CREC Resource Group - Teacher- Special Education (Per Diem) - (25-26) Academic School Year - JOB ID# 13355

JOB DESCRIPTION
Since 1966, the Capitol Region Education Council (CREC) has been dedicated to providing innovative, high-quality, and cost-effective educational programs and services to meet the diverse needs of children and adults in Greater Hartford. Serving 33 member districts and reaching additional communities statewide, CREC supports approximately 12,000 students annually through more than 120 educational programs. Our offerings include professional learning and coaching for educators, specialized programming for students with diverse needs, and PreK-12 education across 16 interdistrict magnet schools. Additionally, CREC provides school construction, operations, and cooperative business services, while also delivering programs that help adults build real, job-ready skills.

POSITION SUMMARY: 
CREC seeks a talented Special Education teacher for a position at CREC Resource Group. Please apply to this position if you are a committed educator who is looking to work in a diverse school setting with a social justice mindset. CREC Resource Group is a division at CREC that supports various programs and districts statewide. 

Special Education Teachers work under the general supervision of their school principal/program director along with a CREC Resource Group coordinator performing the essential performance responsibilities listed below.

ESSENTIAL DUTIES and RESPONSIBILITIES:

SUPERVISORY RESPONSIBILITY: 
This position has no supervisory responsibilities, however, Special Education Teachers may oversee the support provided by classroom support staff as needed.

COMPETENCIES:
Intrapersonal Competencies: 

• Demonstrate a dedication to all learners – especially those historically marginalized.

• Demonstrate commitment to lifelong professional learning and growth.

Interpersonal Competencies: 

• Design, strengthen, and participate in positive learning environments (i.e., school and classroom culture) that support individual and collaborative learning. 

• Build strong relationships with students, peers, families, and learning community members that contribute to individual and collective success.

• Contribute to the lifelong success of all learners, particularly those who have been historically marginalized due to background, demographics, neurodiversity, ability, or culture.

Cognitive Competencies: 

• Utilize in-depth understanding of content and learning progressions to engage learners and lead individual learners toward mastery.

• Demonstrate awareness of and employ culturally responsive teaching (CRT) to center students’ diversity as a strength and asset in their learning journey.

• Employ techniques for developing students’ skills of metacognition, self-regulation, and perseverance.

Instructional Competencies: 

• Personalize learning experiences through assessments, supports, progressions, relationships, and technology.

• Develop student agency, ownership, self-advocacy, and effective communication skills with regard to learning. 

• Uses technology in the service of learning and completing professional responsibilities (e.g., various learning platforms, gradebook, Google Suite, and Microsoft Office).

Teaching/Subject Assignment Specific: 

• Covering a medical leave

• Covering a maternity leave

• Supporting a district for several months at 1-3 days per week.

QUALIFICATIONS:

• Bachelor's Degree (BA) from four-year college or university in education discipline applicable to teaching assignment.

• Current Connecticut State Certification

TRAVEL REQUIREMENTS
Motor Vehicle Operator's License or ability to provide transportation to meetings, trainings, and professional learning opportunities as required.

PHYSICAL DEMANDS & WORK ENVIRONMENT:
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. 

Working in a classroom demands prolonged standing/movement, frequent bending and crouching, lifting and carrying materials, fine motor skills for manipulating small objects, clear speaking voice, good vision and hearing, the ability to focus on multiple tasks simultaneously, and sometimes the need to move quickly to respond to student needs. Successful teachers require the ability to work in a high energy environment with varying noise levels (from quiet to loud) based on student activity. Teachers are expected to work both indoors and outdoors (as needed) and may be expected to participate in off-site field experiences.

DIVERSITY, EQUITY, & INCLUSION STATEMENT: 
CREC strives to understand and confront the symptoms and causes of racism and prejudice—ranging from biases to aggressions to discriminatory policies, practices, and traditions—that harm people from systematically marginalized groups or that benefit privileged groups. CREC staff and students acknowledge and respect people of all identifiers, such as race, socioeconomic status, gender identity and expression, education, age, ability, ethnicity, culture, sexual orientation, language, nationality, religion, and veteran status.

DISCLAIMER STATEMENT:
The above is intended to describe the general content of and requirements for the performance of this job. It is not to be construed as an exhaustive statement of duties, responsibilities or physical requirements. Nothing in this job description restricts management’s right to assign or reassign duties and responsibilities to this job at any time. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. 


To access the job description and salary range please click https://www.crec.org/careers/jobs.php