Elementary Special Education Teacher Position Available In Rockingham, New Hampshire

Elementary Special Education Teacher
Portsmouth School District
New Franklin Elementary School – Portsmouth, New Hampshire Job Details

Job ID:

5174226

Application Deadline:

Posted until filled

Posted:

Yesterday
Job Description
Elementary Special Education Teacher
Position Purpose Under the general supervision of the School Principal, to maximize the learning experience of students with special needs, in academics, interpersonal skills and activities of daily living by implementing district approved curriculum; documenting teaching and student progress/activities, outcomes; addressing students’ specific needs; providing a safe and optimal learning environment.
Essential Functions Serve as the case manager for students with IEPs, ensuring compliance with federal, state, and district regulations.
Develop, implement, and monitor Individualized Education Programs (IEPs) in collaboration with team members and families.
Provide specialized instruction and academic/behavioral interventions based on student needs and IEP goals.
Collaborate with general education teachers to support the inclusion of students with disabilities in the least restrictive environment.
Coordinate and facilitate IEP meetings, including scheduling, preparing documentation, and ensuring parent engagement.
Collect and analyze student performance data to drive instruction and adjust IEP goals as needed.
Communicate regularly with families regarding student progress, services, and supports.
Maintain accurate, organized, and confidential student records in accordance with IDEA and district policies.
Collaborate with related service providers (e.g., speech, OT, PT, school psychologist) to support integrated service delivery.
Provide consultative support to colleagues on evidence-based strategies and accommodations/modifications.
Support positive behavior plans and collaborate on functional behavior assessments as needed.
Participate in building-level data meetings, professional development, and staff collaboration opportunities.
Assist in transitions between grade levels or programs, including middle school transition planning.
Demonstrate a commitment to inclusive practices, equity, and high expectations for all learners.
Additional Duties Performs other related tasks as assigned by the Principal and Building Coordinator

Note:

The above description is illustrative of tasks and responsibilities. It is not meant to be all inclusive of every task or responsibility. Equipment Uses standard office equipment such as personal computers, printer, copy and fax machines, and telephone. Travel Requirements Travels to school district buildings and professional meetings as required. Skills, Knowledge, Abilities Instructional & Pedagogical Skills
Deep understanding of special education laws, procedures, and compliance (IDEA, FAPE, LRE).
Strong knowledge of evidence-based practices in reading, writing, and math intervention.
Ability to design and implement individualized, standards-based instruction aligned with IEP goals.
Skilled in differentiated instruction and the use of accommodations and modifications to meet diverse learner needs.
Proficient in developing and delivering behavior intervention plans (BIPs) and functional behavior assessments (FBAs).
Expertise in supporting students with a range of disabilities, including SLD, ADHD, ASD, and emotional/behavioral challenges.
Assessment & Data Use
Ability to administer and interpret formal and informal academic and behavioral assessments.
Skilled in data collection, progress monitoring, and using data to drive instructional decisions.
Familiarity with MTSS (Multi-Tiered Systems of Support) and collaboration across tiers.
Communication & Collaboration
Excellent communication and collaboration skills with parents, general education teachers, related service providers, and outside agencies.
Ability to facilitate IEP meetings and clearly articulate student needs and goals to a range of stakeholders.
Strong organizational skills for managing timelines, documentation, and service delivery.
Technology & Tools
Proficient with IEP writing platforms.
Skilled in using technology to support student learning (e.g., assistive technology, Google Suite, educational apps).
Professional Knowledge & Training
LETRS (Language Essentials for Teachers of Reading and Spelling) training preferred or willingness to complete.
Demonstrated understanding of the Science of Reading and application of structured literacy practices.
Ability to implement explicit, systematic, phonics-based instruction to support students with reading disabilities.
Familiarity with specialized programs and curricula such as Wilson Reading System, Orton-Gillingham, Fundations, Read Naturally, TouchMath, etc.
Knowledge of trauma-informed practices, restorative approaches, and culturally responsive teaching.
Personal Attributes
Commitment to equity, inclusion, and high expectations for all learners.
Flexible, resourceful, and responsive to student needs.
Reflective practitioner with a growth mindset and commitment to continuous learning.
Strong advocacy skills for ensuring student rights and access to services.
Physical and Mental Demands, Work Hazards Works in standard office and school building environments.

Note:

Also see the Summary of Physical, Sensory and Environmental Requirements Needed to Perform Essential Functions for this position.

Qualifications Profile Certification/License:

State Certification as a Special Education Teacher. Motor Vehicle Operator’s License or ability to provide own transportation.

Education:

Bachelors from an accredited college or university in education discipline applicable to teaching assignment. Masters Degree in Special Education

Experience:

Successful prior special education teaching experience for the appropriate grade level preferred. Supervisory experience preferred.

Pay Rate:

Follow Negotiated Pay Rate (See Teacher’s Agreement)

Position Type:

Full-time