What are the responsibilities and job description for the Special Educator position at South Burlington School District (VT)?
South Burlington School District
Position Description
Job Title: Special Education Teacher
Location: Assigned School
Job Group: Educator
Pay Level: Exempt
Reports to: School Principal and Director of Educational Support Services
Summary: Plans and/or adapts the standards-based instructional program for eligible students consistent with local, state, and federal regulations, policies, procedures, and laws. Motivates and supports students in learning and personal growth, according to each student's ability, in order to develop skills, knowledge, and a disposition for learning needed for continued education and/or work. Establishes and maintains effective relationships with students, parents/guardians, staff members, and other professionals to meet student development needs.
Essential Duties and Responsibilities:
- Ensures students are supported in learning a grade-appropriate, instructional program from an approved curriculum.
- Develops or translates lesson plans and activities into standards-based appropriate learning experiences.
- Prepares instructional materials and provides individualized and small group instruction to adapt the curriculum to the needs of each student.
- Assesses and monitors learning, using a variety of methods and adjusts instruction according to individual student needs.
- Establishes and maintains standards of student behavior to optimize an effective learning atmosphere.
- Assists in creating a learning environment that supports and motivates learners, provides personal growth according to the individual’s ability, and helps students develop a solid foundation for continued learning.
- Team-teach, co-teach, or provide support to teachers in a mainstream setting as assigned.
- Provides individualized and group instruction and academic support in assigned subject matter using best practices as specified in school regulations and procedures, and as mandated by state law and as indicated by Individual Education Programs (IEPs.)
- Ensure, through appropriate planning, that the individual needs of students will be met whether present or absent.
- Responsible for all elements of the IEP process; the evaluation, planning, and case management of eligible students to include, but not limited to:
- Scheduling and monitoring due dates for student evaluations (IEPs).
- Evaluating students for special education eligibility in accordance with local, state, and federal regulations, policies, procedures, and laws.
- Scheduling and conducting effective periodic meetings for assigned students.
- Developing, through collaboration with a team, an Individual Education Program for each assigned student. Receives regular feedback and processes information as required.
- Assessing and documenting student progress toward individual goals.
- Ensuring students are educated in the least restrictive environment.
- Developing transition plans for assigned students, as appropriate.
- Scheduling and conducting transition meetings for enrolling students.
- Monitoring paraprofessional staff in the implementation of student programs.
- Maintaining accurate, timely records, logs, evaluations, plans and other documentation. Distributes to appropriate persons, as necessary and required.
- Collaborates effectively with school staff, families and appropriate agencies by:
- Collaborating effectively with content areas and learning-community colleagues to meet student learning needs.
- Communicating school related issues, concerns, and successes.
- Being available to teachers, students and parents for education-related purposes outside the instructional day and as indicated by IEPs.
- Providing consultation and regular communications with other educators regarding academic accommodations, adaptations and behavior interventions/strategies.
- Collaborating with outside agencies and other professionals and making appropriate referrals to other resources regarding individual student and program considerations.
- Acquires and exhibits working knowledge of program procedures, routines and current best practices in Special Education and other professional related areas as assigned. May participate in conferences, meetings, and trainings as appropriate or assigned.
- May perform other work related responsibilities as assigned.
Supervisory Responsibilities: Supervises students and may supervise paraprofessionals and other staff members. Monitors student discipline through appropriate behavior management techniques. Assists administration in establishing and maintaining school-based discipline and a positive learning environment. Regular attendance in accordance with established work schedule.
Qualification Requirements: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Education and/or Experience: Bachelor’s Degree. Demonstrated skill in working with elementary and middle school students with disabilities is required. Working knowledge of Special Education state and federal guidelines, regulations, and laws is essential. Knowledge and experience with behavioral strategies, accommodations, and interventions for secondary students with emotional/behavioral challenges.
Certificates, Licenses, Registrations: Valid Vermont Teaching License with appropriate endorsement as a Consulting Teacher and/or Special Educator.
General Language Skills: Ability to read, analyze, and interpret general periodicals, professional journals, procedures, or governmental regulations. Ability to write IEP plans, reports, and correspondence. Ability to effectively present information and respond to questions from students, parents, staff, and the public. Ability to use a variety of assessments for student work. Ability to communicate effectively with students, parents, colleagues, administration and greater school community.
General Mathematical Skills: Ability to work with mathematical concepts such as probability and statistical inference, fundamentals of algebra, and geometry. Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations.
General Reasoning Ability: Ability to assess situations, solve problems, cope with a variety of situations where limited standardization exists, and implement decisions is required. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form.
Other Skills and Abilities: To perform this job successfully, an individual must be able to demonstrate a high degree of interpersonal, communication and organizational skills, attention to detail, and adaptability. The incumbent must also model appropriate professional behavior and positive attitudes at all times. The ability to work independently at times, assuming responsibilities and demonstrating initiative is a must. The ability to work collaboratively in a team environment is also required. The ability to apply knowledge of current research and theory specific to assigned instructional academics program; ability to plan and implement plans based on school objectives and the needs and abilities of assigned students is required. Fluency in technology with data and communication systems and the ability to keep current on such technology. The ability to learn and train others in the use of adaptive technology as required by individual student needs. Ability to establish and maintain effective relationships with students, peers, and parents; skill in oral and written communication are essential. Ability to perform duties with awareness of all district requirements, Vermont Education Quality Standards (EQS), applicable laws, and Board policies. Demonstrated ongoing commitment to workplace diversity, sustainability, and delivering exceptional customer service.
Physical Demands The physical demands described here represent those that must be met by an employee to successfully perform the essential functions 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 stand, walk, sit, bend, kneel, sit on lower surfaces, speak, see, and hear. Will be required to climb or descend stairs and perform tasks requiring manual dexterity such as to operate technology. While performing the duties of this job, the employee may occasionally run, push, or lift up to 40 pounds such as books, backpacks, equipment, or assist in the mobilization of students. The employee is directly responsible for safety, well-being, or work output of other people. Specific vision abilities required by the job include close vision such as to read handwritten or typed material, peripheral vision, and the ability to adjust focus. The position requires meeting deadlines and working with others.
Emotional Demands: The individual must be able to work with others in a collegial and cooperative manner, must show acceptable interpersonal skills and follow directions of school leadership. The position requires the individual to meet multiple demands from several people and interact with the public and other staff.
Work Environment: The work environment characteristics described here represent those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
The noise level in the work environment is moderate to loud. Duties are primarily performed indoors and at times outdoors.
