Special Education Teacher (Dynamic Learning Pathway - STAR Program

Special Education Teacher (Dynamic Learning Pathway - STAR Program)

The Special Education Teacher in the Transition Program serves as the lead educator for students ages 18-22 who are preparing for adult life through individualized transition programming. The primary goal of this position is to maximize student independence by providing high-quality, specialized instruction in transition, life, vocational, employment, and community-based skills aligned to each student's Individualized Education Program (IEP) and post-secondary transition goals.

The teacher is responsible for planning, implementing, and monitoring instruction that develops students' abilities in daily living, self-advocacy, communication, social interaction, independent decision-making, personal finance, health and safety, transportation, and community access. Instruction is designed to equip students with the skills necessary to live, work, and participate as independently as possible within their communities. In addition, the teacher facilitates vocational training, work-based learning experiences, career exploration, and employment readiness activities that promote workplace competencies, responsibility, and self-determination.

The position requires collaboration with families, employers, adult service agencies, community partners, and related service providers to ensure students have meaningful opportunities to apply skills in authentic settings and successfully transition to employment, post-secondary opportunities, and adult living. Through community-based instruction, job coaching, and real-world learning experiences, the teacher fosters student growth toward greater independence, self-sufficiency, and active participation in community life while ensuring compliance with all special education regulations, transition requirements, and district expectations.

The requirements listed below are representative of the knowledge, skill and/or ability required:

• Must be eligible or hold valid State of Delaware certification as a Teacher of Exceptional Children K-12 and a Core Content Area (Middle or Secondary Level).
• Acceptable Criminal Background Report and no entries on Child Protection Registry in the State of Delaware.
• Successful completion of required Praxis II tests and student teaching placement.
• Bachelor's degree from an accredited college or university. Master's degree preferred.
• Knowledge and skills in working with students with disabilities.
• Demonstrated knowledge of evidence-based instructional strategies for students with significant learning needs, including AAC, SDI, and structured literacy and math approaches.
• Experience with or knowledge of the Dynamic Learning Maps (DLM) Essential Elements.
• Ability to establish and maintain effective working relationships with students, parents, staff, administration and the general public.
• Experience supervising or directing para educators in an instructional setting preferred.
• Demonstrates sensitivity to issues impacting various cultural, ethnic and socioeconomic groups.
• Proficient in Technology, such as Microsoft and Google Applications, Classlink, Schoology, Infinite Campus, etc.
• Demonstrates understanding and ability to perform job related tasks.
• Regular attendance is an essential function of the position.
• Must be willing and able to operate state-issued vehicles for transportation to and from job sites upon successful completion of the State's approved driver vetting process.

To perform this job successfully, an individual must be able to satisfactorily perform the essential duties and responsibilities related to the District. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Develop, implement, and monitor Individualized Education Programs (IEPs) based on student assessments, present levels, student needs, and progress data, including Behavior Intervention Plans (BIPs) where applicable.

Design and deliver specially designed instruction (SDI) aligned with the Dynamic Learning Maps (DLM) Essential Elements (EE) and IEP goals using district-approved curriculum, evidence-based strategies, assistive technology, and scaffolded supports in Vocation - differentiated to each student's level of functioning and preferred learning modalities.

Integrate functional life skills instruction - including communication, self-advocacy, daily living, and independent decision-making - into academic programming.

Plan and facilitate vocational exploration, workplace readiness, and community-based learning experiences that allow students to practice skills in authentic settings.

Administer and interpret formal and informal assessments - including IEP progress monitoring, benchmark assessments - to drive instructional decisions.

Maintain accurate and timely data records, report student progress to families and the district in accordance with IEP requirements and state timelines.

Participate in IEP meetings,…