Special Education Teacher Elementary Middle School

What’s in it for you?!

• Empower students in a forward-thinking, community-driven district!
• Join a mission-first team focused on excellence and equity!
• Collaborate with passionate educators and families!
• Thrive in a supportive, inclusive school culture!
• Drive whole-child success through innovative programs!

A student-centered public school district in northern New Hampshire is seeking 4 Special Education Teachers (2 in Elementary and 2 in Middle School) to provide individualized instruction and behavioral support across multiple grade levels. The district emphasizes inclusion, collaboration, and holistic student development, offering a supportive environment for both staff and learners. These roles play a vital part in delivering high-quality instruction and fostering academic and social growth for students with diverse learning needs.

• Deliver specialized instruction aligned with IEP goals in both inclusion and self-contained settings.
• Develop, manage, and update IEPs to ensure compliance and measurable student progress.
• Support students’ academic, behavioral, and social-emotional development through differentiated strategies.
• Collaborate with general education teachers, paraprofessionals, and related service providers.
• Communicate regularly with families and staff to align goals and strategies.
• Maintain an organized, supportive, and engaging classroom environment.
• Contribute to a culture of inclusion and teamwork across grade levels.

• Bachelor’s degree in education or related field (special education emphasis preferred).
• Eligible for or holding New Hampshire Special Education endorsement (Ed 507.40).
• Meets NHDOE standards for Highly Qualified Special Education Teacher.
• Experience supporting students with academic, behavioral, and social needs.
• Strong communication, organization, and data-tracking skills.
• Knowledge of inclusion practices, behavior supports, and IEP management.

• Experience in K–2 or middle school inclusion settings.
• Background in self-contained classroom leadership.
• Familiarity with early childhood special education or middle school.
• Proficiency in behavior intervention and progress monitoring tools.