Special Educator At Newbrook Elementary School Part-Time .5 FTE

We're looking for an enthusiastic and flexible Special Educator to join our team at NewBrook Elementary School for the 2024-25 school year! This .5 FTE position includes provision of specially designed instruction to students and close collaboration with colleagues as part of our MTSS (Multi-Tiered System of Supports).

Estimated schedule: Monday through Friday, half days (dependent upon student schedules and service needs).

If you're passionate about making a difference in education, we'd love to have you on board! Apply today.

WINDHAM CENTRAL SUPERVISORY UNION

JOB DESCRIPTION

JOB TITLE: Special Educator

REPORTS TO: Principal and Director of Special Education

APPROVED BY: Superintendent of Schools

UPDATED: 5/2021

FLSA STATUS: Exempt

POSITION OBJECTIVE(S): Consistent with state and federal law, case manages (schedules and facilitates meetings), coordinates and provides an effective and efficient system of Special Education and Support Services designed to meet the needs of assigned students, and effectively integrate students into the least restrictive environment. Special Educators instruct students in basic skills using a variety of approaches and strategies including co-teaching/consulting.

ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. Other duties may be assigned.

PLANNING & PREPARATION

• Integrates current best practices, research, and special education laws into the education of students with disabilities, to assure compliance with state and federal laws, and to provide the most effective educational program for assigned students.

• Demonstrates knowledge and understanding of assigned students including: intellectual, social, and emotional characteristics of age group; students' varied approaches to learning; student skills and knowledge; student interests and cultural heritage; economic and cultural influences; student's family, school and community context.

• Serves as liaison to assure a successful transition of assigned students from school to school, or classroom to classroom.

• Uses assessment information to develop an effective standards-based Individual Educational Plan (IEP) for those students who qualify for such services.

• Researches, coordinates and effectively utilizes available school and community resources and outside agencies to ensure proper delivery of students' IEP (SLP, Social Worker, OT/PT, internal and external professionals and agencies, and the like).

• Works collaboratively with Director of Special Education to plan, develop, and monitor, and/or deliver extended school year programs for identified students to assure an effective educational program. Provides technical assistance to summer tutors as directed.

• Works with classroom teachers to select, design/modify classroom services (including learning activities, instructional groupings, lesson plans, educational materials, curricula, assessments, teaching strategies, and the like) for assigned students designed to promote the academic, vocational, physical and social development needs of students, adhering to accommodations as appropriate.

• Administers and/or coordinates a thorough assessment which may include language, behavior, visual motor, gross and fine motor, and cognitive skills using a variety of techniques including standardized tests, rubrics, checklists, curriculum based measures, developmental scales, observations, behavior objectives, and the like.

• Confers with parents, school counselors, classroom teachers, social workers, administrators, testing specialists and other professionals as needed to determine proper assessment tools and procedures, and to discuss evaluation results.

• As a member of an IEP team, helps to interpret both educational and clinical findings to accurately determine program eligibility and to assess student progress.

• Supervises Paraeducators as assigned.

LEARNING ENVIRONMENT

• Creates and maintains an environment of respect and positive rapport with students, families, and colleagues.

• Effectively serves all children on general caseload and assists with the integration of assigned students into general education classroom settings in the least restrictive environment.

• Coordinates services and assures productive, effective, and efficient use of assigned para-educators.

• Develops, implements, and monitors behavior management plans and crisis prevention/intervention plans for assigned students as necessary.

• Identifies and implements appropriate assistive technology devices and other adaptive or augmentative systems that will enhance student communication and accessibility to learning.

• Provides a safe learning environment for all students. Takes all necessary and reasonable precautions to protect students, equipment, materials and facilities.

INSTRUCTION

• Effectively provides academic instruction, social skills training and other direct services to assigned students individually, and in small/large groups (both outside and within the regular classroom) as decided by team members, using the recommendations of the most current written Evaluation Report.

• Implements appropriate classroom activities/educational materials to effectively engage students in learning and to maximize student comprehension of the lesson; including implementation of individual educational plans, instructional groupings, behavioral management techniques, peer support and the like.

• Teaches students on behavior plans socially acceptable behavior by employing techniques such as behavior modification and positive reinforcement. Uses a variety of social skills curricula to teach pro-social behavior and de-escalation strategies.

• Provides effective, timely, and quality feedback on student progress to parents, students and other professionals as needed or required.

• Has a solid working knowledge of co-teaching practices and is able to implement these in a mainstream setting.

• Assesses the effectiveness of classroom services (including learning activities, instructional groupings, lesson plans, educational materials, curricula, assessments, teaching strategies, and the like) to make sure instructional goals of assigned students are being met; and persistently seeks thoughtful alternative approaches/resources to improve student learning.

OTHER PROFESSIONAL RESPONSIBILITIES

• Routinely observes student interactions and learning environments in the classroom, school and community to assess instructional effectiveness.

• Identifies, coordinates, and implements training for teachers, para-educators and other school personnel as it relates to understanding disabilities, managing and implementing student programs, screening and assessment, behavior management techniques, developing IEPs, and evaluating student progress.

• Assists the Director of Special Education and school Principal in planning and evaluating program effectiveness and identifying program needs.

• Prepares and maintains accurate, complete, timely, effective and confidential student records and related reports as required by law, district policy, and administrative regulations.

• Communicates/collaborates effectively with parents to keep families informed of the instructional programs and individual student progress; and effectively engages families to help meet the educational needs of the student. Means of communication may include annual open house, observation sessions for parents, conferences, sessions for program discussion, making home visits, and other individual meetings as necessary.

• Works effectively, cooperatively and respectfully with supervisors, colleagues, and subordinates. Implements strategies such as collaborative teaming, conflict resolution, and mediation strategies to facilitate team decisions around student programs.

• Participates in EST/CRT functions including (but not limited to) meetings, developing referral processes, screening referred students, providing supplemental support, and consulting services as requested.

• Actively participates in school events, workshops, in-service meetings, department level staff meetings, district meetings, and other school and district committees/projects.

• Responsible for on-going professional growth activities as outlined in one's own Individual Professional Development Plan, consistent with district goals and school action/strategic plans, and as directed by the Director of Special Education/School Principal.

• Keeps abreast of current best practices, research, and special education laws.

• Acts as a general resource person for classroom teachers, para-educators, and administration; and participates as a leader in teacher training activities (both school-wide and district-wide).

• Shows professionalism and considers "What's best for students" in serving and advocating for students, and in decision making.

• Follows and assists in upholding and enforcing school rules, administrative regulations and procedures, and policies of the WCSU.

SUPERVISION RECEIVED:

Reports to, evaluated by, and receives general administrative direction from the Director of Special Education and Principal. Receives some technical direction from the Director of Special Education.

SUPERVISORY RESPONSIBILITIES:

Trains and plans, assigns/directs the activities, and is responsible for quality of work of assigned para-educators; plays key advisory role in evaluation, hiring, and continued employment. Assists the Director of Special Education with training, planning and directing the activities of assigned para-educators.

QUALIFICATIONS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily, in addition to the following:

• Education and Experience. Master's degree or equivalent in Special Education or other appropriate discipline plus relevant experience preferred (or a combination of education and experience from which comparable knowledge and skills are acquired). Working knowledge of Vermont Special Education Law and/or recent experience working in a Vermont school district preferred.

• Certifications and Licenses. Holds or is eligible to hold a valid Vermont Professional Educator's License.

• Language Skills. Ability to read, analyze, and interpret common educational and technical journals, periodicals and procedures, and special education regulations. Ability to respond to common inquiries or complaints from parents, regulatory agencies, or members of the community. Ability to write reports, business correspondence, and procedure manuals that conform to Special Education regulations. Ability to effectively present information to and respond to questions from administrators, parents, peers, board members and the general public.

• Mathematical/Reasoning Skills. Ability to interpret and use test results by applying math concepts such as standard error of measurement, bands of confidence, standard scores, and percentiles. Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form. Strong Algebra skills required for some positions.

• Computer Skills and Experience. Good basic computer skills and experience with word processing programs required. Experience with Microsoft Office preferred. Knowledge and experience of a variety of adaptive equipment and software. Ability to use online software for case management.

• Communication & Interpersonal Skills. Ability to effectively, efficiently and regularly communicate and work cooperatively with a variety of individuals, including students, peers, subordinates, supervisors, parents, and representatives of outside organizations. Ability to effectively resolve conflicts and handle stress.

• Additional Competencies. The individual in this position must possess the following:

• Dependability - being reliable, punctual, responsible and fulfilling obligations.

• Self-Control - maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations.

• Stress Tolerance - accepting criticism and dealing calmly and effectively with high stress situations.

• Cooperation - being pleasant with others on the job and displaying a good-natured, cooperative attitude.

• Concern for Others - being sensitive to others' needs and feelings and being understanding and helpful on the job.

• Attention to Detail - being careful about detail and thorough in completing work tasks.

• Integrity - being honest and ethical.

• Adaptability/Flexibility - being open to change (positive or negative) and to considerable variety in the workplace.

• Independence - guiding oneself with little or no supervision, and depending on oneself to get things done.

• Social Orientation - preferring to work with others rather than alone, and being personally connected with others on the job.