Elementary Special Education Teacher

Barrington Public Schools

Elementary Special Education Teacher

Title:

Elementary Special Education Teacher

Reports to:

Building Administrator(s)/Director of Pupil Personnel

Job Goal:
To provide comprehensive special education services that support the academic achievement, social‑emotional growth, behavioral development, and overall well‑being of students (PK–5).

• Valid Rhode Island Department of Education Elementary Special Education Teacher Certification (e.g., Early Childhood Special Education, Elementary Special Education Teacher, Severe Intellectual Disability).
• Minimum of one (1) year experience in elementary special education.
• Experience supporting students with Behavior Intervention Plans (BIPs), Individual Education Programs (IEPs), and functioning as part of a multidisciplinary team.
• Training or willingness to be trained in social‑emotional and behavioral (SEB) interventions, trauma‑informed practices, and crisis prevention (CPI).
• Training or willingness to be trained in evidence‑based academic interventions.
• Master’s Degree and additional content certification preferred.
• Demonstrated commitment to equity, inclusivity, and culturally responsive education.

• Strong understanding of high‑ and low‑incidence disabilities, including Autism Spectrum Disorders and developmental disabilities.
• Expertise in Specially Designed Instruction (SDI) and evidence‑based academic and behavioral interventions.
• Knowledge of executive functioning, trauma‑informed practices, and social‑emotional learning (SEL).
• Familiarity with the Common Core State Standards, RI SEL Standards, and Dynamic Learning Maps (DLM).
• Capacity to effectively manage and de‑escalate challenging behavior in a positive, supportive manner.
• Solid understanding of federal/state special education laws and MTSS frameworks.

• Instruction & Student Support:
  Provide special education services in general education, resource, and self‑contained settings; deliver evidence‑based instruction in reading, math, writing, executive functioning, and SEL; implement trauma‑informed, culturally responsive practices and create safe, inclusive environments; teach students self‑regulation, co‑regulation, and de‑escalation strategies; support students with Autism and other disabilities using adapted, motivational strategies.
• Behavioral Support & Consultation:
  Design, implement, and monitor individualized Behavior Intervention Plans (BIPs), Individual Education Programs (IEPs), and MTSS behavioral supports; analyze behavioral data and adjust interventions; coach and support staff; participate in CPI training; provide consultation; meet regularly with the SEB Support Team.
• Assessment & Data Use:
  Administer and interpret academic, behavioral, and diagnostic assessments; collect, analyze, and utilize data; engage students in self‑assessment practices and goal setting.
• Collaboration & Communication:
  Serve on Evaluation, IEP, and MTSS teams; coordinate with families, staff, service providers; maintain communication with parents; collaborate with building administrators; participate in professional learning and curriculum development.
• Professional Responsibilities:
  Maintain detailed student records, documentation; demonstrate professionalism, ethical conduct; disseminate positive information about district initiatives; adhere to district policies and standards; perform additional duties as assigned.

The physical demands include regular keyboard use, computer work, sitting or standing, vision requirements; bending, stooping, kneeling; lifting up to 30 pounds; engaging in restraints according to CPI; communication requirements.

The work environment characteristics are representative of those encountered while performing essential functions. Reasonable accommodations may be made.

Per Teacher Contract.

Performance will be evaluated in accordance with the provisions of the School Committee policy on evaluation of teaching staff.