Special Educator

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. Masters degree or equivalent in Special Education or other appropriate discipline plus 3 to 4 years of relevant experience preferred (or Bachelors degree with 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. Experience working in a psycho-educational environment understanding social/emotional functioning in a public school setting preferred (possibly required).
• Demonstrates knowledge of human development including the implications of a variety of delays, disorders, and disabling conditions for learning and development; appropriate procedures and strategies for identifying the needs and supporting the learning and development of individuals with special needs; and procedural, consultation/collaboration, and case management knowledge and skills essential to implementation of an effective educational support program, as delineated in current national professional standards.
• Demonstrates knowledge of major theories and research-based principles and processes underlying language, literacy and math development, the components of effective literacy and math instruction and assessment at the student and school levels, a variety of literacy difficulties and intervention strategies, and strategies for facilitating best practice school-wide, as delineated in current national professional standards.
• 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.
• Certifications and Licenses. Valid Vermont Professional Educators License with a 3-82/3-85 endorsement required (Level II preferred).
• 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 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.
• 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.
• 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

• In collaboration with the classroom teacher, routinely observes student interactions and learning environments in the classroom, school and community to assess instructional effectiveness in reading and math, and the effectiveness of behavior management plans.
• In collaboration and/or consultation with other Special Educators and/or district-wide specialists, identifies, coordinates, and implements training for teachers, paraeducators and other school personnel as it relates to understanding disabilities, managing and implementing student programs, remedial instruction strategies, differentiated instructional strategies, screening and assessment, behavior management techniques, developing IEPs, and evaluating student progress.
• Assists the Director of Student Support Services in planning and evaluating program effectiveness and identifying program needs.
• Prepares and maintains accurate, timely, complete, 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 program 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.
• Implements and evaluates systemic strategies to include parents as partners in the literacy and math development of their children and adolescents.
• 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/MTSS functions including, but not limited to, meetings, developing referral processes, screening referred students, providing supplemental support, and consulting services as requested.
• Implement crisis prevention and intervention (CPI) as necessary to ensure the emotional and physical safety of students.
• Actively participates in school events, workshops, in-service meetings, building-level staff meetings, district meetings, and other school and district committees/projects.
• Responsible for on-going professional growth activities consistent with supervision and evaluation goals, district goals and school action/strategic plans, and as directed by the Director of Student Support Services and/or his/her designee.
• Keeps abreast of current best practices, research, special education laws, and other applicable federal and state laws/regulations.
• Assists in the development and implementation of school-wide discipline programs.
• Acts as a general resource person for classroom teachers, paraeducators, 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, policies of the HUUSD.
  SUPERVISION RECEIVED: Reports to, evaluated by, and receives general administrative direction from the School Principal with input from the Director of Student Support Services and/or his/her designee. Receives technical direction and oversight from the Director of Student Support Services in consultation with the Director of Curriculum.
  SUPERVISORY RESPONSIBILITIES: Trains and plans, assigns/directs the activities, and is responsible for the quality of work of assigned paraeducators; plays key advisory role in evaluation, hiring, and continued employment.

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. Masters degree or equivalent in Special Education or other appropriate discipline plus 3 to 4 years of relevant experience preferred (or Bachelors degree with 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. Experience working in a psycho-educational environment understanding social/emotional functioning in a public school setting preferred (possibly required).
• Demonstrates knowledge of human development including the implications of a variety of delays, disorders, and disabling conditions for learning and development; appropriate procedures and strategies for identifying the needs and supporting the learning and development of individuals with special needs; and procedural, consultation/collaboration, and case management knowledge and skills essential to implementation of an effective educational support program, as delineated in current national professional standards.
• Demonstrates knowledge of major theories and research-based principles and processes underlying language, literacy and math development, the components of effective literacy and math instruction and assessment at the student and school levels, a variety of literacy difficulties and intervention strategies, and strategies for facilitating best practice school-wide, as delineated in current national professional standards.
• 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.
• Certifications and Licenses. Valid Vermont Professional Educators License with a 3-82/3-85 endorsement required (Level II preferred).
• 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 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.
• 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.
• 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.