A Special Education Teacher teaches students who have disabilities, and adapts teaching methods to meet the needs of students. Assesses students and helps to develop individualized education plans that specify the services and accommodations needed for each student. Works in a classroom that includes only students with IEPs, or works with students and teachers in regular classes. For students with severe disabilities, may focus on developing skills for independent living. Works as part of a team that includes therapists, school counselors or social workers.
Long Term Substitute, Learning Strategist - Williams Cone School
MSAD 75 / RSU 75
Williams-Cone School - Topsham, Maine This job is also posted in
MSAD 75 / RSU 75
Jobs
Job Details
Job ID:
5896756
Application Deadline:
Posted until filled
Posted:
Yesterday
Starting Date:
Immediately
Job Description
Welcome to Maine School Administrative District #75
Serving Maine's Midcoast communities of Bowdoin, Bowdoinham, Harpswell, and Topsham, MSAD 75 is home to over 2,350 students and more than 600 faculty and staff members.
MSAD 75 is seeking an Long Term Substitute Learning Strategist at Williams-Cone School to join our vibrant educational community. Together, we can inspire the next generation of learners and leaders.
PAY RATE
$279.00/day
This assignment is available to begin on August 25, 2026 and will continue until a permanant suitable candidate is hired.
JOB GOALS
The Learning Strategist is a collaborative instructional specialist responsible for designing and delivering targeted, data-driven supports to students who require additional academic or behavioral assistance to succeed in the core curriculum. This role champions a deep commitment to the Multi-Tiered System of Supports (MTSS) framework, collaborating closely with classroom teachers and special educators to strengthen Tier 1 instruction and proactively embed high-impact interventions within the general education setting. The District remains committed to placing Learning Strategists where they can most effectively support our students. Specific assignments and locations may be shifted based on student needs around the District.
QUALIFICATIONS
Valid State of Maine Department of Education Background Check (CHRC) authorization required
Experience in behavior-educational settings preffered
Strong collaboration and communication skills.
Ability to differentiate instruction and adapt curriculum.
Effective behavior management skills.
Proficiency in using technology for instruction and record-keeping.
Excellent organizational and time management skills.
Ability to work independently and as part of a team. Patience, empathy, and a genuine commitment to the success of all students
How to apply for or renew a CHRC/Certification
KEY RESPONSIBILITIES
Promote an
Inclusive Culture:
Serve as a champion for equity and inclusion, fostering a school-wide culture where diverse learning needs are viewed as assets and where all staff share responsibility for all students.
Collaboration for
Core Instruction:
Partner with general education teachers and special educators to co-plan, co-teach, and implement collaborative service delivery Adapt and provide consultation about lessons, ensuring the core curriculum is accessible and challenging for all learners from the outset.
Develop and model the use of a wide range of accessible tools, flexible methods, and high-leverage technology to ensure students can actively participate in grade-level instruction, activities and assessments.
Collaborate with building administrators and teachers to guide, train, and support paraprofessionals. Collaboration for
Intervention:
Facilitate grade level teams to review student data, identify learning barriers, and design and implement comprehensive, strength-based interventions.
Collaborate with grade level teams to design and implement research-based academic and behavioral interventions and embed those interventions in the general education setting to the greatest extent possible.
Conduct frequent brief assessment to monitor progress and determine if interventions and supports are effective for students
Actively participate in building and/or district leadership teams to identify systemic barriers to student achievement
Establish and maintain strong, collaborative partnerships with families that encourage and facilitate their active participation and input in the educational planning process.
MSAD 75 is an equal opportunity employer and does not discriminate on the basis of race, color, national or ethnic origin, religion, gender, sexual orientation, marital or parental status, age, ancestry, or disability in its employment or in the administration of its educational policies and programs.
