Special Educator

Special Educator

Position at The Greene School in West Greenwich, Rhode Island. Open in Google Maps. Posted on May 29, 2026. Starting date:
Aug 17, 2026.

Job : 5747886

Final date to receive applications: Posted until filled

Posted: May 29, 2026 12:00 AM (UTC)

Starting Date: Aug 17, 2026

The Greene School (TGS) is a public charter high school serving approximately 200 students in grades 9–12 across 26 municipalities in Rhode Island. It is an EL Education (Expeditionary Learning) school committed to environmental education, student agency, and community-connected learning. At TGS, students are known, challenged, and supported as whole people, and the crew culture ensures that every student has adults invested in their success.

TGS has received state approval to expand to a 6–12 configuration, creating an exciting opportunity for educators who want to help shape the next chapter of our school. We are adding to our special education team ahead of this, and this role is central to that work.

As we prepare for expansion into grades 6–8, this hire will help strengthen our 9–12 special education infrastructure while contributing to the development of practices and systems that serve our broader 6–12 community. The right candidate sees the expansion as an asset and is energized by the opportunity to help build something lasting.

• Develop, implement, and monitor Individualized Education Programs (IEPs) tailored to each student’s needs, strengths, and goals.
• Administer assessments, including transition assessments, to inform IEP development, progress monitoring, and instructional planning.
• Participate in eligibility meetings, IEP meetings, parent conferences, and team meetings.
• Maintain accurate, organized records in compliance with district, state, and federal guidelines (IDEA and Rhode Island special education regulations).
• Complete monthly Medicaid Case Management logging for services provided.
• Deliver differentiated, research‑based instruction in academic, functional, and/or behavioral skills across various settings.
• Monitor and document student progress toward IEP goals and objectives; communicate progress regularly with families and IEP teams.
• Support students in developing social, emotional, and behavioral skills alongside academic growth.
• Develop and implement behavioral and support plans in collaboration with the school psychologist and/or social worker as needed.
• Exhibit proficiency or demonstrated awareness of the Science of Reading and Structured Literacy practices, consistent with the Rhode Island Right to Read Act.
• Partner with general education teachers to integrate special education supports into expedition‑based and project‑based learning.
• Collaborate with related service providers, support staff, and administrators to implement IEPs effectively.
• Provide supervision, direction, and support to paraprofessionals or support staff assigned to the classroom.
• Build and maintain strong, trust‑based relationships with students, families, and the broader TGS community.
• Engage with outside agency partners, including ORS and BHDDH, in support of student transition planning.
• Engage in ongoing professional development to stay current with best practices and legal mandates in special education.

• Bachelor’s Degree in Special Education.
• Valid Rhode Island Teaching Certification as a Special Educator.
• Knowledge of IDEA and Rhode Island state special education regulations.
• Demonstrated ability to write effective, data‑driven IEPs.
• Knowledge of the school‑to‑career transition process in Rhode Island.
• Strong communication, collaboration, and organizational skills.
• Ability to work with outside agency partners, including ORS and BHDDH.

• Experience working with students with a range of disabilities, including Specific Learning Disability, Autism Spectrum Disorder, Emotional Disturbance, and developmental delays.
• Familiarity with the EL Education model, Expeditionary Learning, or project‑based learning environments.
• Experience supporting transition‑age youth (grades 9–12).
• Interest in contributing to the design and build‑out of a 6–12 special education program.