What are the responsibilities and job description for the Elementary Intensive Services Special Education Teacher, One Year - No Case Management position at Windham Southeast Supervisory Union?
Job Description: The Windham Southeast School Union (WSESU) is an increasingly diverse community with an ongoing commitment to diversity and inclusion, social justice, and anti-racism. We are looking for enthusiastic professionals to join us in furthering this work.Windham Southeast Supervisory Union (WSESU) is seeking an Intensive Services Teacher for the 2026-27 School year! Come join a dynamic multi-disciplinary team whose members provide high-quality support and services for students with developmental differences at Putney Central School. The teacher serves as the instructional and programmatic lead of the classroom, responsible for designing and implementing individualized education programs (IEPs), training and providing feedback to paraeducators, and ensuring a safe, structured, and inclusive learning environment.Knowledge Standards: Human development, including the implications of a broad range of delays, disorders, and disabling conditions affecting learning and development Appropriate procedures and strategies for identifying and supporting the learning & development of individuals with severe and multiple disabilitiesProcedural, consultation, collaborative, and case management knowledge and skills are essential for the implementation of effective educational support programsAbility to evaluate, develop, and implement education plans for students with low-incidence disabilities (Autism, Intellectual Disabilities, Multiple Disabilities and/or students with social and emotional challenges impacting access to education.
Ability to work with a team of teachers to support IEP educational services and supports in learning environments with peers and specialized instruction as determined by each students assessed needsAbility to adjust students educational and behavioral program(s) for consistent access to general educationAbility to adapt instruction through a team process, including schools psychologist, general educators, counselors, related service providers, community supports, para-educators and special educatorsKnowledge and experience with the concepts of universal design, ABA/FBA observation and behavior planning, and intensive case managementKnowledge of State and Federal laws and regulations for IEP complianceAbility to integrate current technologies in instruction, assessment, and professional productivity Program Development, Consultation, and CollaborationWork collaboratively with general education teachers to provide meaningful inclusion opportunities for studentsFocus on effective collaboration, teaming, consultation, facilitation, and communication with school, family, and community systemsDemonstrate knowledge of family systems and principles for family-centered practice, including working cooperatively and respectfully with families to support the studentCommunicate to parents/ guardians throughout the IEP process, documenting contact, meetings, amendments, and all other IEP documentation requirements Use effective group facilitation and leadershipDemonstrate knowledge and coordination of specialized therapeutic service providers supporting assessment and program developmentMaintain responsibility for defining the roles and responsibilities with your supervisor and providing ongoing supervisionAssessment Demonstrate knowledge of the evaluation process, including legal aspects, appropriate procedures, and principles of non-discriminatory evaluationLead evaluation planning for eligibility, 3-year evaluations, and ongoing student baseline and achievementAssess and/or interpret evaluations to present levels to the IEP team for eligibility determination in accordance with Vermont Special Education Regulations and federal IDEA Part BAnalyze pre-and post-tests to maintain or adjust instruction/ behavior support as documented in the IEPCollect data required for continuous progress monitoring of the effectiveness of instruction and student progressEnable students to participate in local and statewide assessments through accommodation and/ or alternative assessment methodsIndividualized Education PlanWith the IEP team, develop goals and objectives based on evaluation outcomes in the basic skill areas, based on grade-level expectationsUse data system(s) as designated by WSESU for IEP documentation, progress monitoring, and state / federal annual data collectionMaintain responsibility for building positive relationships with students, parents, and other community partnersTeachingTeach and provide oversight of access to general education through specialized instruction using developmentally appropriate, research-based specialized curricula, instructional practices, and curriculum-based assessmentProvide the content and supervision to para-educators supporting student learning and behavioral support plans that are positive, pro-active and provide non-aversive management Communicate, model, and provide instructional strategies to general educators and para-educators to support student progress and independenceFoundation of Basic Skill AreasWorking knowledge of oral language & literacy, language and word study, second language issues, reading comprehension and fluency, written expression, numeracy, behavior, and motor skillsTransition Planning (Elementary to Secondary)Communicate and complete transition documentation with the receiving school and parents to define student goals, objectives & accommodationsProvide support and guidance to parents to bridge services from one school/ program to anotherSchedule required meetings for transition and IEP compliance with the parents and receiving/ sending school/ programComplete all IEP documentation before the end of the school year and send it to the receiving school and the Central OfficeDocumentationComplete all documentation required for EdDoc, school, and state required documentation within the timelines of school, state, and federal law.
Ability to work with a team of teachers to support IEP educational services and supports in learning environments with peers and specialized instruction as determined by each students assessed needsAbility to adjust students educational and behavioral program(s) for consistent access to general educationAbility to adapt instruction through a team process, including schools psychologist, general educators, counselors, related service providers, community supports, para-educators and special educatorsKnowledge and experience with the concepts of universal design, ABA/FBA observation and behavior planning, and intensive case managementKnowledge of State and Federal laws and regulations for IEP complianceAbility to integrate current technologies in instruction, assessment, and professional productivity Program Development, Consultation, and CollaborationWork collaboratively with general education teachers to provide meaningful inclusion opportunities for studentsFocus on effective collaboration, teaming, consultation, facilitation, and communication with school, family, and community systemsDemonstrate knowledge of family systems and principles for family-centered practice, including working cooperatively and respectfully with families to support the studentCommunicate to parents/ guardians throughout the IEP process, documenting contact, meetings, amendments, and all other IEP documentation requirements Use effective group facilitation and leadershipDemonstrate knowledge and coordination of specialized therapeutic service providers supporting assessment and program developmentMaintain responsibility for defining the roles and responsibilities with your supervisor and providing ongoing supervisionAssessment Demonstrate knowledge of the evaluation process, including legal aspects, appropriate procedures, and principles of non-discriminatory evaluationLead evaluation planning for eligibility, 3-year evaluations, and ongoing student baseline and achievementAssess and/or interpret evaluations to present levels to the IEP team for eligibility determination in accordance with Vermont Special Education Regulations and federal IDEA Part BAnalyze pre-and post-tests to maintain or adjust instruction/ behavior support as documented in the IEPCollect data required for continuous progress monitoring of the effectiveness of instruction and student progressEnable students to participate in local and statewide assessments through accommodation and/ or alternative assessment methodsIndividualized Education PlanWith the IEP team, develop goals and objectives based on evaluation outcomes in the basic skill areas, based on grade-level expectationsUse data system(s) as designated by WSESU for IEP documentation, progress monitoring, and state / federal annual data collectionMaintain responsibility for building positive relationships with students, parents, and other community partnersTeachingTeach and provide oversight of access to general education through specialized instruction using developmentally appropriate, research-based specialized curricula, instructional practices, and curriculum-based assessmentProvide the content and supervision to para-educators supporting student learning and behavioral support plans that are positive, pro-active and provide non-aversive management Communicate, model, and provide instructional strategies to general educators and para-educators to support student progress and independenceFoundation of Basic Skill AreasWorking knowledge of oral language & literacy, language and word study, second language issues, reading comprehension and fluency, written expression, numeracy, behavior, and motor skillsTransition Planning (Elementary to Secondary)Communicate and complete transition documentation with the receiving school and parents to define student goals, objectives & accommodationsProvide support and guidance to parents to bridge services from one school/ program to anotherSchedule required meetings for transition and IEP compliance with the parents and receiving/ sending school/ programComplete all IEP documentation before the end of the school year and send it to the receiving school and the Central OfficeDocumentationComplete all documentation required for EdDoc, school, and state required documentation within the timelines of school, state, and federal law.