Secondary Special Education Teacher

Job Details

• Position Type:
  Middle School/ Special Education
• Date Posted: 6/24/2026
• Location:
  
  Milford Secondary School Campus
• Date Available:
  
  August 2026
• Closing Date: 07/01/26 or until filled

Secondary Special Education Teacher

Secondary Schools/Campus

Principal/Assistant Principal

August 2026

July 1, 2026 or until filled

Note:

All staff are hired by Milford School District rather than a specific building. While this opening is currently at the location listed above, final placement is subject to change based on district staffing needs.

The Special Education Teacher provides specialized instruction and case management for students with significant learning and behavioral needs in a self-contained instructional setting. The educator will design and deliver individualized instruction aligned with each student's IEP, integrating academic, social, and functional skill development. The teacher will implement evidence‑based strategies, including Applied Behavior Analysis (ABA) and Augmentative and Alternative Communication (AAC) as appropriate, to support student engagement and growth.

This position requires close collaboration with families, related service providers, and multidisciplinary team members to ensure coordinated support for each student's academic and behavioral success. The ideal candidate demonstrates expertise in working with students with autism or complex disabilities and maintains a structured, positive, and inclusive classroom environment that promotes meaningful progress for all learners.

• Possess or be eligible for a valid Delaware teaching license and be certified as Special Education Teacher of Students with Disabilities in accordance with 14 Del.
  
  C. § 1571
• Additional certification as Teacher of Students with Autism or with Severe Intellectual Disabilities in accordance with 14 Del.
  
  C. § 1573 preferred.
• Experience and/or knowledge of Applied Behavior Analysis therapy (ABA) preferred.
• Experience and/or knowledge of Augmentative and Alternative Communication (AAC) preferred.
• Experience working with students with autism or complex disabilities preferred.

• Serve as the lead teacher and primary case manager for a self‑contained classroom of students with severe disabilities, ensuring individualized programming and support that promotes student growth and success.
• Plan and deliver instruction in academic, functional, communication, and life skill areas using evidence‑based practices and instructional strategies tailored to each student's unique needs.
• Implement positive behavioral interventions, supports, and systematic instruction designed to increase student independence, engagement, and achievement at their instructional level.
• Collaborate with families, school personnel, and external service providers to develop, implement, and monitor individualized behavioral programming and student supports.
• Collect, analyze, and utilize behavioral and academic data, along with ongoing progress monitoring, to inform instructional decisions and evaluate student progress toward goals.
• Establish and maintain a structured, safe, and supportive classroom environment that fosters effective learning, positive behavior, and student success.
• Serve as the case manager for assigned students, ensuring compliance with special education regulations and maintaining accurate and timely student records.
• Participate actively in Individualized Education Program (IEP) meetings and contribute meaningful input regarding student performance, needs, and educational programming.
• Facilitate the implementation of each student's IEP across classroom and school settings, ensuring accommodations, modifications, and services are provided with fidelity.
• Work collaboratively with school psychologists, administrators, related service providers, and IEP team members to design, implement, and evaluate effective educational programs for students with significant disabilities.
• Participate in Professional Learning Community (PLC) meetings, special education department meetings, grade‑level teams, and other collaborative planning…