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Teaching And Learning information

What are teaching and learning roles?

Teaching and learning roles in education refer to the various positions and responsibilities focused on facilitating student growth and academic achievement. These roles can include classroom teachers, instructional coaches, curriculum developers, and learning support specialists. Professionals in these positions design educational content, implement effective teaching strategies, assess student progress, and create supportive learning environments. Their work aims to ensure that all students have the opportunity to reach their full potential through engaging and effective instruction.

What are the key skills and qualifications needed to thrive in teaching and learning roles?

To excel in Teaching and Learning roles, you need a solid background in educational theory, curriculum development, and often a teaching certification or advanced degree. Familiarity with learning management systems (LMS), digital classroom tools, and educational assessment platforms is typically required. Strong communication, adaptability, and the ability to engage and motivate learners are essential soft skills in this field. These competencies foster effective student learning, promote positive classroom environments, and support continuous educational improvement.

What are some common challenges faced by professionals in teaching and learning roles, and how can they be addressed?

Professionals in Teaching and Learning roles often encounter challenges such as engaging diverse learners, adapting to varying learning styles, and integrating technology effectively into the curriculum. Collaborative planning with colleagues and ongoing professional development can help address these challenges by sharing best practices and innovative strategies. Additionally, maintaining open communication with students and regularly seeking feedback can improve lesson effectiveness and student engagement.

What is the difference between Teaching And Learning vs Curriculum Developer?

AspectTeaching And LearningCurriculum Developer
Required CredentialsTeaching certification, education degreesEducation background, instructional design skills
Work EnvironmentClassrooms, educational institutionsOffice, educational publishing, online platforms
Industry UsageSchools, universities, training centersEducational publishing, curriculum design firms
Common Search IntentMethods, strategies, best practices in teachingCurriculum design, development processes

Teaching And Learning focuses on delivering educational content and engaging students directly, often requiring teaching credentials. Curriculum Developer, on the other hand, designs and develops educational programs and materials, typically working behind the scenes. Both roles are essential in education but differ in their focus and work environment.

What are popular job titles related to Teaching And Learning jobs in Maine?

For Teaching And Learning jobs in Maine, the most frequently searched job titles are:

What job categories do people searching Teaching And Learning jobs in Maine look for?

The top searched job categories for Teaching And Learning jobs in Maine are:

Teaching And Learning jobs near you
Infographic showing various Teaching And Learning job openings in Maine as of August 2026, with employment types broken down into 1% As Needed, 74% Full Time, 21% Part Time, 3% Temporary, and 1% Contract. Highlights an 87% Physical, 2% Hybrid, and 11% Remote job distribution.

Special Education Teacher, Functional Life Skills (FLS) - Talbot Community School

Portland, ME • On-site

Portland Public Schools
Elementary and Secondary Schools • 5 - 10K employees

7.4

Company rating: 7.4 out of 10

Based on 16 frontline employees who took The Breakroom Quiz

193rd of 635 rated elementary and secondary schools

Good employer

Paid breaks

Respectful managers

Learn more about Portland Public Schoolsexternal

$51K - $67K/yr

Full-time

Posted 20 days ago

Job description

Position Type:
STUDENT SUPPORT SERVICES/SPECIAL EDUCATION TEACHER
Date Posted:
8/5/2026
Location:
Talbot Community School
Date Available:
08/24/2026
Closing Date:
Open until filled
TITLE: Special Education Teacher / Case Manager, Functional Life Skills - Talbot Community School
POSITION OVERVIEW:
Portland Public Schools is looking for a collaborative Special Education Teacher for the Elementary Functional Life Skills (FLS) program at Talbot Community School. The FLS program serves students with significant intellectual disabilities, and some of the students in the class have significant physical needs as well. The FLS Teacher will provide case management and specially designed instruction to the students in the program, as well as consultation and collaboration with other professionals who serve the students.
Successfully leading a team of program staff is required, as is the ability to create positive relationships with students, parents, and colleagues. Previous experience as a special educator, particularly in an FLS or other specialized program, as well as experience with special education case management responsibilities (such as conducting IEP meetings and writing IEPs and Written Notices), is highly preferred.
ESSENTIAL RESPONSIBILITIES:
  • Serves as the special education case manager for the students served on their caseload
  • Maintains accurate and complete records as required by law, PPS policy and administrative regulation
  • Creates a classroom environment that provides for student involvement in the learning process and enables each student to achieve learning objectives
  • Provides instructional programming to meet the needs of all students including students with disabilities
  • Establishes learning objectives consistent with an appraisal of student needs, requirements of PPS curricula framework, and knowledge of human growth and development
  • Takes all necessary and safety precautions to protect students, equipment, materials and facilities
  • Establishes relationships with colleagues, students, parents and community which reflect recognition of and respect for every individual
  • Appraises their own effectiveness and demonstrates successful application of skills and information acquired to increase effectiveness; strives to maintain and improve professional competence
  • Participates in school management and shares responsibility for the total school program
  • Attends staff meetings and serves on staff committees as required
  • Performs related work as required

KNOWLEDGE, SKILLS, AND ABILITIES:
  • An unwavering respect for FLS students and a belief in their capacity to learn, grow, and achieve IEP goals
  • Knowledge of legal requirements and processes for students with disabilities, including writing IEPs and managing Written Notices within legal timeframes
  • Understanding of the teaching/learning process for students with moderate to severe disabilities, including multiple disabilities
  • Demonstrated ability to develop working knowledge of PPS curriculum, techniques for integrating curriculum, PPS policies, and effective instructional practices
  • Ability to develop and deliver standards-based, specially designed instruction (SDI) across curricular disciplines and grade levels, that meet varied individual needs
  • Ability to lead therapeutic and instructional team, balancing being responsive to staff needs while making decisions grounded in best practice, data, IEPs, and legal requirements
  • Understanding of the teaching/learning process for students with disabilities, specifically students within the functional life skills classroom
  • Ability to provide instruction that reflects multiple perspectives and multicultural education.
  • Ability to infuse technology into curricula
  • Ability to work effectively with administrators, colleagues, central office and school based staff, students, parents and community
  • Excellent oral and written communication and human relations skills
  • Willingness to reflect on personal implicit bias and a commitment to challenging personal perspectives and deepening self-awareness
  • Knowledge of positive behavioral interventions and supports (PBIS)

EDUCATION, TRAINING, AND EXPERIENCE:
  • Bachelor's degree in an applicable field of special education from an accredited college or university
  • Experience working with behavioral disabilities, experience with standards-based experiential and/or expeditionary learning preferred
  • Certified in CPI and/or SafetyCare or able to be certified
  • Experience with Acuity, Google suite, preferred
  • Combinations of applicable education, training, and experience, which provide the knowledge, skills, and abilities necessary to perform effectively in the position, will determine salary

PHYSICAL DEMANDS
  • Ability to perform physical tasks associated with implementing PSPs and ITPs
  • Ability to physically assist students (lift up to 35 pounds) to support students to perform adaptive living and self-care skills, if assigned to work with non-ambulatory students
  • Frequent bending, walking, running, and lifting of objects/equipment up to 35 pounds may be required; whenever a staff member is responsible for more than 35 pounds of a student's weight, additional staff will be required to lift the student safely (2-person requirement)
  • Mechanical lifts will be considered and provided on an individual as-needed basis
  • Additional demands may require moving wheelchairs, assisting with toileting, feeding, and other daily living activities

CREDENTIAL REQUIREMENTS:
  • Maine State Teaching Certification with one of the following (more info):
    • Endorsement 286 (K-12)
    • Endorsement 282 (K-8)
  • Maine State CHRC authorization (more info) **
    • **if you already have an active Ed Tech certification, you do not need a separate CHRC as this clearance is tied to your Ed Tech certification

EMPLOYMENT DETAILS:
  • Schedule: School Year, Full Time (1.0 FTE)
  • Assignment: Permanent
  • Reports to: School Principal
  • Contract: Part of PEA union (see 2025-2028 CBA here)
  • Salary: Based on education and experience, as outlined in CBA
  • Benefits: Eligible for benefits as outlined here

ABOUT TALBOT:
Gerald E. Talbot Community School is a Pre-K through Grade 5 school of nearly 400 students named in honor of Gerald E. Talbot, one of the most cherished and respected community leaders in Portland, ME. We are proud of our diverse population of learners from around the world, who speak 23 different languages. Talbot is a Title I school and is also recognized by the MDOE as a community school, which means we focus on meeting not only the academic needs of our students but also their broader developmental needs, including ensuring their physical and mental health, promoting their social and community engagement and supporting and strengthening their families and neighborhood. In addition to housing one of the district's functional life skills (FLS) programs, our building is also shared with a branch of the Portland Public Library, a Greater Portland Health dental office, and space for the Recreation Department of Portland Parks and Recreation, including a community swimming pool.
Portland Public Schools is committed to maintaining a work and learning environment free from discrimination on the basis of race, color, religion, national origin, pregnancy, gender, sexual orientation, marital/civil union status, ancestry, place of birth, age, citizenship status, veteran status, political affiliation or disability, as defined and required by state and federal laws.

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