SPECIAL EDUCATOR 2022-2023 SCHOOL YEAR

OCSU is seeking a special educator to join our team.

Applicants should be dynamic, creative team players willing to plan, develop, and deliver services to students. Applicants must demonstrate a basic understanding of differentiation, be willing to teach specialized literacy, math, and social emotional learning curriculum, and implement positive behavior intervention plans. A growth mindset is necessary.

The Orleans Central Supervisory Union comprises seven towns (Albany, Barton, Brownington, Glover, Irasburg, Orleans and Westmore) located in the heart of Vermont's Northeast Kingdom, ?a scenic and rugged area of hills, sugarbushes, farmland and lakes. Our schools are situated between Burke Mountain and Jay Peak and in proximity to Kingdom Trails, Willoughby Lake, and Crystal Lake. There are a wide variety of opportunities to lead activities outside of the classroom, and applicants will become part of the OCSU community.

Successful candidates will have excellent communication and interpersonal skills, the ability to manage/supervise staff, and expertise in data collection. Strong organizational and documentation skills are necessary. Applicant must be eligible for certification as a Special Education Teacher in Vermont.

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 3 years of relevant experience preferred (or a combination of education and experience from which comparable knowledge and skills are acquired).
Certifications and Licenses: Valid Vermont Professional Educator’s License with a Special Educator Endorsement (Level II preferred). Valid Vermont State driver’s license.
Necessary Skills: Ability to write reports, correspondence, and procedure manuals that conform to Special Education regulations. Ability to interpret and use test results by applying math concepts. Basic computer skills required. Knowledge of a variety of adaptive equipment and software. Ability to effectively, efficiently and regularly communicate and work cooperatively with a variety of individuals. Ability to effectively resolve conflicts.

POSITION OBJECTIVE(S): Case manages, coordinates and provides an effective and efficient system of support services designed to meet the needs of assigned students, consistent with local, state, and federal regulations, policies, procedures, and laws. Effectively integrate students into the least restrictive environment. Instruct students in basic skills using a variety of approaches and strategies. Establish and maintain effective relationships with students, parents/guardians, staff members, and other professionals to meet student development needs.

PERFORMANCE RESPONSIBILITIES: (These are intended only as illustrations of the various types of work performed. The omission of specific duties, herein, does not exclude them from the position if the work is similar, related, or a logical assignment to the position.)
Serves as case manager to special education students and provides direct services as needed. Write high quality IEPs and evaluation reports. Adhere to timelines.
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.
Prepares and maintains accurate, complete, timely, effective and confidential student records and reports as required by law, district policy, and administrative regulations.
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.
Assists in the collection of data for service plans, time study documentation, child count and other studies as required by special services, business office and/or AOE
Works cooperatively with classroom teachers who have students with specific needs in their classrooms to help them design/modify classroom services (including activities, instructional groupings, lesson plans, materials, assessments, teaching strategies, etc).
Work with students who have self care needs. Help students develop communication skills through voice/AAC/sign language, develop job skills, meet physical needs and increase independent living skills. Coordinate related services.
Models a variety of instructional methods (such as differentiated instruction) and provides materials that are most appropriate for meeting stated objectives in the IEP, including behavioral and motivational techniques.
Administers and/or coordinates thorough assessments 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, etc. Interprets findings to accurately determine program eligibility and to assess student progress.
Researches, coordinates and effectively utilizes available school and community resources and outside agencies to ensure proper delivery of students' IEP
Plans, develops, and monitors and/or delivers extended school year programs for identified students to assure an effective educational program.
Facilitates effective meetings. Maintains accurate and complete records within timelines established by the federal and state regulations and the district policies.
Provides a safe learning environment for all students. Takes all necessary and reasonable precautions to protect students, equipment, materials and facilities. Creates and maintains an environment of respect and rapport.
Coordinates services and assures productive, effective, and efficient use of assigned paraprofessionals.
Identifies and implements appropriate assistive technology devices and other adaptive or augmentative systems that will enhance student communication and accessibility.
Develops, implements, and monitors behavior management plans and crisis prevention/intervention plans for assigned students as necessary.
Effectively provides academic instruction, social skills training and other direct services to assigned students individually, and in small/large groups.
Communicates/collaborates effectively with parents to keep them informed and effectively engages them to help meet the educational needs of the student.
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.
Shows professionalism and advocates for students.
Assists the school principal and/or Director of Student Support Services in planning and evaluating program effectiveness and identifying program needs.
Actively participates in school events, workshops, in-service meetings, building level staff meetings, district meetings, and other school and district committees/projects.
Other appropriate duties as assigned.

The information contained in this job description is not an exhaustive list of the duties performed for this
position. Additional duties may be assigned.