Teacher for Alternative Education Program

About the Role:

Teachers in our Alternative Education Program play a pivotal role in delivering tailored educational experiences to students who benefit from non-traditional learning environments. This position focuses on fostering academic growth, social development, and emotional well-being of our students. The teacher will collaborate closely with the head teacher, students, families, and multidisciplinary teams to create individualized learning plans that promote engagement and success. By cultivating a supportive and inclusive classroom atmosphere, the teacher helps students build confidence and essential life skills. Ultimately, this role aims to empower students to achieve their full potential and prepare them for the future.

Our Alternative Education Program works with students grades 9 to 12 with Individualized Education Plans (IEPs) from Fairfield and New Haven county. Our students are eligible to attend our program through the year they turn 22 as they can transition into Transition Services once they have fulfilled their academic requirements. Many of our students may be navigating significant challenges in their personal lives, including housing instability, economic hardship, involvement with the juvenile justice system, and other circumstances that can impact their well-being and academic success. Our program provides many of our students with one on one paraprofessionals who will work to implement teacher guided goals and objectives.

Our students attend Monday to Friday from 9:00AM to 2:00PM following a traditional school schedule. The position is flexible for part time or full time hours.

Minimum Qualifications:

• Bachelor’s degree in Education or a related field from an accredited institution.
• Valid teaching certification/license applicable to CT teacher requirements.
• Experience working with diverse student populations, preferably in alternative or special education settings.
• Strong understanding of differentiated instruction and classroom management techniques.
• Excellent communication and interpersonal skills to engage effectively with students, parents, and colleagues.

Preferred Qualifications:

• Master’s degree in Education, Special Education, or Counseling.
• Training or certification in trauma-informed teaching practices or social-emotional learning.
• Experience with individualized education programs (IEPs) and behavioral intervention plans.
• Familiarity with technology integration to enhance learning experiences.
• Bilingual abilities or experience working with multilingual student populations.

Responsibilities:

• Develop and deliver customized lesson plans aligned with curriculum standards and the unique needs of alternative education students.
• Assess student progress regularly and adjust instructional methods to ensure effective learning outcomes.
• Create a positive, safe, and inclusive classroom environment that encourages student participation and respect.
• Collaborate with counselors, administrators, and families to support students' academic and social-emotional development.
• Maintain accurate records of student attendance, behavior, and academic performance in compliance with district policies.
• Participate in professional development opportunities to stay current with best practices in alternative education.
• Facilitate communication between students, parents, and staff to address challenges and celebrate achievements.

Skills:

The required and preferred skills are essential for creating an adaptive and responsive learning environment that meets the varied needs of students in the alternative education program. Strong communication skills enable the teacher to build trust and rapport with students and families, facilitating collaboration and support. Expertise in differentiated instruction and classroom management allows the teacher to tailor lessons and maintain a productive learning atmosphere. Familiarity with social-emotional learning and trauma-informed practices helps address students' holistic needs, promoting resilience and engagement. Additionally, technological proficiency supports the integration of digital tools to enrich instruction and track student progress effectively.