Special Education Teacher

Center for Elementary Growth

Seacoast Youth Services (SYS) is a non-profit organization founded in 2001 in the NH Seacoast dedicated to serving youth ages 0-18 and their families with therapeutic supports and interventions. 

Starting in the Fall of 2025, SYS is partnering with local schools to provide intensive interventions for elementary students that cannot maintain in their current school community. With the hope of keeping our young learners in their community, SYS will provide highly individualized and intensive interventions for students with significant academic, behavioral or social-emotional challenges utilizing their own curriculum and plan goals (504 or IEP).

POSITION:

• Special Education Teacher for Seacoast Youth Services’ Center for Elementary Growth
• School year contract (190 days) to follow school schedule (December, February, April vacations)
• Dependent on the candidate: Position could be full time (8:30-2:30 M-F) or hourly based on direct instruction time with students.
• Monday-Friday
• Salary; if part time, it will be hourly at a rate of $25-35/hr. If full time, it will be salaried based on experience
• Full benefits package including medical insurance, 401K match (up to 3%), Short-Term and Long-Term Disability and Life Insurance for full time employees
• Potential for Extended School Year programming in July and early August (5 weeks, 3x week, 3 hours a day)

QUALIFICATIONS

• Bachelor’s degree from an accredited college in Special Education or Child Development, or equivalent as determined by the NHDOE.
• NHDOE certified in general special education.
• 3 years of experience working with students with special needs.
• Understanding of childhood development and effects of adverse childhood experiences on behavior and brain development.
• Deep knowledge of emotional and behavioral disorders.

SKILLS:

• Excellent interpersonal skills, organizational skills and ability to manage complex and varied schedules
• Understanding of cultural dynamics and complex family situations
• Understanding of childhood trauma
• Ability to be a self-starter and work independently, when needed
• Ability to work as part of a team
• Ability to maintain confidentiality of information regarding students, employees and others

POSITION RESPONSIBILITIES:

Student Support:

• Prepares daily or weekly lesson plans for each classroom/cohort of students.
• Provides daily instruction for students in the program.
• Participates as a member of assigned students’ team in the implementation of the students IEP.
• Provides direct specialized and modified curriculum based on the student’s current needs and IEP.
• Help develop, implement, and monitor intervention plans for individual students with collaboration of program staff.
• Conduct assessments, testing and diagnostic examinations, as applicable and appropriate, for students with the purpose of identifying learning challenges and recommending interventions.
• Accompany students on field trips for the purpose of assisting with supervision.
• Construct, copy and distribute and use developmentally appropriate educational materials, as needed.
• Assist students with special needs to maximize inclusion, learning, achievement of IEP objectives with goal of transitioning to community school.
• Assist students with physical or mental disabilities with activities of daily living for the purpose of maximizing their ability to participate in school or learning activities.
• Facilitate parent communication to include daily journals, e-mails, and phone calls.

Program Support:

• Attend weekly progress/planning meetings with program staff to discuss and assign duties, responsibilities, and IEP objectives for which the staff will be responsible.
• Assisting with the planning and implementation of program activities, including logistics, and communication.
• Work closely with students, parents, and other program staff to create a positive and inclusive learning environment.
• Meet regularly with CEG therapist to review and discuss student progress; and to follow through on recommended therapeutic goals and techniques related service providers, as applicable. 

School District Collaboration:

• Participate as a member of assigned students’ team in the implementation of the students IEP.
• Collaborate with school districts to provide direct training and support to teaching and support staff of school districts with students in the program.
• Partner with CEG staff and school districts to create transition plans for each student.
• Work with academic teams on future referrals for continuity of care.
• Meet with referral school districts for potential students and follow the student through the intake process.