Skills for Life Teacher - Special Education Teacher - 26/27 SY

Danbury Public Schools is a diverse community located in the western part of Connecticut, serving more than 12,500 students across the City of Danbury. We are committed to cultivating equity and excellence for all students, closing opportunity gaps, and preparing students for post-secondary success. The mission of Danbury Public Schools, in partnership with families and the community, is to provide transformational learning experiences designed to nurture thoughtful and prepared graduates. We have set ambitious and rigorous goals to ensure students graduate prepared to transform the world. Our district includes 13 unique elementary schools�including an interdistrict magnet school for International Studies�three middle schools, including an intradistrict magnet school focused on STEM and World Studies, and the Danbury Career Academies, which provide innovative educational pathways supported by faculty with both academic and real-world experience. DPS recruits and commits to educators with passion who are aligned with our vision to advance all learners to their highest potential.

PROGRAM SCOPE

The Skills for Life Program provides specialized instruction within a public school setting for middle school students identified with significant cognitive, developmental, and/or pervasive disabilities. The program is designed to support students whose educational needs require a highly individualized and functional curriculum focused on communication, social-emotional growth, independence, daily living skills, and preparation for future vocational and community participation.

The middle school Skills for Life classrooms provide instruction in functional academics, communication, social skills, community awareness, domestic and daily living skills, leisure and recreation, self-advocacy, and pre-vocational skill development within a general education school environment. Instruction emphasizes communication, increased independence, behavioral and social supports, and opportunities to generalize skills across natural school and community settings.

The program also promotes inclusion and participation in general education activities and school experiences alongside typical peers whenever appropriate, while fostering meaningful relationships, self-confidence, and student success.

RESPONSIBILITIES

1. Planning and Preparation

The Skills for Life Teacher understands the philosophical, historical, and legal foundations of special education and transition-focused programming for students with significant disabilities. The teacher understands how middle school students differ in their approaches to learning and creates instructional opportunities adapted to diverse learners. The teacher designs instruction based on knowledge of the discipline, students, community, and curriculum goals, with a strong emphasis on functional academics, communication, social-emotional development, independence, and life skills.

The Skills for Life Teacher:

• Develops short- and long-range instructional plans aligned with curriculum goals, student IEPs, transition needs, and learning theory.
• Demonstrates knowledge of current legislation, regulations, policies, and ethical practices related to special education services, including least restrictive environment, due process, transition planning, behavior supports, assistive technology, and specialized instruction.
• Understands characteristics and learning needs of students with significant cognitive, developmental, communication, behavioral, emotional, and physical disabilities.
• Plans and implements instruction in functional academics, daily living skills, communication, vocational readiness, recreation/leisure, self-advocacy, community participation, and social skills.
• Adapts curriculum and instructional materials to meet individual student needs and learning styles.
• Utilizes specialized materials, adaptive equipment, visual supports, sensory supports, and assistive technology to maximize student independence and access to learning.
• Maintains curriculum resources and inventories assistive/adaptive technology and instructional materials.
• Plans and prepares for PPT/IEP meetings and collaborates with related service providers and families regarding student programming and progress.

2. The Classroom Environment

The Skills for Life Teacher creates a structured, safe, supportive, and engaging learning environment that promotes positive social interaction, independence, communication, and functional skill development.

The Skills for Life Teacher:

• Implements effective classroom management strategies, including positive behavioral supports, de-escalation techniques, and individualized behavior intervention plans.
• Creates predictable routines, schedules, and transitions that support student learning and independence.
• Develops a classroom culture focused on respect, inclusion, engagement, and student success.
• Utilizes visual schedules, sensory supports, communication systems, and assistive technology to support student participation.
• Provides supervision, training, and direction to paraprofessional staff.
• Collaborates regularly with teachers, therapists, related service providers, and families to ensure consistency in supports and programming.
• Maintains classroom environments that support student safety, mobility, communication, and independence.

3. Instruction

The Skills for Life Teacher utilizes evidence-based instructional practices to support students in developing academic, communication, social, behavioral, vocational, and independent living skills.

The Skills for Life Teacher:

• Implements differentiated and individualized instruction appropriate to student age, developmental level, and functional abilities.
• Uses research-based instructional strategies to teach functional academics, daily living skills, communication, self-regulation, vocational readiness, and social skills.
• Incorporates community-based instruction and real-life learning opportunities when appropriate.
• Uses instructional time effectively while integrating related services into daily instruction.
• Implements accommodations and modifications aligned with student IEPs and assessment requirements.
• Utilizes a variety of formal and informal assessments to monitor student progress and guide instruction.
• Collects, analyzes, and maintains accurate student data and progress monitoring documentation.
• Participates in the development and implementation of behavior intervention plans and functional behavioral assessments.
• Effectively utilizes computerized and web-based systems for IEP documentation, progress monitoring, communication, and instructional planning.

4. Professional Responsibilities

The Skills for Life Teacher maintains professional standards, collaborates effectively with families and staff, and demonstrates commitment to continuous professional growth and advocacy for students with disabilities.

The Skills for Life Teacher:

• Maintains frequent and culturally responsive communication with families regarding student progress and programming.
• Collaborates with community agencies, outside providers, and transition/vocational programs to support student needs.
• Participates in professional development related to special education, life skills instruction, behavior management, communication systems, and transition programming.
• Serves as an advocate and positive role model for students with disabilities.
• Participates in PPT/IEP meetings, eligibility meetings, annual reviews, behavior support meetings, and staff meetings.
• Maintains confidentiality and demonstrates professionalism in all interactions.
• Completes formal evaluations for assigned paraprofessional staff under the supervision of administration.
• Adheres to all district policies, procedures, and expectations regarding professionalism, punctuality, and attendance.
• Performs additional duties as assigned by administration.

JOB REQUIREMENTS � MINIMUM QUALIFICATIONS

• Skills, Knowledge, and Abilities:
  • Proficiency in assessment methods and data interpretation.
  • Ability to support diverse learners, including students with disabilities and English language learners.
  • Experience in specialized instruction and remediation.
  • Knowledge of child development and behavior management.
  • Effective interpersonal and communication skills.
  • Familiarity with Connecticut and federal special education regulations.
  • Proficiency in instructional strategies and use of technology.
  • Strong organizational skills and commitment to confidentiality.
  • Willingness to engage in professional development.
• Preferred Education and Experience:
  • Successful experience as a special education teacher preferred.
  • Second language or language acquisition background preferred.
  • Experience working with culturally and economically diverse students preferred.
• Education/Certification Requirements:
  • Bachelor's degree from an accredited institution.
  • Must hold or be eligible for Connecticut State certification in Special Education (065, 165).

SALARY:
Salary and wages are paid in accordance with the Collective Bargaining Agreement between NEA Danbury and the Danbury Board of Education, which can be found on our website.

APPLICATION PROCESS
Apply Online, including all required attachments.
 http://www.danbury.k12.ct.us