Substitute Teacher / Special Education

Seeking a SpEd teacher for Reading School District starting Fall 2026
Contract, PRN role $35/hr

The Substitute Special Education Teacher for Emotional Support will be filled on a per diem basis to provide services to elementary, middle school and high school students in the Reading School District. This position will:

• Implement lesson plans provided by the regularly assigned classroom teacher
• Provide specialized instruction to students with emotional support (ES) needs
• Establish a supportive learning environment
• Evaluate and assess student progress relative to instructional objectives,
• Provide guidance to support staff
• Coordinate delivery of special education services in each students IEP
• It is a Per Diem Role offering $35 hourly
• Work Schedule Monday to Friday as per Reading School District Hours
• Opportunities for Extended School Year Program

If the assignment is on a long-term basis (spanning several days, weeks or months), this position will develop lesson plans and assignments consistent with the regularly assigned teachers past lesson plans and each students IEP.

The Center for Effective Schools (CES) is a non-profit research and training center dedicated to building the capacity of schools and other child-serving institutions to better serve children and adolescents with, and at risk for developing, emotional and behavioral disorders (EBD). This mission is accomplished through training, consultation and applied research. The CES is a division of Devereuxs Institute of Clinical and Professional Training and Research. Established in 1999, the CES is located in King of Prussia, PA, just outside of Philadelphia. From its inception, the primary focus of the organization was and continues to be addressing the needs of children with and at risk for EBD and their families by promoting effective practices, informed by scientific evidence, to improve lives. Learn more at www.centerforeffectiveschools.org .

The CES utilizes an indirect service delivery approach whether working at the individual or systems level. The theoretical foundation of this work is based in applied behavior analysis and positive behavior support and, to the extent possible, delivered within a preventative or early intervening framework.