LEAD Program Teacher - Special Education

Overview

LEAD Program Teacher RSU 40 is seeking a dedicated, student-centered Special Education Teacher to join our LEAD Program. The LEAD Program supports students with significant cognitive, adaptive, and functional needs through individualized, skills-based instruction focused on communication, social development, functional academics, and independent living skills. The LEAD teacher plays a critical role in designing and delivering meaningful instruction that promotes student independence, access to the school community, and preparation for supported living, work, and community engagement.

• Design and deliver individualized instruction aligned with students  IEP goals, focusing on:
  • Functional academics
  • Communication and social skills
  • Daily living and self-care skills
  • Executive functioning and independence
• Develop and implement IEPs in compliance with MUSER and IDEA, including data collection, progress monitoring, and written documentation
• Collaborate closely with related service providers (OT, PT, Speech, Social Work, BCBA), ed techs, and BHPs to ensure cohesive programming
• Create structured, predictable classroom environments using evidence-based practices and positive behavior supports
• Support student inclusion and access to general education settings and community-based experiences, as appropriate
• Supervise, coach, and support educational technicians and support staff working within the program
• Communicate regularly and collaboratively with families, valuing family input as part of the IEP team
• Participate in professional learning, team meetings, and district initiatives related to special education programming

• Maine Special Education Teacher Certification (or eligibility)
• Experience working with students with significant disabilities and/or complex learning needs
• Strong understanding of IEP development, progress monitoring, and compliance requirements
• Ability to collaborate effectively within multidisciplinary teams
• Commitment to inclusive practices, student dignity, and strengths-based instruction

• Experience in functional life skills, adaptive programming, or transition planning
• Familiarity with assistive technology, AAC, or community-based instruction
• Experience supervising or mentoring support staff

• Collaborative, supportive team culture
• Strong focus on professional growth and shared leadership
• Opportunity to make a meaningful, long-term impact on students  independence and quality of life
• District commitment to improving and strengthening special education programming