Coordinator - Building Special Education (.50) and Teacher of Students with Autism and/or Students with Severe Intellectual Disabilities (.50)

Position Type:Student Support Services/Educational DiagnosticianDate Posted:2/26/2026Location:Skills for Independence, Transition and EmploymentDate Available:To be determinedClosing Date:3/5/2026District:Brandywine School DistrictPosition Title:Teacher of Students with Autism and or Severe Intellectual Disabilities - Skills for Independence, Transition and Employment (SITE) Program (18-22 yr olds) .5 and Building Special Education Coordinator .5School/Department:SITE/ Special Education and Support ServicesJob Location:S.I.T.E at Claymont Community CenterSupervisory Position:NoFLSA Status:ExemptTerms of Employment:10 Months/YearBenefits Type:Benefited - Regular Full-TimeReports To:Program LeadSalary:Commensurate with the Brandywine School District's Teacher Salary ScheduleTo Apply:Click "Apply" designated near the Job ID on the main employment web page for complete application instructions.Job Goal: To support students with disabilities in successfully developing vocational and independent living skills through individualized transition plans, community-based experiences, and coordinated special education services. The staff member will maintain and manage special education records, ensuring compliance through accurate auditing of student files and management systems, while collaborating with instructional staff and related service providers-including speech/language therapists, BCBAs, occupational and physical therapists, school psychologists, counselors, and social workers-to determine eligibility, placement, and programming. This role promotes student growth through experiences that foster belonging, mastery, interdependence, and generosity within school, community, and vocational settings.Job Qualifications:1. Bachelor's Degree in Special Education required; Master's Degree preferred.2. Possess or be eligible for Delaware educator licensure and certification as a Teacher of Students withDisabilities.3. Certification or eligibility as a Teacher of Students with Autism or Severe Intellectual Disabilitiespreferred.4. Minimum of three (3) years of experience as a Special Education Teacher preferred, with experience intransitional, vocational, or community-based programs for students ages 18-22 and/or high schoolvocational programs preferred.5. Demonstrated knowledge of child development, educational psychology, disability-specific instructionalstrategies, and differentiated instruction.6. Experience with the IEP process, IDEA, and compliance with all applicable federal and state laws andregulations, including maintaining and auditing special education records.7. Proven ability to deliver effective instruction, manage classrooms, plan programming, and supportvocational and independent living skill development.8. Experience coordinating paraeducators, job coaches, or support staff and collaborating withmultidisciplinary teams, families, and community partners.9. Proficiency with student information systems, documentation, progress monitoring, and instructionaltechnology.10. Strong organizational, communication, and leadership skills with a demonstrated record of professionalreliability and positive student outcomes.11. Valid Driver's License and ability to drive a 10-passenger van.12. Outstanding ability to motivate and build relationships with students, and parents to promote studentachievement and strengthen community partnerships.Essential Functions:Develop and implement daily and unit lesson plans, scope and sequence, and vocational and independent living instruction aligned with curriculum, student IEP goals, and transition plans, integrating technology and differentiated instructional strategies.Create and maintain a structured, engaging learning environment that supports student belonging, mastery, interdependence, and positive behavior while maintaining accurate records of student progress, achievement, and work-based learning performance using automated systems.Plan for instruction continuity, including preparation of materials and plans for substitute teachers when absent.Participate in and facilitate IEP meetings, including eligibility, annual reviews, transition planning,placement decisions, manifestation determinations, and extended work-based learning planning.Compile, maintain, audit, and file all required special education documentation, reports, and records in compliance with district, state, and federal requirements.Collaborate with instructional staff, related service providers, administrators, families, and outside agencies to support appropriate programming, services, and transition outcomes for students.Work closely with Program Administrator to develop, maintain, and monitor community and business partnerships to support work-based learning and vocational experiences with Case Managers and outside agencies ensuring alignment with student IEP goals.Provide instructional guidance, coaching, and support to SITE staff as needed to ensure fidelity to student IEP goals across school, community, and vocational settings.Consult with parents and staff regarding students' educational, behavioral, and transition needs, including interpretation of assessment data and progress toward goals.Communicate effectively and professionally with students, families, staff, and community partners while maintaining high standards of conduct, attendance, and professionalism.Participate in professional development, leadership activities, and continuous improvement efforts related to instruction, compliance, and transition programming for students age 18-22.Collaborate with DDDS, DVR and other outside agencies to plan for successful employment and transition to adult living upon exiting educational services.Perform other duties and complete special projects as assigned.Physical Requirements: While performing the duties of this job, the employee is occasionally required to stand, sit, use hands to the finger(s), handle, or feel objects, tools or controls, use fingers to type and/or write; reach with hands and arms; talk or hear; taste or smell. Specific vision abilities required by the job include close, distance, and color vision, peripheral and depth perception and the ability to adjust focus. Must be able to lift, carry, push and pull up to 50 pounds. If lifting in excess of this weight is necessary, the assistance of a second person is required. The physical demands of this position will also include the ability of the individual to perform all of the essential functions and related responsibilities of the position with or without reasonable accommodations.Work Environment: This position normally performs the majority of work in a school building or work office environment.Brandywine School District Employee Responsibilities: All employees of the Brandywine School District are expected as a requirement of their specific job function to:Represent one's self and the District in a positive and professional manner consistent with a personal commitment to fulfilling the District's mission statement and core values while displaying service and involvement, creativity and innovation, dignity and respect, personal and professional integrity, and a duty to safeguard sensitive or confidential information from intentional or unintentional disclosure.Interact and work cooperatively with students, parents, staff and the district community in a timely and courteous manner.Maintain current working knowledge of policies and regulations necessary to answer work-related and general information questions.Achieve and maintain professional standards required and/or desirable for professional accreditation in the chosen profession.Participate in school/departmental activities, meetings, and/or committees to advance District initiatives and to foster personal input and professional teamwork and to assist the District in achieving the goals of the strategic plan.Abide by all Federal and State laws, Board policies and District regulations.Perform other duties as may be assigned by the immediate supervisor(s).