Special Education Teacher (K-6th)

Job Description

Job Description

SPECIAL EDUCATION TEACHER (K-6)

Full Title: Special Education Master Teacher (Gr. K-6)

Location:  Albany, NY 

Program : Special Education – R&E May School

Type:  Exempt  (salary) 

Pay Range: $62,353.30 to $74,500.00

Schedule : Monday - Friday; 8am-3:30pm; Wednesdays: 8am-4pm (37.5 hours weekly)

Job Ref. # : 0340

Notes : If interested, please submit an application with your resume today! 

Offering a $3,000 Sign-on Bonus* ( some conditions may apply ), Competitive Salaries, Excellent Benefits & Job Perks! 

We pay for all background checks and your TCI Training!

About Us

St. Catherine’s Center for Children is a non-profit organization located in the Greater Capital Region of New York. We offer a wide array of human services designed to meet the needs of vulnerable children, families and adults, including residential and therapeutic foster care programs for children and youth, Kinship support, homeless and community-based services for adults and families, a special education elementary school for ages 5-13, and so much more. 

St. Catherine’s is committed to cultivating a culture where all employees feel safe to bring their authentic and best selves to the workplace. We are invested in fostering an equitable, inclusive and diversified workplace; collaboratively embracing mindfulness, relevance, respect and solidarity. 

If you would like to learn more about our agency or one of our many programs, please visit our website at: 

Our Mission:  St. Catherine's Center for Children provides a comprehensive range of human services designed to offer hope, foster growth, and improve the lives of the children, families and adults we serve.

Our Vision:  St. Catherine’s willingness to embrace change and develop new services is, and will remain, our guiding philosophy as we support the human service needs of children, families, and adults throughout the region.

Position Overview & Organizational Relationships

The Special Education Master Teacher (Teacher) is responsible for the planning, implementation, and supervision of a high-quality instructional program aligned with New York State Education Department (NYSED) standards and regulations. The Teacher leads the classroom team, ensures fidelity to Individualized Education Programs (IEPs), and fosters a safe, structured, and trauma-informed learning environment that supports students’ academic, behavioral, and social-emotional growth. The Teacher is supervised by and reports directly to the R & E May School Principal.

Essential Duties & Responsibilities

Instructional Planning and Implementation

• Develop and implement daily and weekly lesson plans aligned with NYSED learning standards and each student’s IEP goals and objectives.
• Deliver differentiated instruction using evidence-based practices to meet diverse learning needs.
• Provide individual, small group, and whole-class instruction that supports both academic and social-emotional development.
• Utilize ongoing assessment data to inform instruction and monitor student progress toward IEP goals.
• Collaborate with related service providers to ensure coordinated and integrated instructional supports.

Classroom Leadership and Supervision

• Supervise and provide direction to Teacher Assistants and assigned classroom staff.
• Foster a structured, predictable, and trauma-informed classroom environment that promotes safety, trust, and student engagement.
• Model and support the use of positive behavior supports, de-escalation strategies, and restorative practices.
• Provide coaching and feedback, for classroom staff in alignment with agency and educational standards.
• Ensure adherence to all agency policies, NYSED regulations, and applicable guidelines.

Student Support and Classroom Environment

• Support students in developing self-regulation, coping, problem-solving, and interpersonal skills.
• Implement proactive classroom management strategies that emphasize prevention, relationship-building, and student dignity.
• Maintain a classroom environment that is organized, welcoming, and conducive to learning.
• Ensure appropriate supervision and safety of all students at all times, including during crisis situations.
• Utilize approved crisis intervention techniques in alignment with training and regulatory guidance.

Documentation and Compliance

• Maintain accurate and timely documentation including:

• Daily Lesson plans
• Report cards and progress reports
• Behavioral and incident documentation as required
• Ensure compliance with NYSED requirements, including documentation for IEP implementation and progress reporting.
• Ensure the consistent implementation and ongoing progress monitoring of Behavior Intervention Plans (BIPs), including the systematic collection, documentation, and analysis of behavioral data to assess effectiveness, inform instructional and behavioral adjustments, and ensure compliance with NYSED requirements and each student’s IEP.
• Contribute to the development and review of Individualized Education Programs (IEPs), including drafting present levels of performance, measurable annual goals, and recommended supports and services, ensuring alignment with student needs, data, and NYSED regulations.

Collaboration and Team Participation

• Participate in multidisciplinary team meetings, including IEP meetings, MTSS meetings, and program reviews, contributing data-driven insights and collaborating with team members to support effective educational planning and student outcomes.
• Attend and actively participate in staff meetings, contributing to communication, collaboration, and the effective implementation of program initiatives and student supports.
• Communicate effectively with families/guardians in alignment with confidentiality laws and parental rights.
• Collaborate with colleagues to support consistent implementation of instructional and behavioral supports.

Professional Development

• Participate in required trainings, including those related to NYSED mandates, trauma-informed practices, and instructional best practices.
• Actively pursue professional development opportunities to enhance skills and competencies in alignment with individual strengths, areas of need, and program goals.
• Demonstrate professionalism, reliability, and adherence to school policies and NYSED expectations.
• Perform additional duties as assigned by the supervising administrator.
• May support or lead professional development activities for staff.

Position Specifications & Requirements 

Education :

• Master of Science degree in Special Education, preferred. Master of Science degree in related educational area of study will be considered. 
• Requires a Bachelor of Science degree in Special Education or related area of study, and the ability to work with students who demonstrate serious emotional and behavioral challenges, ages 6-13. 
• Bachelor’s degree may be considered if the applicant is currently enrolled in a program that leads to a Master’s degree in Special Education or related educational area of study. 
• NYS Certification in Special Education, Literacy or Students with Disabilities, or enrollment in a program that leads to NYS Special Education Teacher Certification within one year of hire.
• Valid New York State certification in Special Education (Students with Disabilities) or related area, or active enrollment in a certification program in accordance with NYSED requirements.

Experience / Skills :

• Prior teaching experience in a special education setting preferred.
• Knowledge of NYSED regulations, IEP development, and progress monitoring.
• Experience with evidence-based instructional and behavioral practices.

Other Requirements :

• Ability to safely and effectively respond to student crises using approved intervention strategies.
• Ability to work in a fast-paced environment supporting students with significant behavioral and emotional needs.
• Successful completion of all required background checks.
• This role requires a commitment to trauma-informed principles, including:

• • Promoting physical and emotional safety
  • Building strong, supportive relationships
  • Supporting student voice and choice
  • Recognizing the impact of trauma on learning and behavior
  • Using restorative and strength-based approaches.

Core Competencies & Essential Attributes

• Trauma-Informed Lens: Demonstrates a deep understanding of how trauma impacts student learning, neurological development, behavior, and relationships.
• Emotional Regulation: Maintains personal emotional regulation and utilizes reflective practices to guide professional judgment, particularly during high-stress or escalated classroom situations.
• Responsive Instruction: Leverages a strong understanding of the learning process to deliver responsive instructional support through intentional scaffolding, constructive feedback, and positive reinforcement.
• De-escalation & Communication: Utilizes calm, respectful, and supportive communication styles with both students and colleagues at all times.
• Relationship & Boundary Building: Cultivates positive, trusting, and safe relationships with both students and staff to foster growth