Business Services & Consulting • all cities, ME 22
The goal of the Elementary Special Education SAM (Single Approach to Mastery) Teacher is to provide high-quality, specialized instruction within a structured, supportive learning environment that enables students with disabilities to make meaningful academic,social, and emotional progress.In a SAM classroom, students with IEPs are educated alongside their nondisabled peers throughout the school day by a teacher who holds dual certification in both special education and general education.
This position focuses on supporting elementary students who require intensive, scaffolded instruction and systematic skill development to build foundational academic and functional skills.The SAM Teacher works to create a predictable, inclusive classroom environment that promotes engagement, independence, and positive behavior while meeting the diverse learning needs of students.Through individualized instruction, explicit teaching, and targeted interventions, the teacher supports students in developing the skills necessary for increased participation in the school community.
The Special Education SAM Teacher is responsible for planning, organizing, and delivering specially designed instruction aligned with the district-approved curriculum and the Common Core State Standards, while also addressing Individualized Education Program (IEP) goals and objectives. Instruction emphasizes mastery of foundational skills, differentiated supports, and data-driven decision making to ensure students progress toward academic proficiency and greater independence. The teacher also collaborates with families, general education staff, and related service providers to support student success across educational settings.
The requirements listed below are representative of the knowledge, skill and/or ability required:
To perform this job successfully, an individual must be able to satisfactorily perform the essential duties and responsibilities related to the District. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Develop, implement, and monitor Individualized Education Programs (IEPs) based on student assessments, present levels of performance, identified needs, and progress toward goals, ensuring compliance with federal, state, and district requirements.
Design and deliver specially designed instruction (SDI) aligned with Common Core State Standards (CCSS) and IEP goals, including Behavior Intervention Plans where applicable, using district-approved curriculum and instructional resources.
Provide standards-based core instruction through weekly lesson plans that incorporate a balanced program of direct instruction, guided practice, collaborative learning, and student inquiry, while integrating targeted interventions, scaffolds, and appropriate instructional technologies to support students in accessing grade-level content across subject areas - with particular attention to foundational skill development in Mathematics and Literacy.
Differentiate instruction using a variety of evidence-based teaching strategies, methodologies, and instructional technologies to address diverse learning styles, academic needs, and each student's level of functioning and preferred learning modalities.
Develop and implement structured classroom routines and management systems that support positive behavior, engagement, and a safe learning environment, including the implementation of evidence-based behavioral and social-emotional supports and adherence to district expectations for Non-Violent Crisis Intervention.
Regularly administer, collect, and analyze formal and informal assessment data, including curriculum-based measures and IEP progress monitoring, to guide instructional decisions, adjust interventions, and document student growth.
Communicate regularly and proactively with families regarding student progress, classroom expectations, academic performance, and IEP implementation.
Participate in IEP meetings, eligibility determinations, parent conferences, and other required meetings.
Administer required state, district, and classroom-based assessments in accordance with state regulations and district expectations and ensure appropriate accommodations and modifications are provided as outlined in student IEPs.
Supervise, plan for, and collaborate with paraprofessionals and classroom support staff, providing direction and guidance to ensure effective implementation of instructional and behavioral supports.
Maintain accurate and timely documentation and reporting, including IEP paperwork, progress monitoring data, lesson plans, and other required records in compliance with federal, state, and district policies.
Establish and maintain collaborative and professional relationships with general education teachers, paraprofessionals, related service providers, support staff, administrators, and community agencies to support student success.
Comply with all Federal, State and Local regulations and policies: accurately complete required paperwork within designated timelines, utilize district resources (i.e Employee Handbook, District website, Collaborative Agreement, Professional Code of Conduct, Administrative procedures, School District Board Policies, etc.) to maintain professionalism and avoid noncompliance, and cooperate with compliance monitoring and dispute resolution activities.
Maintain current certifications (including clock hours via DEEDS), and actively engage in required professional development, mandated training, and self-selected workshops, courses, and conferences to stay current on evidence-based instructional strategies and technology.
Perform other duties/responsibilities as assigned by the building principal and/or supervisor.
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential duties and responsibilities of this job.Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.While performing the duties of this job, the employee is regularly required to use hands and/or fingers to handle, or feel, reach with hands and arms, talk or hear, and taste or smell.This job requires repetitive stopping, twisting and bending.
The employee frequently is required to stand, walk and sit.The employee must occasionally lift and/or move up to 50 pounds.Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and ability to adjust focus.
These items must be completed prior to your start date, they should be completed immediately:
When you apply you will have:
The goal of the Elementary Special Education SAM (Single Approach to Mastery) Teacher is to provide high-quality, specialized instruction within a structured, supportive learning environment that enables students with disabilities to make meaningful academic,social, and emotional progress.In a SAM classroom, students with IEPs are educated alongside their nondisabled peers throughout the school day by a teacher who holds dual certification in both special education and general education.
This position focuses on supporting elementary students who require intensive, scaffolded instruction and systematic skill development to build foundational academic and functional skills.The SAM Teacher works to create a predictable, inclusive classroom environment that promotes engagement, independence, and positive behavior while meeting the diverse learning needs of students.Through individualized instruction, explicit teaching, and targeted interventions, the teacher supports students in developing the skills necessary for increased participation in the school community.
The Special Education SAM Teacher is responsible for planning, organizing, and delivering specially designed instruction aligned with the district-approved curriculum and the Common Core State Standards, while also addressing Individualized Education Program (IEP) goals and objectives. Instruction emphasizes mastery of foundational skills, differentiated supports, and data-driven decision making to ensure students progress toward academic proficiency and greater independence. The teacher also collaborates with families, general education staff, and related service providers to support student success across educational settings.
The requirements listed below are representative of the knowledge, skill and/or ability required:
To perform this job successfully, an individual must be able to satisfactorily perform the essential duties and responsibilities related to the District. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Develop, implement, and monitor Individualized Education Programs (IEPs) based on student assessments, present levels of performance, identified needs, and progress toward goals, ensuring compliance with federal, state, and district requirements.
Design and deliver specially designed instruction (SDI) aligned with Common Core State Standards (CCSS) and IEP goals, including Behavior Intervention Plans where applicable, using district-approved curriculum and instructional resources.
Provide standards-based core instruction through weekly lesson plans that incorporate a balanced program of direct instruction, guided practice, collaborative learning, and student inquiry, while integrating targeted interventions, scaffolds, and appropriate instructional technologies to support students in accessing grade-level content across subject areas - with particular attention to foundational skill development in Mathematics and Literacy.
Differentiate instruction using a variety of evidence-based teaching strategies, methodologies, and instructional technologies to address diverse learning styles, academic needs, and each student's level of functioning and preferred learning modalities.
Develop and implement structured classroom routines and management systems that support positive behavior, engagement, and a safe learning environment, including the implementation of evidence-based behavioral and social-emotional supports and adherence to district expectations for Non-Violent Crisis Intervention.
Regularly administer, collect, and analyze formal and informal assessment data, including curriculum-based measures and IEP progress monitoring, to guide instructional decisions, adjust interventions, and document student growth.
Communicate regularly and proactively with families regarding student progress, classroom expectations, academic performance, and IEP implementation.
Participate in IEP meetings, eligibility determinations, parent conferences, and other required meetings.
Administer required state, district, and classroom-based assessments in accordance with state regulations and district expectations and ensure appropriate accommodations and modifications are provided as outlined in student IEPs.
Supervise, plan for, and collaborate with paraprofessionals and classroom support staff, providing direction and guidance to ensure effective implementation of instructional and behavioral supports.
Maintain accurate and timely documentation and reporting, including IEP paperwork, progress monitoring data, lesson plans, and other required records in compliance with federal, state, and district policies.
Establish and maintain collaborative and professional relationships with general education teachers, paraprofessionals, related service providers, support staff, administrators, and community agencies to support student success.
Comply with all Federal, State and Local regulations and policies: accurately complete required paperwork within designated timelines, utilize district resources (i.e Employee Handbook, District website, Collaborative Agreement, Professional Code of Conduct, Administrative procedures, School District Board Policies, etc.) to maintain professionalism and avoid noncompliance, and cooperate with compliance monitoring and dispute resolution activities.
Maintain current certifications (including clock hours via DEEDS), and actively engage in required professional development, mandated training, and self-selected workshops, courses, and conferences to stay current on evidence-based instructional strategies and technology.
Perform other duties/responsibilities as assigned by the building principal and/or supervisor.
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential duties and responsibilities of this job.Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.While performing the duties of this job, the employee is regularly required to use hands and/or fingers to handle, or feel, reach with hands and arms, talk or hear, and taste or smell.This job requires repetitive stopping, twisting and bending.
The employee frequently is required to stand, walk and sit.The employee must occasionally lift and/or move up to 50 pounds.Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and ability to adjust focus.
These items must be completed prior to your start date, they should be completed immediately:
When you apply you will have:
