Special Education Teacher

Sussex Consortium Special Education Teacher

Full time, Permanent

Start Date:

School Year

Salary:
State and local salary based on education experience. For approximate salary, see salary tables.

Benefits:

Position Summary:

The Special Education Teacher supports students with disabilities in developing the skills, experiences, and connections needed for successful transition to adult life. This position coordinates school-based and community-based vocational programming, builds and sustains employer partnerships, aligns instruction with IEP transition goals, and ensures that work experiences are safe, inclusive, and meaningful. This individual works collaboratively with staff, families, and community agencies to promote inclusive employment, independence, and community participation for all Sussex Consortium students.

Required Qualifications:

• Must hold a State of Delaware Initial or Continuing License.
• Must hold certification as a Special Education Teacher.
• Must be able to successfully complete and maintain certification in the district-approved behavioral intervention program applicable for the setting (e.g., Safe & Positive Approaches to Behavior).
• Must complete and submit an online application. Your application is not submitted until you click on the submit button and receive verification.
• Demonstrated experience working with students with disabilities in secondary or transition programs (e.g., ages 14-22), with a focus on functional academics, life skills, and/or vocational instruction.
• Knowledge of transition planning requirements under IDEA, including age-appropriate transition assessments, postsecondary goals, and coordinated sets of activities.
• Experience designing, implementing, or supporting work-based learning, community-based instruction, or supported employment settings.
• Ability to collaborate with families and community partners to support transition to adult agencies (e.g., vocational rehabilitation, developmental disability services, higher education, adult day/employment services).
• Demonstrated ability to coordinate schedules, transportation, and staffing to support off-campus work sites and community-based experiences.

Preferred Qualifications:

• Experience in vocational education, supported employment, workforce development, or related field.
• Experience supervising, coaching, or coordinating job coaches, or related support staff.
• Familiarity with person-centered planning, customized employment, and inclusive hiring practices.

Professional Responsibilities:

• Able to establish and maintain collaborative working relationships with students, families, staff, employers, and community partners.
• Willingness to accept guidance, coaching, and suggestions from administration, colleagues, and community partners to strengthen vocational programming.
• Able to communicate effectively both orally and in writing, including professional communication with employers, agencies, and families.
• Able to work independently, exercise initiative, and manage complex logistics across multiple job sites and schedules.
• Able to maintain confidentiality of student, family, staff, and employer information.
• Willingness to continue professional growth and development in the areas of transition services, supported employment, behavior support, and equity.
• Able to work respectfully and effectively with the cultures, languages, and identities represented in the Sussex Consortium and broader community.

Competencies:

• Understanding of equity initiatives and resources that promote a culture of diversity and inclusion, embracing differences as a strategic opportunity toward leading the district's efforts to build a culture of equality and embodiment for all students families, employees, and the community.
• Knowledge of transition services: supported employment, and community-based instruction for students with disabilities.
• Awareness of adult service systems (e.g., vocational rehabilitation, developmental disabilities services, postsecondary education supports) and how school-based services can align with these pathways.
• Understanding of behavior support principles, including proactive strategies, de-escalation, and reinforcement in vocational and community settings.