Position Overview
The York School Department is seeking a dynamic, versatile Special Educator to lead our Intensive Needs Program. This classroom serves a neurodiverse cohort of students who require individualized support in the areas of social-emotional regulation, functional academics, and daily living skills. The ideal candidate possesses a strong background in Applied Behavior Analysis (ABA) or trauma-informed behavioral intervention, paired with a passion for fostering student independence and community inclusion.
Key Responsibilities
Integrated Instruction: Design and implement ""Specially Designed Instruction"" (SDI) that balances academic standards with functional life skills (e.g., communication, self-care, and vocational readiness).
Behavioral Leadership: Develop, implement, and monitor Functional Behavioral Assessments (FBAs) and Positive Behavior Support Plans (PBSPs). Use data to drive de-escalation strategies and replacement behavior teaching.
Case Management: Lead the IEP process for a caseload of students with complex profiles; ensure MUSER compliance, facilitate team meetings, and coordinate with related service providers (OT, PT, Speech, BCBA).
Adaptive Environment: Create a highly structured, predictable classroom environment that utilizes visual supports, sensory integration strategies, and assistive technology to meet diverse learner needs.
Staff Supervision: Direct and mentor a team of Educational Technicians, providing clear instructional plans and real-time coaching on behavioral interventions.
Inclusion Advocacy: Collaborate with general education colleagues to identify and support meaningful inclusion opportunities for students within the greater middle school community.
Qualifications & Skills
Certification: Valid Maine DOE Special Education Certification (282).
Clinical Expertise: Experience with students with Autism Spectrum Disorder (ASD), Intellectual Disabilities, and/or Emotional-Behavioral Disorders.
Crisis Intervention: Proficiency in (or willingness to be trained in) Safety-Care or similar evidence-based de-escalation frameworks.
The "Hybrid" Mindset: An ability to see ""behavior as communication"" and a commitment to teaching the functional skills necessary to reduce that communication barrier.
Communication: Exceptional ability to partner with families, navigating sensitive clinical conversations with empathy and data-driven clarity.
Why This Role?
This is a unique opportunity to shape a growing program that prioritizes the ""whole child."" By merging these disciplines, York Middle School aims to break down silos in special education, ensuring that students receive the behavioral support they need to access the life skills that will ensure their future autonomy.
The York School Department is seeking a dynamic, versatile Special Educator to lead our Intensive Needs Program. This classroom serves a neurodiverse cohort of students who require individualized support in the areas of social-emotional regulation, functional academics, and daily living skills. The ideal candidate possesses a strong background in Applied Behavior Analysis (ABA) or trauma-informed behavioral intervention, paired with a passion for fostering student independence and community inclusion.
Key Responsibilities
Integrated Instruction: Design and implement ""Specially Designed Instruction"" (SDI) that balances academic standards with functional life skills (e.g., communication, self-care, and vocational readiness).
Behavioral Leadership: Develop, implement, and monitor Functional Behavioral Assessments (FBAs) and Positive Behavior Support Plans (PBSPs). Use data to drive de-escalation strategies and replacement behavior teaching.
Case Management: Lead the IEP process for a caseload of students with complex profiles; ensure MUSER compliance, facilitate team meetings, and coordinate with related service providers (OT, PT, Speech, BCBA).
Adaptive Environment: Create a highly structured, predictable classroom environment that utilizes visual supports, sensory integration strategies, and assistive technology to meet diverse learner needs.
Staff Supervision: Direct and mentor a team of Educational Technicians, providing clear instructional plans and real-time coaching on behavioral interventions.
Inclusion Advocacy: Collaborate with general education colleagues to identify and support meaningful inclusion opportunities for students within the greater middle school community.
Qualifications & Skills
Certification: Valid Maine DOE Special Education Certification (282).
Clinical Expertise: Experience with students with Autism Spectrum Disorder (ASD), Intellectual Disabilities, and/or Emotional-Behavioral Disorders.
Crisis Intervention: Proficiency in (or willingness to be trained in) Safety-Care or similar evidence-based de-escalation frameworks.
The "Hybrid" Mindset: An ability to see ""behavior as communication"" and a commitment to teaching the functional skills necessary to reduce that communication barrier.
Communication: Exceptional ability to partner with families, navigating sensitive clinical conversations with empathy and data-driven clarity.
Why This Role?
This is a unique opportunity to shape a growing program that prioritizes the ""whole child."" By merging these disciplines, York Middle School aims to break down silos in special education, ensuring that students receive the behavioral support they need to access the life skills that will ensure their future autonomy.