Special Education Teacher self-contained classroom program (K-5

Job Title:

Special Education Teacher - Learning Experiences and Alternative Program (K-5)

Salem School District is seeking a dedicated and highly organized Special Education Teacher to lead our self‑contained intensive needs program, the LEAP program. This program serves students with significant learning disabilities, intellectual disabilities, and/or multiple disabilities. The successful candidate will oversee a specialized classroom environment that prioritizes both academic access and functional life skills.

• Program Leadership:
  Design and implement a comprehensive self‑contained curriculum focusing on functional academics, communication, and life skills.
• Case Management:
  Serve as the primary Case Manager for all students within the program, ensuring IEP compliance, progress monitoring, and seamless service delivery.
• Functional & Life Skills Instruction:
  Develop and lead both academic and functional instruction to generalize life skills in real world settings.
• Direct Instruction:
  Provide specialized instruction tailored to individual student needs.
• Consultation & Support:
  Act as a resource to general education teachers, providing strategies for inclusion, modifications, and behavioral support for students with complex needs.
• Staff Supervision:
  Provide daily direction and support to assigned paraprofessionals or registered behavior technicians (RBTs) within the classroom.

• NH Certification:
  Must hold (or be eligible for) NHDOE Endorsement #1900 (General Special Education).
• Preferred:
  Candidates currently enrolled in a NHDOE Alternative Certification program (Statement of Eligibility/Site Based Learning Plan) who possess significant experience with intensive‑needs populations.
• Education:
  
  Bachelor’s degree in Special Education or a related field (e.g., Speech‑Language Pathology, Psychology, or Rehabilitative Services), provided the candidate has completed a state‑approved educator preparation program.
• Experience:
  
  A minimum of 35 years of experience in special education is preferred, with specific experience in self‑contained or intensive needs settings.

• Adaptability:
  Skill in modifying general education curriculum into accessible, functional units for students with significant cognitive delays.
• Collaboration:
  
  Strong interpersonal skills to consult with related service providers (OT, PT, SLP) and general education colleagues.
• Data Management:
  Proficiency in tracking behavioral and academic data to drive IEP goal revisions.