Special Education Teacher - Essential Skills (PK-8) JobID: 3244
* Position Type: Special Education/ Special Education Teacher
* Date Posted: 5/20/2026
* Location: Districtwide
* Date Available: 08/20/2026
JOB CLASSIFICATION TITLE: Special Education Teacher - Essential Skills (PK-8)
DEPARTMENT: Special Education
BARGAINING UNIT CLASSIFICATION: Waterbury Teachers’ Association CEA-NEA
REPORTS TO: Building Principal or District Level Administrator
FLSA DESIGNATION: Exempt
PART I - SUMMARY OF CLASSIFICATION
This class is accountable for providing instruction and other educational supports such as case management to special needs students and assisting them in their academic and social development.
PART II - MINIMUM KNOWLEDGE, SKILLS AND ABILITIES
A. EDUCATION AND EXPERIENCE:
* Bachelor’s degree from an accredited college or university.
B. CREDENTIALS: None listed.
C. LICENSURES, CERTIFICATIONS AND OTHER REQUIREMENTS:
* Valid Connecticut State Board of Education teaching certificate/endorsement(s) appropriate to the teaching assignment.
* Comprehensive Special Education, K-12 – 165 endorsement.
* Current Motor Vehicle Class D Operator License may be required.
D. CONTINUING EDUCATION REQUIREMENTS:
* Complete all State CEU requirements for re‑certification.
E. KNOWLEDGE, SKILLS AND ABILITIES:
* Considerable knowledge of current best practices, laws including due process and IDEA, and interventions for special needs students.
* Knowledge of specific disabilities and common children’s mental health disorders and strategies to use in the classroom.
* Knowledge of child development, educational philosophy, teaching methods and research‑based practices.
* Knowledge of educational testing, learning theory, students’ learning styles and needs, both academic and affective.
* Knowledge of PBIS and SRBI.
* Skill in accommodations and adaptations for visual impairments, reading/writing Braille, low‑vision devices, assistive technology.
* Skill in classroom and behavior management; interpersonal relations; organization; verbal and written communication.
* Skill in signing, cued speech, auditory‑verbal areas; five real‑life transition areas; transitional service planning and remedial instruction.
* Skill in utilizing computer technology for educational purposes.
* Skill in working with students having a wide range of disabilities.
* Ability to apply PBIS and SRBI principles; be flexible regarding changing needs; create structured environment; develop/update curriculum, lesson plans, assessment tools; integrate assessment results; teach variety of students; work with diverse backgrounds.
PART III - POSITION SUPERVISES
* May provide work direction to paraprofessionals and clericals as assigned.
PART IV - ESSENTIAL FUNCTIONS
* Attend meetings such as staff, building, parent, team and case management.
* Communicate and provide consultation with team members, parents and guardians, and outside agencies regarding students, interventions, medications, and programmatic needs.
* Develop data collection and management systems; analyze data and recommend classes.
* Create assessment tools and progress reports.
* Build positive relationships, counsel students, review transition activities, and provide job coaching.
* Develop, adapt, and implement curriculum and lesson plans aligned with academic standards.
* Ensure teams use concepts of least restrictive environment and best practices.
* Address student transportation issues when needed.
* Participate in staff development.
* Provide direct instruction using varied techniques: individualized instruction, lectures, team teaching, hands‑on formats.
* Manage student behavior; implement disciplinary procedures; write and implement conditional procedures.
* Ensure student safety regarding extreme weather, transportation, and unknown personnel; supervise students on school grounds.
* Work with IEP teams to develop IEPs, manage review, assist with goal writing, and participate in IEP conferences.
* May order supplies and materials.
* May provide in‑service training to staff.
* May serve as case manager for transition planning at middle and high school levels.
* May work with hearing‑impaired students on an itinerant basis.
* Perform related duties as required.
PART V - Working Conditions, Physical and Mental Requirements
Employees must possess adequate physical strength, stamina, agility, visual and auditory acuity, and maintain such physical fitness to perform the duties of the class. A physical examination may be required.
Waterbury Public Schools is an Equal Opportunity Employer. In compliance with the Americans with Disabilities Act, the District will provide reasonable accommodations to qualified individuals with disabilities and encourages prospective and current employees to discuss potential accommodations with the District when necessary.
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