Special Education Teacher-Tri County Connections Academy

Special Education Teacher – Tri County

Connections Academy

The Tri County Connections Academy is a therapeutic day school designed for K-12 students whose complex social‑emotional and behavioral needs require intensive support beyond what traditional settings can provide. We serve students others may have given up on—and we believe deeply in their capacity to heal, grow, and succeed.

• Trauma‑informed care
• Restorative practices
• Positive behavior support
• Reflective, collaborative problem‑solving
• Unwavering belief that all behavior is communication and all students are capable of growth

We are not a behavioral management program. We are an educational community committed to teaching the skills students need—emotional regulation, social connection, academic progress, and resilience—while honoring their dignity and humanity every single day.

• Deeply relational – Connection comes before curriculum
• Trauma‑informed and curious – Approach behavior with “What’s getting in the way?”
• Reflective and ego‑free – Examine own practices and collaborate without defensiveness
• Committed to skill‑building over compliance – Teach regulation, social skills, and coping strategies with intentionality
• Calm in the storm – Stay regulated when students can’t, responding with consistency and compassion
• Flexible and adaptive – Thrive in dynamic environments, adjusting instruction based on student needs
• A true collaborator – Value every voice on the team and approach problem‑solving with humility and collective wisdom

If you believe students deserve dignity, not consequences; curiosity, not judgment; and relationships, not reward charts—this role is for you.

• Prioritize connection and trust‑building as the foundation for all learning
• Create a classroom environment where students feel safe, seen, valued, and capable
• Use co‑regulation strategies to develop self‑regulation over time
• Respond to dysregulation and crisis with calm, predictability, and compassion

• Develop engaging, differentiated lessons aligned with IEP goals and students’ academic, social‑emotional, and functional needs
• Teach the whole child—integrating academics with social skills, emotional regulation, problem‑solving, and relationship‑building
• Incorporate movement, sensory supports, brain breaks, and opportunities for regulation into daily routines
• Adapt instruction based on students’ emotional and sensory readiness, not just academic level
• Celebrate effort, growth, and courage—reframing mistakes as essential steps in learning

• Work interdependently with paraprofessionals, related service providers, behavior specialists, and leadership to support each student’s success
• Engage in reflective problem‑solving when students struggle—asking “What’s the student trying to communicate? What skill are they missing? What can we do differently?”
• Participate in regular team debriefs after crises or challenges, focused on understanding patterns and adjusting supports (not blame)
• Value and incorporate input from every team member, recognizing that collective wisdom drives better outcomes

• Communicate proactively, transparently, and with compassion
• Lead with strengths and progress, even when challenges persist
• Listen deeply to families’ knowledge, culture, and concerns—they are experts on their child
• Share strategies and data so families can reinforce skills at home
• Build trust through consistency, follow‑through, and genuine partnership

• Approach all behavior as communication and respond with curiosity
• Implement positive behavior supports focused on teaching skills, not managing behavior
• Maintain predictable routines, clear expectations, and consistent responses to create felt safety
• Use restorative practices when harm occurs—prioritizing repair, accountability, and learning over punishment
• Separate the student from their behavior; protect dignity always

• Collect meaningful data on academic, behavioral, and social‑emotional progress
• Use data to…