Special Education Teacher​/Instructional Coach and Secondary Transition Coordinator

Special Education Teacher / Instructional Coach and Secondary Transition Coordinator

• Position Type:
  Elementary School Teaching/ Elementary Special Education Teacher
• Date Posted: 1/22/2026
• Location:
  
  North Stonington Public Schools
• Date Available:
  
  08/24/2026
• Closing Date: 02/06/2026

FTE: 1.0 Salary - Exempt

Assignment: 0.3 Special Education Teacher, 0.7 Instructional Coach and Transition Coordinator, Starting the  school year

Reports to:

Director of Special Services

This position includes additional district wide responsibilities (instructional coaching and secondary transition coordination). Compensation will reflect these responsibilities in accordance with the collective bargaining agreement.

North Stonington Public Schools is seeking an experienced Special Education professional to serve in a hybrid role providing direct instruction, instructional coaching, case management support, and district wide secondary transition coordination.

This position is designed to support a developing special education staff by strengthening case management systems, executive functioning supports, and secondary transition planning. The role is non-evaluative and intended to build staff confidence, consistency, and independence while maintaining a limited teaching caseload.

• Provide ongoing, non-evaluative coaching to special education teachers across elementary and secondary levels related to:
• Case management organization and systems
• IEP development, implementation, and progress monitoring
• Executive functioning supports embedded within instruction
• Specially designed instruction aligned to student needs and grade-level expectations
• Support early-career special education teachers in developing confidence and independence as case managers.
• Observe classrooms for coaching purposes and provide feedback focused on instructional practice and systems, not evaluation.
• Assist staff in developing consistent routines, tools, and documentation practices across buildings and teams.
• Support compliance with state and federal special education requirements related to IEP timelines, service delivery documentation, and progress reporting.
• Assist in developing and refining district wide tools, templates, and procedures related to case management, executive functioning supports, and transition planning.

• Serve as the district's Secondary Transition Coordinator.
• Support compliance with Connecticut and IDEA transition requirements beginning with the first IEP in effect when a student turns age 14.
• Guide staff in developing measurable postsecondary goals and aligned transition services.
• Support the use of age-appropriate transition assessments.
• Coordinate transition planning with students, families, school staff, and outside agencies.
• Support consistency and quality of transition documentation across secondary IEPs.

• Provide direct special education instruction to a limited caseload of students. (Wheeler High School)
• Implement IEP goals, monitor progress, and maintain required documentation for assigned students.
• Remain grounded in direct service to inform coaching and support provided to staff.

• Minimum of five years of experience as a special education teacher preferred.
• Strong background in case management and IEP implementation.
• Experience with secondary transition planning preferred.
• Demonstrated ability to support and coach colleagues in a collaborative, non-evaluative manner.
• Strong organizational and communication skills.
• Experience in a public school setting is preferred.

This position is based in a school setting. The work environment includes a combination of sitting, standing, walking, and computer-based work. Duties may be performed in classrooms, offices, and other school facilities. The role involves regular interaction with students, staff, and the school community and exposure to typical school noise levels.

This role strengthens instructional practice, case management systems, and secondary transition planning across the district. By combining direct instruction with embedded coaching and coordination, the district supports staff growth while improving outcomes for students with disabilities.