Special Education - to Transition Academy; High School

Special Education - Work to Transition Academy (High School)

• Position Type:
  Special Education/ Special Education Teacher
• Date Posted:
  8/10/2026
• Location:
  
  Wilby High School
• Date Available:
  
  TBD

JOB CLASSIFICATION

TITLE:


Teacher (Special Education-High School-Work to Transition Academy at Wilby High School)

DEPARTMENT:
Special Education

BARGAINING UNIT CLASSIFICATION:
Waterbury Teachers' Association CEA-NEA

REPORTS TO:
Building Principal or District Level Administrator

FLSA DESIGNATION:
Exempt

The 18-22 Transition Teacher is responsible for developing, implementing, and monitoring individualized, community-based instructional programs for students ages 18-22 with disabilities. This role supports students in achieving meaningful postsecondary transition outcomes aligned with their Individualized Education Programs (IEPs), with a focus on employment, independent living, community engagement, and continued education and/or training. Instruction and support are provided across a variety of settings, including the classroom, community environments, and work-based learning sites.

A.

EDUCATION AND EXPERIENCE:

General

Experience:

• Bachelor's degree from an accredited college or university.

B. CREDENTIALS
:

C. LICENSURES, CERTIFICATIONS AND OTHER REQUIREMENTS:

• Employment in this class is conditional upon possession of a valid Connecticut State Board of Education teaching certificate/endorsement(s) appropriate to the teaching assignment.
• Incumbents in this class may be required to possess a current Motor Vehicle Class D Operator License.

D. CONTINUING

EDUCATION REQUIREMENTS:

• Teachers in this job class must complete all State CEU requirements for re-certification.

E.

KNOWLEDGE, SKILLS AND ABILITIES:

• Considerable knowledge of current best practices, laws, including due process and Individuals with Disabilities Education Act (IDEA), and interventions regarding the education of special needs students;
• Considerable knowledge of specific disabilities and familiarity with common children's mental health disorders, as well as specific strategies/interventions to use in the classroom;
• Knowledge of child development;
• Knowledge of educational philosophy, teaching methods and approaches, and currently researched best practices and strategies;
• Knowledge of educational testing;
• Knowledge of learning theory, and students' learning styles and needs, both academic and affective;
• Knowledge of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Interventions (SRBI);
• Skill in accommodations and adaptations for visual impairments, including reading and writing Braille, using low-vision devices, and utilizing assistive technology for vision impairments is required for some positions;
• Skill in classroom and behavior management;
• Skill in interpersonal relations, especially regarding working as a member of a team;
• Skill in interpersonal relationships, and the ability to work with students and staff in stressful situations;
• Skill in organization, and in verbal and written communications;
• Skill in signing, cued speech, and auditory-verbal areas is required for some positions;
• Skill in the five real-life transition areas is required for some positions;
• Skill in transitional service planning and remedial instruction;
• Skill in utilizing computer technology for educational purposes, including word processing;
• Skill in working with students having a wide range of disabilities;
• Ability to apply the principles of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Intervention (SRBI);
• Ability to be flexible regarding meeting the changing needs of students, as well as the varying modifications to District and State mandates;
• Ability to create a structured and efficient working environment for students;
• Ability to develop and update curriculum, lesson plans and associated materials necessary to meet the unique needs of the special education students;
• Ability to develop relevant assessment tools, and integrate the results of the assessments into instructional units;
• Ability to teach a variety of students, with varying disabilities, a variety of…