About this role
AVON PUBLIC SCHOOLS For External Applicants applying for a position. Applicants must complete all required fields of the application, as well as upload documents in support of their application, these include a cover letter specific to the position, an up-to-date resume, copies of any certifications, copies of any college/university transcripts, as well as three letters of reference dated within the last year for full consideration. The High School Special Education Teacher is responsible for designing, implementing, and monitoring specialized instruction and programming that supports the diverse academic, social, emotional, and behavioral needs of exceptional learners. Serving as both a specialized instructor and a case manager, this individual collaborates with families, general education peers, and support staff to ensure compliance, foster an inclusive school culture, and prepare students for post-secondary success. Minimum Qualifications
• Certification: Must possess or be eligible for Connecticut State Department of Education certification for Special Education (165 or 065).
• Education: Degree from an accredited college or university in Special Education (Master's degree preferred).
• Knowledge Base: Deep understanding of the IDEA, Connecticut special education regulations, CT-SEDS (Connecticut Special Education Data System), Restorative Practices, MTSS, and trauma-informed instruction.
Administrative Details
• Reports to: Building Principal and/or designee (e.g., Director of Pupil Personnel Services / Department Chair)
• Evaluator: Building Principal and/or designee
• Compensation: In accordance with the collective bargaining agreement between the association and the Board of Education.
• Work Year: In accordance with the collective bargaining agreement between the association and the Board of Education.
• Start Date: August 18, 2026.
Core Responsibilities 1. Academic Instruction & Co-Teaching
• Specialized Instruction: Plan, deliver, and evaluate modified, scaffolded, and differentiated instruction aligned with the Connecticut Core Standards and students' Individualized Education Programs (IEPs).
• Co-Teaching & Collaboration: Partner effectively with general education teachers in co-taught and inclusive environments to ensure accommodations and modifications are seamlessly integrated, allowing students full access to the general education curriculum.
• Data-Driven Lesson Planning: Utilize formative and summative assessments to monitor student progress, adapt teaching methodologies, and drive instructional interventions.
• Transition Planning: Design and implement instruction aimed at secondary transition goals, equipping students with self-advocacy, independent living, and career/college readiness skills.
2. Social, Emotional, and Behavioral Support
• Behavior Intervention Plans (BIPs): Collaborate with school psychologists, social workers, and BCBAs to develop, implement, and monitor Function-Based Behavior Intervention Plans (BIPs) for students requiring intensive behavioral support.
• Social-Emotional Learning (SEL): Deliver explicit instruction in social-emotional skills, executive functioning, emotional regulation, and coping strategies to promote personal and academic resilience.
• De-escalation & Crisis Intervention: Utilize proactive, trauma-informed strategies and approved de-escalation techniques to support students in crisis, maintaining a physically and emotionally safe environment.
3. Case Management, IEP Development, and PPT Leadership
• IEP Development & Compliance: Draft highly comprehensive, legally compliant IEPs within CT-SEDS, featuring measurable goals and objectives, detailed present levels of performance, and clearly defined accommodations/modifications.
• PPT Leadership: Actively participate in Planning and Placement Team (PPT) meetings, effectively communicating student progress, evaluation data, and proposed programming with families, advocates, and multidisciplinary team members.
• Progress Monitoring: Systematically collect, graph, and analyze data regarding student progress toward IEP goals, providing parents with objective, quarterly progress reports.
• Evaluation & Assessment: Administer, interpret, and write comprehensive reports for educational evaluations as part of initial evaluations and triennial re-evaluations.
4. Team Leadership and Collaboration
• Paraeducator Supervision: Direct, train, and schedule assigned paraeducators to ensure they are properly supporting students' academic, behavioral, and medical needs as outlined in their IEPs.
• Multidisciplinary Consultation: Act as a resource to general education staff, providing guidance on accommodation delivery, assistive technology utilization, and disability awareness.
• Family & Community Partnership: Maintain open, regular, and proactive communication with parents and guardians regarding student successes, challenges, and program adjustments.
5. Other Duties
• Perform other duties and responsibilities as shall be assigned by the Building Principal and/or designee.