Spatial Experience Designer Jobs in Connecticut (NOW HIRING)

Long-Term Substitute Teacher (Leave of Absence) August 20, 2026 through October 31, 2026

Danbury Public Schools is a diverse community located in the western part of Connecticut and serves more than 12,500 students across the City of Danbury. We are committed to cultivating equity and excellence for all students, closing opportunity gaps, and preparing students for post-secondary success. The mission of Danbury Public Schools, in partnership with families and the community, is to provide transformational learning experiences designed to nurture thoughtful and prepared graduates. We have set ambitious and rigorous goals to ensure students graduate prepared to transform the world. Our district includes 13 unique elementary schoolsincluding an interdistrict magnet school for International Studiesthree middle schools, including an intradistrict magnet school focused on STEM and World Studies, and the Danbury Career Academies, which provide innovative educational pathways supported by faculty with both academic and real-world experience. DPS recruits and commits to educators with passion who are aligned with our vision to aspire to advance all learners to their highest potential.

POSITION SUMMARY

Danbury Public Schools is seeking a Self-Contained Special Education Teacher to instruct students with diverse academic, social, emotional, behavioral, and communication needs in accordance with their Individualized Education Programs (IEPs). The teacher will provide specialized instruction and supports within a small-group, highly structured classroom setting designed to meet the individualized needs of students with disabilities.

The ideal candidate is collaborative, flexible, dynamic, and student-centered, with a strong commitment to creating an inclusive and supportive classroom environment that promotes engagement, independence, positive behavior, and academic growth. This role requires collaboration with families, related service providers, paraprofessionals, and school staff to ensure student success across all settings.

RESPONSIBILITIES

1. Planning and Preparation

The special education teacher understands the philosophical, historical, and legal foundations of special education. The teacher understands how students differ in their approaches to learning and creates instructional opportunities adapted to diverse learners. The teacher designs instruction based on knowledge of content, students, curriculum goals, and individualized student needs.

The special education teacher:

• Develops short- and long-range instructional plans aligned with curriculum standards, student IEP goals, and individual learning needs.
• Demonstrates working knowledge of current legislation, regulations, policies, and ethical practices related to special education services, including least restrictive environment, due process, assessment, discipline, transition planning, assistive technology, and supplemental supports and services.
• Understands the characteristics and educational needs of students with cognitive, developmental, emotional, behavioral, communication, and physical disabilities.
• Designs and adapts curriculum, instructional materials, and classroom activities to meet diverse student needs and learning styles.
• Plans effective instructional strategies to support academic, social-emotional, communication, behavioral, and functional skill development.
• Utilizes specialized materials, visual supports, sensory supports, adaptive equipment, and assistive technology to maximize student access and independence.
• Prepares and utilizes assessment methodologies appropriate for individual student needs and accommodations.
• Maintains curriculum resources, instructional materials, and assistive/adaptive technology inventories.
• Plans and prepares for PPT/IEP meetings and collaborates with families and related service providers regarding student programming and progress.

2. The Classroom Environment

The special education teacher creates a safe, structured, and supportive classroom environment that promotes positive social interaction, student engagement, emotional regulation, and independence.

The special education teacher:

• Implements classroom management strategies, positive behavioral interventions, de-escalation techniques, and individualized behavior support plans.
• Establishes classroom routines, schedules, and transitions that support student learning and behavioral success.
• Creates a positive classroom culture characterized by respect, consistency, high expectations, and meaningful student engagement.
• Utilizes visual schedules, communication systems, sensory supports, and assistive technology to support student participation and independence.
• Understands how classroom environments, materials, and spatial arrangements impact student learning and behavior.
• Provides supervision, guidance, and support to paraprofessional educators assigned to the classroom.
• Collaborates with teachers, therapists, related service providers, and families to support student needs and ensure consistency across environments.
• Maintains a classroom environment that supports student safety, communication, mobility, and individualized learning needs.

3. Instruction

The special education teacher utilizes evidence-based instructional practices and differentiated strategies to support student growth in academic, social, behavioral, communication, and functional skill areas.

The special education teacher:

• Implements research-based instructional strategies appropriate for students with diverse learning and behavioral needs.
• Provides individualized and small-group instruction aligned with student IEP goals and grade-level curriculum standards when appropriate.
• Uses instructional time effectively while integrating related services and behavioral supports into the instructional program.
• Creates opportunities for students to develop communication, self-advocacy, problem-solving, and social-emotional skills.
• Utilizes a variety of formal and informal assessment tools to monitor student progress and inform instructional decision-making.
• Collects, analyzes, and maintains accurate student data and progress monitoring documentation.
• Implements accommodations and modifications identified in student IEPs for classroom instruction and assessments.
• Participates in the development and implementation of behavior intervention plans and functional behavioral assessments.
• Effectively utilizes computerized and web-based systems for IEP documentation, communication, progress monitoring, and instructional planning.
• Supports students utilizing Response to Intervention (RtI) and progress monitoring practices as appropriate.

4. Professional Responsibilities

The special education teacher maintains professional standards, collaborates effectively with stakeholders, and demonstrates ongoing commitment to professional growth and student advocacy.

The special education teacher:

• Maintains frequent and culturally responsive communication with families regarding student progress, programming, and supports.
• Collaborates with school staff, related service providers, outside agencies, and community supports to meet student needs.
• Participates in professional development related to special education, behavior management, instructional practices, communication systems, and inclusive practices.
• Serves as a positive role model and advocate for students with disabilities.
• Participates in PPT/IEP meetings, eligibility meetings, annual reviews, behavior support meetings, and staff meetings.
• Maintains confidentiality and demonstrates professionalism and respect in all interactions.
• Completes formal evaluations for assigned paraprofessional staff under the supervision of administration.
• Adheres to all district policies, procedures, and expectations regarding professionalism, punctuality, and attendance.
• Performs additional duties as assigned by administration.

JOB REQUIREMENTS MINIMUM QUALIFICATIONS

• Skills, Knowledge, and Abilities:
  • Proficiency in assessment methods and data interpretation.
  • Ability to support diverse learners, including students with disabilities and English language learners.
  • Experience in specialized instruction and remediation.
  • Knowledge of child development and behavior management.
  • Effective interpersonal and communication skills.
  • Familiarity with Connecticut and federal special education regulations.
  • Proficiency in instructional strategies and use of technology.
  • Strong organizational skills and commitment to confidentiality.
  • Willingness to engage in professional development.
• Preferred Education and Experience:
  • Successful experience as a special education teacher preferred.
  • Second language or language acquisition background preferred.
  • Experience working with culturally and economically diverse students preferred.
• Education/Certification Requirements:
  • Bachelor's degree from an accredited institution.
  • Must hold or be eligible for Connecticut State certification in Special Education (065, 165).

SALARY:

Self-Contained Special Education Teachers (e.g., Basic Academic Skills, Skills for Life, and Instructional Behavior Management programs) shall receive an additional annual stipend of $5,000 for the additional responsibilities and requirements associated with serving students with significant special education needs.

Salary and wages are paid in accordance with the Collective Bargaining Agreement between NEA Danbury and the Danbury Board of Education, which can be found on our website.

APPLICATION PROCESS:
Apply online and include all required documentation at: www.danbury.k12.ct.us