English teacher Jobs in Abbotsford, BC

Danbury Public Schools is a diverse community located in the western part of Connecticut and serves more than 12,500 students across the City of Danbury. We are committed to cultivating equity and excellence for all students, closing opportunity gaps, and preparing students for post-secondary success. The mission of Danbury Public Schools, in partnership with families and the community, is to provide transformational learning experiences designed to nurture thoughtful and prepared graduates. We have set ambitious and rigorous goals to ensure students graduate prepared to transform the world. Our district includes 13 unique elementary schools—including an interdistrict magnet school for International Studies—three middle schools, including an intradistrict magnet school focused on STEM and World Studies, and the Danbury Career Academies, which provide innovative educational pathways supported by faculty with both academic and real-world experience. DPS recruits and commits to educators with passion who are aligned with our vision to aspire to advance all learners to their highest potential.

POSITION SUMMARY

The job of Basic Academic Skills (BAS) teacher was established for the purpose / s of providing support to the instructional process by serving as a teacher with specific responsibility for developing special education students' success in academics, interpersonal skills and activities of daily living; supervising students within the classroom and other assigned areas; developing lesson plans and delivering group an individual student instruction within established curriculum guidelines; collaborating with other teachers, other professional staff, and administrators in addressing instructional and / or classroom issues; and responding to a wide range of inquiries from students’ parents or guardians regarding instructional program and student progress.

PERFORMANCE RESPONSIBILITIES AND ESSENTIAL FUNCTIONS

Provide Individualized Instruction :   Deliver specialized academic and behavioral instruction aligned with each student’s Individualized Education Plan (IEP), using Connecticut State Standards and district curriculum within a small-group or self-contained classroom setting.

Plan and Implement Effective Lessons :   Design and implement lessons that promote academic achievement, functional skill development, communication, social-emotional growth, and positive behavioral outcomes.

Develop and Implement IEPs :   Participate in the development, review, and revision of IEPs. Collaborate with the Case Manager and Child Study Team to ensure goals, accommodations, and services are clearly defined, implemented, and monitored for effectiveness.

Monitor Student Progress :   Collect and analyze data using diagnostic, formative, and behavioral assessments to evaluate progress toward IEP goals. Use this data to guide instructional and behavioral decision-making.

Address Individual Needs :   Adapt instruction, materials, and assessments to accommodate various learning styles, physical abilities, and emotional or behavioral needs.

Implement Behavioral Interventions :   Develop, implement, and monitor individualized Behavior Intervention Plans (BIPs). Utilize evidence-based strategies such as positive behavior supports, de-escalation techniques, and restorative practices to promote self-regulation and appropriate social behavior.

Foster a Safe and Supportive Learning Environment :   Establish a structured, nurturing, and predictable classroom environment that encourages engagement, independence, and respect. Maintain clear expectations and consistent routines.

Collaborate with School Staff :   Work closely with general education teachers, paraprofessionals, related service providers, and administrators to coordinate academic, behavioral, and social supports for students.

Supervise and Support Paraprofessionals :   Provide clear direction, training, and feedback to paraprofessionals assigned to the classroom. Establish shared expectations to ensure consistency in instructional and behavioral practices.

Facilitate Communication and Family Engagement :   Communicate regularly with parents and guardians to share student progress, discuss strategies for consistency between home and school, and encourage family collaboration in achieving student goals.

Assessment and Evaluation :   Administer and interpret academic and behavioral assessments. Participate in eligibility and triennial evaluations, progress monitoring, and compliance activities as required by law and district policy.

Documentation and Record Keeping :   Maintain accurate and confidential records of student progress, behavior data, IEP documentation, and parent communication in compliance with IDEA and district procedures.

Professional Collaboration and Development :   Participate in IEP, eligibility, and placement meetings. Collaborate with colleagues to enhance instructional practices and engage in ongoing professional growth related to behavior management, trauma-informed care, and special education best practices.

Health, Safety, and Supervision :   Ensure the physical and emotional safety of students. Assist students with mobility or physical needs as required, and follow all health, safety, and crisis response procedures.

Support School Programs and Culture :   Model positive behavior and professionalism. Support extracurricular and school-wide initiatives that promote inclusion, belonging, and student success.

Professional Conduct :   Maintain high ethical standards and confidentiality. Demonstrate professionalism in dress, communication, and interactions with students, families, and colleagues.

Attendance and Additional Duties :   Maintain consistent attendance and punctuality. Complete all reports, lesson plans, and documentation on time. Perform other duties as assigned by the Principal or administrative designee consistent with certification and contractual responsibilities.

JOB REQUIREMENTS – MINIMUM QUALIFICATIONS

• Skills, Knowledge, and Abilities : Proficiency in assessment methods and data interpretation. Ability to support diverse learners, including students with disabilities and English language learners. Experience in specialized instruction and remediation. Knowledge of child development and behavior management. Effective interpersonal and communication skills. Familiarity with Connecticut and federal special education regulations. Proficiency in instructional strategies and use of technology. Strong organizational skills and commitment to confidentiality. Willingness to engage in professional development.
• Preferred Education and Experience : Successful experience as a special education teacher preferred. Second language or language acquisition background preferred. Experience working with culturally and economically diverse students preferred.
• Education / Certification Requirements : Bachelor’s degree from an accredited institution. Must hold or be eligible for Connecticut State certification in Special Education (065, 165).

SALARY :

Salary and wages are paid in accordance with the Collective Bargaining Agreement between NEA Danbury and the Danbury Board of Education, which can be found on our website.