Coordinator - Building Special Education (.50 and Teacher of Students with Autism​/Students Severe

Position: Coordinator - Building Special Education (.50) and Teacher of Students with Autism and/or Students with Severe
Position Type:
Student Support Services/Educational Diagnostician

Date Posted:
2/26/2026

Location:
Skills for Independence, Transition and Employment

Date Available:
To be determined

Closing Date:
03/05/2026

District:
Brandywine School District
Position Title:

Teacher of Students with Autism and or Severe Intellectual Disabilities - Skills for Independence, Transition and Employment (SITE) Program (18-22 yr olds) .5 and Building Special Education Coordinator .5

School/Department:

SITE/ Special Education and Support Services

Job Location:

S.I.T.E at Claymont Community Center

Supervisory Position:

No

FLSA Status:

Exempt

Terms of Employment:

10 Months/Year

Benefits Type:

Benefited - Regular Full-Time

Reports To:

Program Lead

Salary:

Commensurate with the Brandywine School District's Teacher Salary Schedule

To Apply:

Click "Apply" designated near the Job  the main employment web page for complete application instructions.

Job Goal: To support students with disabilities in successfully developing vocational and independent living skills through individualized transition plans, community-based experiences, and coordinated special education services. The staff member will maintain and manage special education records, ensuring compliance through accurate auditing of student files and management systems, while collaborating with instructional staff and related service providers-including speech/language therapists, BCBAs, occupational and physical therapists, school psychologists, counselors, and social workers-to determine eligibility, placement, and programming.

This role promotes student growth through experiences that foster belonging, mastery, interdependence, and generosity within school, community, and vocational settings.

Job Qualifications:

1. Bachelor's Degree in Special Education required;
Master's Degree preferred.

2. Possess or be eligible for Delaware educator licensure and certification as a Teacher of Students with

Disabilities.

3. Certification or eligibility as a Teacher of Students with Autism or Severe Intellectual Disabilities

preferred.

4. Minimum of three (3) years of experience as a Special Education Teacher preferred, with experience in

transitional, vocational, or community-based programs for students ages 18-22 and/or high school

vocational programs preferred.

5. Demonstrated knowledge of child development, educational psychology, disability-specific instructional

strategies, and differentiated instruction.

6.

Experience with the IEP process, IDEA, and compliance with all applicable federal and state laws and

regulations, including maintaining and auditing special education records.

7. Proven ability to deliver effective instruction, manage classrooms, plan programming, and support

vocational and independent living skill development.

8. Experience coordinating para educators, job coaches, or support staff and collaborating with

multidisciplinary teams, families, and community partners.

9. Proficiency with student information systems, documentation, progress monitoring, and instructional

technology.

10. Strong organizational, communication, and leadership skills with a demonstrated record of professional

reliability and positive student outcomes.

11. Valid Driver's License and ability to drive a 10-passenger van.

12. Outstanding ability to motivate and build relationships with students, and parents to promote student

achievement and strengthen community partnerships.

Essential Functions:

Develop and implement daily and unit lesson plans, scope and sequence, and vocational and independent living instruction aligned with curriculum, student IEP goals, and transition plans, integrating technology and differentiated instructional strategies.

Create and maintain a structured, engaging learning environment that supports student belonging, mastery, interdependence, and positive behavior while maintaining accurate records of student progress, achievement, and work-based learning performance using automated systems.

Plan for instruction continuity, including preparation of materials and plans for substitute teachers when absent.

Participate in and facilitate IEP meetings, including eligibility, annual reviews, transition planning,

placement…