive learning environment for all students. Maximize instruction time by effectively managing routines and transitions. Utilize the CARE and TCI models to influence all interactions and components of behavioral support through the full spectrum of a student’s baseline behavior to crisis level and recovery. Organize space, materials, and equipment for instruction. Establish and maintain classroom rules and expectations. 7. Maintain an on-going inventory of equipment and supplies. 8. Assist in scheduling and orienting new students. Planning for Active Learning Plan instructional content that is aligned with standards, builds on students’ prior knowledge and provide for appropriate level of challenge for all students. Plan instruction to cognitively engage students in the content. Select appropriate assessment strategies to monitor student progress Develop and maintain lesson plans that demonstrate progression of skills and predicts in instructional path up at least 2 weeks in advance. Select, recommend, and evaluate materials and texts for classroom use. Coordinate the development of IEPs and IEP reviews for all assigned students, coordinating educational services to assigned students with other members of the team. Confer with other agency professional staff, parents and public school personnel regarding the educational, social, and personal needs of each student. Plan for use of a variety of instructional materials to address students’ individual needs and stimulate their motivation to learn. Instruction for Active Learning Implement instructional content for learning. Lead students to construct meaning and apply new learning through the use of a variety of differentiated and evidence-based learning strategies. Assess student learning, provide feedback to students and adjust instruction. Utilize a variety of instructional materials to address students’ individual needs and stimulate their motivation to learn. Professional Responsibilities and Teacher Leadership Engage in continuous professional learning to impact instruction and student learning. Collaborate with colleagues to examine student learning data and to develop and sustain a professional learning environment to support student learning. Work with colleagues, students and families to develop and sustain a positive school climate that supports student learning. Practice within the CARE and TCI models supporting the therapeutic milieu at Waterford Country School for clients, Agency staff, volunteers and stakeholders. Demonstrate competence of the TCI model by passing a written test annually and physical skills assessment every 6 months. Demonstrate competence in the CARE model by passing a written test annually. Uphold and model for our students the agencies Health and Wellness model. Participate in developing, with the Director of Education, an annual supervision plan through mutual goal setting. Keep current in educational programs, practices and regulations in regular and special education through attendance at professional conferences, reading of professional journals, and other self- improvement activities. Keep current in knowledge of human development as it relates to the teaching/learning process. Attend professional development workshops scheduled by the Education Department as assigned. Participate in the development of and maintain appropriate student progress records, Individual Education Plans (IEP’s), Individual Transition Plans (ITP’s), and evaluation reports, and prepare other reports as requested by the Director of Education. Assist students in making realistic assessments of their abilities and in setting educational and vocational goals in keeping with these abilities Collaborative Performance Participate in weekly Education team meetings and Interdisciplinary Team (IDT) meetings as needed. Attend all scheduled Education Department Staff Meetings. Participate on other Educational and Interdisciplinary Committees as required. Serve as a member of the Planning Placement Team (PPT) for assigned students and aid the team in developing an appropriate educational program. Maintain effective communication with students, colleagues, parents and outside agencies and resources. Assessing and communicating the needs, strengths, and concerns of each assigned student to other teachers, administrators, IDT members, and members of the PPT. Other Maintain knowledge of and follow Agency policies and procedures as contained in the WCS Personnel Handbook, WCS Procedure Manual, and departmental manuals. Function as a positive role model for all students and staff at the Waterford Country School. Maintain an awareness of and sensitivity to the cultural and socioeconomic differences present among the service population and fellow staff members of WCS, ensuring that cultural needs are respected and supported through the delivery of services and the development and implementation of agency programs and policies in a manner that is free from discrimination and bias relating to race, ethnicity, age, disability, gender, sexual orientation, status as a victim of domestic violence or religious beliefs. Maintain a Connecticut or other home state Driver’s License. Incumbent will maintain access to and comply with current and ethical professional standards of the discipline in which he/she is credentialed. Other duties as assigned by the Director of Education. Limited Telework Capability Limited ability to work remotely in necessary circumstances as approved by a direct Supervisor, or in the event of a declared weather or other emergency. Telework should be performed in accordance with the Remote Work Policy in the WCS Personnel Handbook. THIS JOB DESCRIPTION SHOULD NOT BE INTERPRETED AS ALL-INCLUSIVE. IT IS INTENDED TO IDENTIFY THE MAJOR RESPONSIBILITIES AND REQUIREMENTS OF THIS JOB. THE INCUMBENT MAY BE REQUIRED TO PERFORM JOB-RELATED TASKS OTHER THAN THOSE STATED IN THIS DESCRIPTION.QualificationsQualifications: Bachelors Degree, Connecticut Special Education Certification 065, 165, 265
Requires a Bachelor's degree and Connecticut Special Education Certification (065, 165, or 265). Candidates must demonstrate competence in behavioral models and maintain a valid driver's license.
Market context
Special education teachers are consistently in demand in Connecticut, especially for roles serving students with behavioral and instructional support needs. This position is competitive because it asks for CT special education certification or DSAP/Long-Term Substitute eligibility, a valid driver’s license with 3 years of experience, and familiarity with ABA, Precision Teaching, and Direct Instruction. Review the AI-summarized requirements and benefits here to save time, then confirm your certification path and prepare examples of managing challenging behaviors.