Special Education Teacher - Long Term Substitute

Overview

Special Education Teacher - Long Term Substitute

Join to apply for the Special Education Teacher - Long Term Substitute role at RUM RIVER SPECIAL EDUCATION COOP

• Position Type:
  Teaching/Special Education - Long Term Substitute
• Date Posted: 09/12/2025
• Location:
  
  Rum River East - Cambridge
• Date Available:
  
  December 1st, 2025
• Closing Date:
  Open Until Filled

• Provide direct instruction for all core content as well as social skills and life skills.
• Provide direct instruction using a variety of techniques including individualized instruction, lectures, team teaching, hands-on formats and many other instructional strategies. For some positions, instruction is provided in an alternative skill such as Braille or where specialized assistive technology and materials are utilized.
• Implement and deliver instructional activities to actively engage students in meaningful learning experiences. Instruct and monitor students in the use of learning materials and resources for use in educational activities. Assign and grade class work, homework, tests and assignments.
• Plan and prepare lessons for appropriate subject and grade/age level and ensure that student growth and achievement is continuous. Evaluate, select, and modify instructional resources to meet the needs of the students with varying backgrounds, learning styles, and special needs.
• Provide a variety of learning materials and resources for use in educational activities. Use available resources and school continuum to effectively plan, present, monitor and assess student learning.
• Communicate effectively, both orally and in writing, with students, parents, and other professionals on a regular basis. Share academic, behavioral, emotional information with parents and staff. Establishes and maintains positive relationships with students, parents and staff.
• Manage classroom resources and may also direct the work and manage day-to-day activities of Academic Behavior Managers.
• Manage student behavior utilizing proactive, positive interventions and implement appropriate behavioral management plans and crisis intervention strategies. Ensure due process rights of students.
• Maintain accurate and complete records of students' progress and development including implementing plans for special education groups. May develop and write annual IEPs, positive behavior support plans, progress reports and three-year reassessments and comply with due process requirements.
• Collect and analyze data on IEP goals/objectives.
• Assess changing curricular needs, offer plans for improvement, and develop new curriculum within District guidelines. Keep up to date with developments in subject area, teaching resources and methods and make relevant changes to instructional plans and activities.
• Participate in department and school meetings, parent meetings.
• Perform assigned responsibilities in a manner consistent with the District’s established policies and procedures.
• Perform other job-related duties as assigned.

Considerable knowledge of current best practices, laws, including due process and Individuals with Disabilities Education Improvement Act (IDEIA), and interventions regarding the education of special needs students. Considerable knowledge of specific disabilities and familiarity with common children’s mental health disorders, as well as specific strategies/interventions to use in the classroom. Knowledge of educational philosophy, teaching methods and approaches, and currently researched best practices and strategies, Knowledge of child development.

Knowledge of learning theory; students’ learning styles and needs, both academic and affective. Skill in classroom and behavior management. Skill in working with students having a wide range of disabilities. Skill in organization, and in verbal and written communications. Skill in utilizing computer technology for educational purposes. Skill in interpersonal relationships, and the ability to work with students and staff in stressful situations.

Skill in signing, cued speech, and auditory-verbal areas is required for some positions. Skill in transitional service planning and remedial…