Teacher Special Job Fairfield area,Connecticut USA,Education / Teaching

Position: Teacher On Special Assignment

Middleton-Cross Plains Area School District

Recruitment began on December 18, 2025 and the job listing expires on January 18, 2026

Position Summary

The Teacher on Special Assignment provides support to students, families, and teachers in the building. This position will observe and support students who are struggling and assist school team members and families in developing and implementing programming and connecting to resources to increase student engagement, emotional regulation, and goal attainment.

Qualifications

Bachelor’s degree in regular education or special education or a related field.
Wisconsin DPI education licensure
Expertise in one or more of the following areas:
- Culturally and linguistically responsive practices
- Developing a multi-layered system of support for students with mental health or special education struggles
- Servicing students experiencing an imminent mental health crisis or experiencing mental health challenges.
- Developing, implementing, and supporting systems in support of students with intensive needs.
- Assisting with Functional Behavior Analysis (FBA) and developing Behavior Intervention Plans (BIP).

Essential Functions

In collaboration with the principal, student services staff members, regular education staff, and special education staff, engage in the following:

Individualized support for students to support classroom independence and success;
Implementation of behavior intervention plans, universal or intensive behavioral strategies and programs;
Formal and informal assessments (examples include an observation of the environment or observation of the student within multiple environments throughout the school day);
Assist school teams with a functional behavior assessment and development of/or revision of BIP’s process to determine needed support for students with complex behaviors/needs.

Provide consultative support in a Multi-Layered System of Support framework with both general education and/or special education teachers related to behavior. Support can include team collaboration, coaching and modeling behavioral intervention implementation, and assistance in data collection;

Coach and support staff through challenging behavioral situations;

Collaborate with the District Intensive Support Specialists and Social Emotional Learning (SEL) Coordinator on effective universal behavioral strategies, social skills acquisition, trauma-sensitive, restorative approaches, as well as FBAs, BIPs, and other relevant topics;

Assist school teams with evaluating students’ progress toward decreasing targeted social and behavioral patterns (for students with whom the position is working);

Coaching & Direct Support to staff members —

Provide support in response to school support plans
Consult, coach, and problem-solve with the Principal, Dean/Coordinator, and student‑specific staff regarding the intensive needs of a student
Provide support in ensuring restorative reentry and re‑engagement following a critical incident, significant behavior incident, or following an extended absence;

Other duties as assigned by the building principal.

Knowledge, Skills, and Abilities

Experience working with students who demonstrate significant behaviors
Current knowledge of educational research‑based practices and interventions
Able to establish strong working relationships to achieve objectives
Able to gather and analyze information skillfully
Strong presentation skills for conducting professional development and working with adult learners
High problem‑solving and decision‑making ability
Highly organized and able to work independently
Good writing and verbal communication skills
Establish and maintain exemplary relationships by using appropriate interpersonal skills with students, staff, families, and the community
Experience and leadership in serving schools in supporting students with intensive needs
Able to develop and implement safety and behavior intervention plans.
Evidence of and ability to articulate a commitment to equity‑focused work.
Knowledge and experience in teaming at the school level to develop and monitor multi‑layered systems and practices.
Evidence of a strong understanding of the use of data within the MLSS system.
Evidence of exceptional organizational and leadership skills.
Evidence of exceptional interpersonal and communication skills.
Commitment to the philosophy and organization of the school and district outlined in the Strategic Framework.

Working Conditions

This job is performed primarily indoors with the occasional need to go to meetings outside the building and/or to district schools. This job requires traveling between buildings and locations.

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