Hybrid 25-26 Hiring: Leave Replacement Special Education Teacher presso Chappaqua Central School District

The Chappaqua Central School District is a community of six schools serving approximately 3500 students in Westchester County.  We are seeking excellent educators who can provide high-quality instruction and build authentic, supportive relationships with students. We are committed to hiring an inclusive teaching staff to create warm, joyful, student-centered, and welcoming schools. 

Chappaqua CSD is looking for a thoughtful and knowledgeable educator to serve in the leave replacement position of Special Education Teacher at Roaring Brook Elementary School beginning August 28, 2025 through January 23, 2026.

Skills, Knowledge and Abilities:

• Can administer, score, and interpret standardized educational evaluations to use as a basis for making eligibility determinations.

• Skilled in developing IEPs for students with student-specific goals and data-driven progress monitoring with goals that are student specific and informed by various data points. 

• Assists students and teaching staff in implementing students' IEP's including academic goals and behavior management plans. 

• Ability to develop and actualize modifications and accommodations for students with disabilities in a general education classroom based on student readiness levels.

• Knowledge of data information systems, data analysis and the formulation of action plans. 

• Knowledge of applicable federal and state laws regarding education and students. 

• Ability to engage in various instructional models including consultant teacher services, resource room, integrated co-teaching, and skills class.  

• Serves as a resource to students and families to provide support that will lead each student to increased personal growth, self-understanding, and behavioral management. 

• Fosters a positive and inclusive classroom environment that prioritizes the social and emotional well-being of students and nurtures a sense of belonging.

• Implements evidence-based social-emotional learning strategies to promote emotional intelligence and interpersonal skills. Knowledge of the RULER approach is preferred.

• Utilizes current educational research to inform instructional practices, ensuring lessons are grounded in evidence-based methods.

• Implements formative assessments regularly to gauge student understanding.

• Incorporates formative and summative data analysis into lesson planning to tailor instruction and address individual learning needs.

• Infuses culturally relevant practices into curriculum design, ensuring that lessons reflect the diverse backgrounds and experiences of all students.

• Integrates diverse perspectives and voices into instructional materials and resources to broaden students' understanding of the world.

• Engages in regular, collaborative professional development to enhance collective knowledge and skills, reinforcing the idea that the team's efficacy is greater than individual efforts alone.

• Uses NYS standards as a foundation for setting clear learning goals and expectations for students, providing a roadmap for their academic progress.

Certifications/Experience:

• New York State Certification as a Special Education Teacher (Gr. 1-6). 

• Has experience with reading and writing workshop models of instruction; and a constructivist approach to mathematics instruction where students develop deep conceptual understandings.

• Successful prior special education teaching experience with students with Autism, Dyslexia and other learning disabilities.