<p>General Description of the position:</p> <p>A CTECS Special Education Instructor is responsible for the education of students with and without disabilities and the case management of students with disabilities by employing a variety of teaching practices that reflect high learning expectations and current pedagogy of teaching and learning methods, differentiated instructional strategies, and assistive technology in all discipline areas including, but not limited to the following: making accommodations and/or modifications to the curriculum and working collaboratively with content area teachers to ensure equity to all students, fostering a gradual release of responsibility, fostering student discourse, encouraging and supporting self-advocacy, designing and assessing transition needs, engaging in parent and community outreach, consultation, and collaboration, creation of a student centered classroom environment that is conducive to learning, being knowledgeable in administering a variety of assessment batteries, and participation in professional learning.</p> <p>Qualifications required, (education, degrees, certification, licensing, skills, knowledge, abilities, specialized training etc…)</p> <ul> <li> <p>State of Connecticut Teaching Certificate</p> </li><li> <p>Active state of Connecticut Teaching Certificate (#065, #165 or #265) or eligible for a State of Connecticut Teaching Certification in subject area (includes ARC Candidates).</p> </li><li> <p>Minimum of a bachelor's degree from an accredited four-year university or college.</p> </li><li> <p>Professional experiences related to special education.</p> </li><li> <p>21st Century standards-based lesson planning aligned to the CT Core Standards.</p> </li><li> <p>Experience with varied assessments to inform instruction and promote learning.</p> </li><li> <p>Ability to foster and facilitate learning, classroom management, behavior intervention plans, and transition.</p> </li><li> <p>Ability to communicate ideas and directives clearly and effectively, both orally and in writing.</p> </li><li> <p>Effective, active listening skills.</p> </li><li> <p>Excellent public relations skills.</p> </li><li> <p>Entry level computer skills including Microsoft Office and Google Products.</p> </li><li> <p>Preferred candidates will have experience in teaching or substitute teaching and demonstrate methods of delivering lessons assessing student knowledge and technology use. This may include involvement in community/student activities.</p> </li></ul> <p>Supervisor: School Principal and Assistant Principal</p> <p>Hours/Time Requirements: 188 days per school year, 7 hours daily. Review SVFT bargaining unit contract for more information: http://svft.ct.aft.org/svft-contract</p> <p>Working Conditions</p> <ul> <li>Interaction among adolescents and adults </li><li>Repetitive hand motion such as computer keyboard typing, calculator, and writing </li><li>Regular requirement to sit, stand, walk, read, hear, speak, reach, stretch with hands or arms, crouch, bend, kneel, climb, and/or stoop. </li><li>Frequent interruption of duties by staff, students, visitors, parents, and/or telephones </li><li>Occasional requirement to lift, carry, push and/or pull various supplies and/or equipment up to a maximum of 20 pounds. </li></ul> <p>The following essential duties, responsibilities, and functions that the employee must be able to perform including mental and/or physical requirements where applicable are described and quantified below:</p> <p>Responsibility Area 1: Planning, Preparation, and Case Management</p> <ul> <li>Case manages students as assigned by building leadership </li><li>Demonstrate skills in the areas of reading, writing, and mathematics </li><li>Plan instruction with necessary modifications and/or accommodations to the curriculum with a progress monitoring system to ensure students achieve their IEP goals and objectives. </li><li>Engage in intentional co-planning with academic and trade instructors to prepare lesson plans that achieve clear objectives, utilize appropriate techniques, and serve the needs of all learners in the classroom through differentiation and the use of accommodations and modifications. </li><li>Effectively organize time, space, materials, and equipment for instruction. </li><li>Maintain accurate and up to date special education records as required by district, state, and federal laws. </li><li>Facilitate PPT meetings and be prepared with the required documentation to illustrate student progress. </li><li>Develop and monitor students' IEPS. </li><li>Design, plan, conduct, and write triennial evaluations for students using various assessment methods. </li><li>Have a strong knowledge base with transitional assessments, planning, and instruction. </li><li>Assist related service providers with necessary data for the collection and implementation of Functional Behavioral Assessments and Behavior Intervention Plans. </li><li>Encourage and maintain the cooperative involvement and support of parents and the community. </li></ul> <p>Responsibility Area 2: Classroom Environment</p> <ul> <li>Manage classroom and individual student behavior to maintain a positive learning environment and prepare students to meet the behavioral expectations necessary to join and maintain employment in the skilled workforce in Connecticut. </li><li>Maintain a positive school community that encourages ethical student behavior. </li><li>Educate and help students to develop positive self-concept and problem-solving skills. </li><li>Follow safety regulations and protocols on school grounds, in the classrooms, and in the shops. </li></ul> <p>Responsibility Area 3: Instruction</p> <ul> <li>Effectively implement instructional plans and use appropriate instructional techniques including technology and other methods to actively engage students in the learning process. </li><li>Effectively plan for accommodated and/or modified lessons in both academic and trade courses. </li><li>Effectively and actively co-teach with other instructors in the academic and trade classrooms. </li><li>Effectively communicate with students, families, and co-teachers. </li><li>Effectively design instruction, materials, and assessments which incorporate accommodations and modifications to meet the individual needs of students with and without disabilities in the classroom. </li><li>Effectively monitor and assess instruction, student needs, and progress to make necessary adjustments to meet the needs of students with and without disabilities in the academic and trade classrooms. </li><li>Facilitate the self-advocacy skills and the independence of the student as a learner. </li></ul> <p>Responsibility Area 4: Professional Responsibilities</p> <ul> <li>Reflect on teaching practices </li><li>Maintain accurate records </li><li>Maintain effective and ongoing communication with students, families, and other professionals in the school and community. </li><li>Participate in building and district level professional development and collaboration including working with various committees, professional learning communities, and departments to ensure equity for learners with and without disabilities. </li><li>Demonstrate professionalism by adhering to the Connecticut Code of Professional Responsibility. </li><li>Implement the CTECS Board of Education and Administrative policies, rules, regulations, and directives. </li><li>Maintain a positive and appropriate school community image that encourages ethical and appropriate student behavior. </li><li>Maintain confidentiality concerning personnel, student, and operational concerns of the district. </li><li>Report all cases of suspected child abuse and/or neglect to appropriate school personnel and authorities. </li></ul> <p>Closing date is December 23, 2025, at 11:59 p.m.</p> <p>Applications will be accepted via E-Mail or Fax only.</p> <p>E-Mail address: HR.applications@cttech.org ?or Faxes may be sent to - CTECS Recruitment 860-706-5756.</p> <p>Click here to learn how to apply</p>