Special Education Teacher (Learning Center), NEMS

at Northeast Middle School, Bristol, United States

Listed on EduAtlas: live education jobs from employers’ own careers pages and public job services. Apply on applitrack.com. 449 similar posts in United States.

Salary

Not given in the advert

Closing date

Open until filled

Start

Not given in the advert

Type of post

Teaching

First seen

6 November 2026, on a public job listing

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The advert

POSITION TITLE: CITY-WIDE SPECIAL EDUCATION TEACHER - LEARNING CENTER LOCATION: Northeast Middle School (NEMS) DEPARTMENT: Special Education REPORTS TO: Director of Pupil Personnel Services / Supervisor of Pupil Personnel Services POSITION SUMMARY To provide an innovative, supportive, and engaging learning environment that fosters the individual academic, social-emotional, behavioral, and developmental growth of students with special needs. The Special Education Teacher - Learning Center Program will develop and implement individualized instructional programs that address students' unique learning needs while promoting independence, self-confidence, and personal achievement. The teacher will collaborate with multidisciplinary teams, related service providers, administrators, and families to support students' academic progress, behavioral development, and overall well-being through individualized instruction, therapeutic interventions, and positive learning experiences. ESSENTIAL DUTIES AND RESPONSIBILITIES Duties include, but are not limited to: Develop, implement, and monitor academic and clinical Individualized Education Program (IEP) goals through continuous assessment of student progress. Establish and maintain a developmentally appropriate classroom structure that supports students' individual learning, behavioral, and social-emotional needs. Develop and implement an integrated curriculum through collaboration with teachers, specialists, and other professional staff. Demonstrate knowledge of subject matter and apply effective instructional strategies within areas of specialization. Assess students' abilities, develop individualized instructional plans, and prepare daily lessons that provide meaningful and varied learning experiences. Incorporate creative and engaging instructional activities, including art, drama, and other hands-on learning opportunities. Adapt instructional materials and teaching strategies using a multimodal approach to accommodate diverse learning styles and abilities. Develop and implement effective behavior management strategies aligned with students' individual needs and overall program objectives. Respond to classroom crises, manage challenging behaviors, and implement appropriate conflict-resolution strategies. Monitor student behavior, identify patterns, and develop appropriate interventions in collaboration with support staff. Maintain accurate student records, document progress, and submit required reports within established timelines. Collaborate with general education teachers, special education staff, and related service providers to support student success. Establish and maintain ongoing communication with parents/guardians, providing updates, support, and appropriate educational resources. Modify and adapt instructional materials, classroom activities, and assessments to meet students' individual learning needs. Monitor and evaluate student progress to identify areas requiring additional support or instructional adjustments. Conduct educational assessments and evaluations to determine students' strengths, needs, and appropriate instructional interventions. Actively participate in a transdisciplinary team model, demonstrating effective collaboration and communication with educational and clinical professionals. Integrate clinical group goals, therapeutic strategies, and behavioral objectives into classroom instruction and educational activities. Participate in staff development and professional learning opportunities to strengthen instructional practices and professional growth. Foster student self-awareness, independence, self-respect, and confidence by encouraging the achievement of realistic personal and academic goals. Prepare students for successful transitions between grade levels, programs, and educational settings. Communicate with parents/guardians regarding student performance, progress, and areas of concern. Participate in ongoing professional performance evaluations and improvement initiatives. Maintain professional competence through district-provided professional development and self-selected growth opportunities. Participate in faculty meetings, curriculum committees, and other school-based teams as assigned. Implement Individualized Education Programs (IEPs) and provide appropriate accommodations, modifications, and specialized instruction for students with disabilities. SUPERVISORY RESPONSIBILITIES Supervise students and classroom activities, including instructional aides, volunteers, and parent helpers when appropriate. Perform general supervisory duties as scheduled to maintain a safe, structured, and supportive learning environment. Provide guidance, coaching, and mentorship to instructional staff and other professionals working with students with disabilities. Collaborate with school counselors, speech-language pathologists, and other related service providers to develop and implement comprehensive student intervention plans. QUALIFICATION REQUIREMENTS To perform this position successfully, an individual must be able to carry out each essential duty satisfactorily. The requirements listed below represent the knowledge, skills, and abilities necessary for the position. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Demonstrated experience as a Special Education Teacher or in a related educational role. Knowledge of current special education practices, instructional methodologies, and student development. Experience working with students with a wide range of disabilities and individualized learning needs. Ability to develop, implement, and monitor Individualized Education Programs (IEPs). Ability to demonstrate patience, resourcefulness, adaptability, and resilience when supporting students with diverse needs. Strong interpersonal, organizational, and written and verbal communication skills. Ability to work collaboratively with multidisciplinary teams, families, and school personnel. EDUCATION AND/OR EXPERIENCE Bachelor's degree in Special Education required. Master's degree preferred. Additional coursework or credits necessary to meet Connecticut certification requirements. CERTIFICATES, LICENSES, AND REGISTRATIONS Valid Connecticut Educator Certificate with Endorsement 165 - Comprehensive Special Education, K-12 . PMT is required and will be provided by the district. LANGUAGE SKILLS Ability to read, analyze, and interpret professional journals, technical procedures, educational materials, and government regulations. Ability to prepare clear and professional reports, correspondence, student progress documentation, and other written communications. Ability to effectively communicate and present information to administrators, staff, students, parents/guardians, and the general public. MATHEMATICAL SKILLS Ability to perform basic mathematical calculations involving whole numbers, fractions, decimals, ratios, and percentages. Ability to interpret student data, charts, graphs, and assessment results. Ability to apply mathematical concepts when analyzing academic performance, behavioral data, and student progress. COMPUTER SKILLS Basic knowledge and experience with standard computer hardware and software applications. Proficiency in email, word processing, databases, spreadsheets, and presentation software. Ability to use student information systems, educational technology, and district resources to document student progress and support instruction. REASONING ABILITY Ability to solve practical problems and exercise sound judgment in a variety of situations. Ability to interpret and follow written, verbal, and procedural instructions. Ability to assess student needs, identify appropriate interventions, and respond effectively to challenging behavioral and instructional situations. Ability to make informed decisions while maintaining student safety and supporting individual learning objectives. OTHER SKILLS AND ABILITIES Knowledge of current special education practices, behavioral interventions, and evidence-based instructional strategies. Ability to plan and implement individualized lessons that align with school objectives, IEP goals, and students' developmental needs. Ability to establish and maintain positive working relationships with students, staff, families, and community members. Strong organizational, interpersonal, and written and verbal communication skills. Ability to maintain confidentiality and demonstrate professionalism when handling sensitive student information. Ability to effectively manage classroom behavior and support students experiencing social-emotional or behavioral challenges. Ability to collaborate with educational and clinical professionals to implement comprehensive student support plans. Ability to perform assigned duties in accordance with district policies, Board of Education requirements, and applicable professional standards. PHYSICAL DEMANDS The physical demands described below represent those necessary to perform the essential functions of this position. Reasonable accommodations may be made to enable individuals with disabilities to perform these functions. Frequently required to stand, speak, and listen, with occasional walking and sitting. May occasionally be required to push or lift up to fifty (50) pounds, including instructional materials and classroom equipment. Responsible for the safety, well-being, and supervision of students. Requires close vision for reading written and electronic materials and the ability to adjust visual focus. Must be able to manage multiple responsibilities, respond to competing demands, and interact effectively with students, staff, families, and the public. May be required to respond to student behavioral crises and implement appropriate intervention techniques consistent with district training and safety procedures. WORK ENVIRONMENT The work environment characteristics described below represent those typically encountered while performing the essential functions of this position. Work is primarily performed indoors, with occasional outdoor responsibilities. Noise levels may range from moderate to loud. Position requires flexibility and the ability to respond appropriately to students with varying academic, developmental, and behavioral needs. Reasonable accommodations may be made to enable individuals with disabilities to perform essential job functions. SALARY As per the negotiated BFT Contract (2025-2028) . Annual Salary Range: $52,617 - $115,520 DATE OF SERVICE ASAP APPLICATION PROCESS Current Bristol Board of Education Employees: Please complete an internal application online by 4:00 p.m. on November 11, 2026 . All Other Applicants: Please complete an online application at: www.applitrack.com/bristol/onlineapp 11/6/2026 IW/mma Position Control #: 50050074

About Northeast Middle School

Type

State school

Pupils

343

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