Special Education Teacher Students with Complex Needs

Special Education Teacher•Students with Complex Needs Wilton School District Wilton High School•Wilton, Connecticut This job is also posted in Wilton Public Schools Job Details

Job ID:

5726507

Application Deadline:

Jun 02, 2026 11:59 PM (Eastern Standard Time)

Posted:

Yesterday

Starting Date:

Aug 18, 2026 Job Description

TITLE:

Special Education Teacher•Students with Complex Needs

PREFERRED QUALIFICATIONS

Current State Certification Master's Degree is highly recommended Previous teaching experience is preferred Experience working with students with complex learning and behavioral needs preferred Knowledge and experience implementing Applied Behavior Analysis (ABA) strategies and data-driven instruction Experience collaborating within multidisciplinary educational teams Strong communication, organizational, and problem-solving skills Ability to build positive partnerships with families and school staff CPI, Safety Care, or related crisis prevention training preferred

REPORTS TO

Principal(s)

JOB GOAL

The Special Education Teacher for Students with Complex Needs is responsible for designing and implementing individualized educational programming for students with complex communication, behavioral, social-emotional, and/or developmental needs. The teacher will utilize evidence-based instructional practices grounded in the principles of Social Thinking, DBT and Applied Behavior Analysis (ABA) while fostering a safe, supportive, and inclusive learning environment. This position requires strong collaboration with a multidisciplinary team, consistent communication with families, and a commitment to student-centered programming that promotes meaningful progress, independence, and access to grade-level curriculum and community experiences.

PERFORMANCE RESPONSIBILITIES

Instructional Programming & Student Support Develop and implement individualized educational programs aligned with student IEP goals and Connecticut Core Standards. Utilize ABA principles and evidence-based practices such as Social Thinking and DBT to support skill acquisition, communication, behavior regulation, independence, and social-emotional growth. Implement individualized behavior support plans and collect ongoing data to monitor student progress and instructional effectiveness. Differentiate instruction to meet a wide range of learning, communication, sensory, behavioral, and adaptive needs. Create structured, predictable, and engaging classroom environments that promote student success and positive behavior. Support students in developing functional communication, daily living, social, and academic skills across settings. Collaboration & Multidisciplinary Team Leadership Collaborate closely with speech-language pathologists, occupational therapists, physical therapists, BCBA staff, school psychologists, social workers, related service providers, paraprofessionals, and administrators. Facilitate and coordinate multidisciplinary team meetings focused on student progress, programming, and intervention planning. Provide guidance, coaching, and support to instructional assistants and paraprofessionals in implementing instructional and behavioral strategies with fidelity. Participate actively in PPT/IEP meetings and contribute meaningful progress monitoring data and recommendations. Family Communication & Partnerships Establish collaborative, respectful, and responsive relationships with families. Maintain ongoing communication with parents and caregivers regarding student progress, behavioral supports, instructional programming, and school-home collaboration strategies. Partner with families to support consistency across school and home environments. Support family engagement in the educational process through clear communication and collaborative problem-solving. Assessment & Data Collection Maintain accurate and timely student data, progress reports, behavior tracking, and documentation required for IEPs and state compliance. Use formal and informal assessment data to guide instructional decisions and interventions. Monitor student progress toward academic, behavioral, communication, and functional goals. Professional Responsibilities Maintain compliance with all special education laws, district policies, and procedural safeguards. Participate in ongoing professional development related to ABA, autism spectrum disorders, complex learning needs, inclusive practices, and specialized instruction. Demonstrate flexibility, professionalism, and a commitment to continuous improvement and collaborative practice. Preferred Skills & Characteristics Strong understanding of autism spectrum disorders, developmental disabilities, and behavioral supports. Experience with augmentative and alternative communication (AAC) systems. Commitment to inclusive and student-centered practices. Ability to manage multiple responsibilities in a dynamic educational environment. Collaborative mindset with strong leadership and relationship-building skills. Work Environment This position may involve supporting students across a variety of instructional settings, including general education classrooms, specialized programs, community-based instruction, and individual instruction.

TERMS OF EMPLOYMENT

On teacher salary schedule and contract.

EVALUATION

Performance of this job will be evaluated annually in accordance with the WPS Teacher Evaluation Plan.

Position Type:

Full-Time Job Requirements Citizenship, residency or work visa required