Self-Contained Special Education Teachers - Long-Term Sub LOA

Long-Term Substitute Teacher (Leave of Absence) August 20, 2026 through October 31, 2026

Danbury Public Schools is a diverse community located in the western part of Connecticut and serves 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 aspire to advance all learners to their highest potential.

Danbury Public Schools is seeking a Self-Contained Special Education Teacher to instruct students with diverse academic, social, emotional, behavioral, and communication needs in accordance with their Individualized Education Programs (IEPs). The teacher will provide specialized instruction and supports within a small-group, highly structured classroom setting designed to meet the individualized needs of students with disabilities.

The ideal candidate is collaborative, flexible, dynamic, and student-centered, with a strong commitment to creating an inclusive and supportive classroom environment that promotes engagement, independence, positive behavior, and academic growth. This role requires collaboration with families, related service providers, paraprofessionals, and school staff to ensure student success across all settings.

The special education teacher understands the philosophical, historical, and legal foundations of special education. The teacher understands how students differ in their approaches to learning and creates instructional opportunities adapted to diverse learners. The teacher designs instruction based on knowledge of content, students, curriculum goals, and individualized student needs.

• Develops short- and long-range instructional plans aligned with curriculum standards, student IEP goals, and individual learning needs.
• Demonstrates working knowledge of current legislation, regulations, policies, and ethical practices related to special education services, including least restrictive environment, due process, assessment, discipline, transition planning, assistive technology, and supplemental supports and services.
• Understands the characteristics and educational needs of students with cognitive, developmental, emotional, behavioral, communication, and physical disabilities.
• Designs and adapts curriculum, instructional materials, and classroom activities to meet diverse student needs and learning styles.
• Plans effective instructional strategies to support academic, social-emotional, communication, behavioral, and functional skill development.
• Utilizes specialized materials, visual supports, sensory supports, adaptive equipment, and assistive technology to maximize student access and independence.
• Prepares and utilizes assessment methodologies appropriate for individual student needs and accommodations.
• Maintains curriculum resources, instructional materials, and assistive/adaptive technology inventories.
• Plans and prepares for PPT/IEP meetings and collaborates with families and related service providers regarding student programming and progress.

• Implements classroom management strategies, positive behavioral interventions, de-escalation techniques, and individualized behavior support plans.
• Establishes classroom routines, schedules, and transitions that support student learning and behavioral success.
• Creates a positive classroom culture characterized by respect, consistency, high expectations, and meaningful student engagement.
• Utilizes visual schedules, communication systems, sensory supports, and assistive technology to support student participation and independence.
• Understands how classroom environments, materials, and spatial arrangements impact student learning and behavior.
• Provides supervision, guidance, and support to paraprofessional educators assigned to the classroom.
• Collaborates with teachers, therapists, related service providers, and families to support student needs and ensure consistency across environments.
• Maintains a classroom environment that supports student safety, communication, mobility, and individualized learning needs.

• Implements research-based instructional strategies appropriate for students with diverse…