Special Educator ISN/Life Skills – Elementary School SY25/26 Position Available In Chittenden, Vermont

Special Educator ISN/Life Skills•Elementary School SY25/26
Burlington School District
JJ Flynn Elementary School•Burlington, Vermont This job is also posted in Burlington School District
Job Details

Job ID:

5241684

Application Deadline:

Posted until filled

Posted:

Jun 17, 2025

Starting Date:

Aug 20, 2025
Job Description
Special Educator INS/Life Skills•SY25/26
JJ Flynn Elementary
The Burlington School District believes a diverse and culturally proficient faculty and staff are pivotal to the creation of a strong learning and working environment that supports student achievement and success. BSD administrators lead inclusive school communities with our vision: “Cultivating caring, creative, and courageous people.•Join the journey.”
The Mission of the Burlington School District is to graduate students who:
Value different cultures;
Engage with the community;
Communicate effectively;
Think creatively;
Skillfully solve problems; and
Achieve at their highest academic, intellectual and personal potential.
Burlington School District is accepting applications for a passionate and energetic Elementary School Special Educator who is committed to high levels of achievement of all students. Teaming with our special educators (general special education, intensive special needs, and alternative special educators) to plan a continuum of life-skills based offerings and to support students from diverse backgrounds finding success in elementary school. The Life Skills Special Educator would need to be able to plan and provide direct and indirect instruction to students with intensive needs both in the classroom and out in the community. The ideal candidate will be skillful in facilitating collaborative teams as well as in program development, training, and mentoring of other team members. Knowledge of the concepts of universal design for learning, curriculum overlap, and multi-level instruction is essential. The position will likely include teaching functional skills, literacy, math, health and PE, and social communication.

ESSENTIAL FUNCTIONS

Instructional Strategies
Collaborate with other classroom teachers, school psychologists, learning disabilities specialists, speech/hearing specialists, and school social workers to provide an integrated plan for developing the capacities of their students.
Set learning goals for each student, assess their progress, and record their evaluations.
Conduct assessment of student learning styles and use results to plan for instructional activities.
Present subject matter according to guidelines established by the Individualized Educational Plan (IEP).
Update parents on the progress of their students and enlist parental support with behavior control and home activities designed to supplement their classroom lessons.
Supervise and train paraeducators. Student Growth and Development
Conduct ongoing assessments of student achievement through formal and informal testing.
Provide or supervise personal care, medical care, and feeding of students as stated in IEP.
Classroom Management and Organization
Create a classroom environment conducive to learning and appropriate for the physical, social, and emotional development of students. Manage student behavior and administer discipline. This includes intervening in crisis situations and physically restraining students as necessary according to IEP. Consult with classroom teachers regarding management of student behavior according to IEP. Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities. Assist in selection of books, equipment, and other instructional materials as required.
Communication
Establish and maintain open communication by conducting conferences with parents, students, principals, and teachers. Maintain a professional relationship with colleagues, students, parents, and community members. Use effective communication skills to present information accurately and clearly.
Participation in a professional/teaching-learning community group or similar learning community.

QUALIFICATIONS

Job Requirements:

Required:

Bachelor’s Degree in Special Education or related field.
Licensed or eligible for Vermont Educators License.
Endorsement in special education (82) and Intensive Special Education preferred (81) or eligible for Vermont Provisional License
Documented or eligible for NCLB Highly Qualified Teacher status
Eligible to work in the United States without sponsorship.

Required Qualifications:

Demonstrated experience in teaching at the Elementary school level
Experience supporting students with social cognition, behavioral, and social emotional needs.
Experience training and supervising paraeducators providing support services to special needs students
Experience in planning, leading, and managing large and potentially complex IEP meetings with students, parents, teachers, outside agencies, community mentors, and other support people.
Understanding of Cultural Competency (as explained through Essay 1 on SchoolSpring).
Knowledge of curriculum planning using “backwards design”, differentiated instruction, and formative assessment.
Knowledge of best practices regarding frameworks of student behavioral support.

Preferred Attributes:

Training and/or experience with English Language Learners.
Experience in a professional/teaching learning community; experience in co-teaching/collaborating with other educators.
Evidence of student-centered learning approaches including personalizing instruction and supporting students meeting core proficiencies
Evidence of implementing inclusive practices for students with special needs.
Ongoing educational post graduate coursework in education or subject area, including diversity, equity and inclusion.

WORKING CONDITIONS

These are the physical and mental/reasoning requirements of the position as it is typically performed. The inability to meet one or more of these physical or mental/reasoning requirements will not automatically disqualify a candidate or employee from the position. For a full Job Description please contact Human Resources.
Include but may not be limited to:
Face-to-Face contact
Noise Levels
Verbal contact with others
Judgment/decision making
Inside air conditioning and heat

EMPLOYMENT BENEFITS/TERMS

SALARY:

As per the Master Agreement between the Burlington Board of School Commissioners and the Burlington Education Association. This is a salaried position paid Bi-Weekly with a lump sum payment for the summer period.

SCHOOL YEAR

10 months, 187 workdays (based on start date), 7.75 per day/38.75 per week

BENEFITS

Benefits eligible on start date. 30 days to enroll in coverage from start day. BSD Benefits!

PAID TIME

Sick Time / Personal Time As per the Master Agreement.

Equal Opportunity Employer:

Burlington School District is an Equal Opportunity Employer and is committed to maintaining a work and learning environment free from discrimination on the basis of race, color, religion, national origin, pregnancy, gender, sexual orientation, marital/civil union status, ancestry, place of birth, age, citizenship status, veteran status, political affiliation or disability, as defined and required by state and federal laws. Additionally, we prohibit retaliation against individuals who oppose such discrimination and harassment or who participate in an equal opportunity investigation.
Applications from women, veterans, individuals with disabilities and people from diverse racial, ethnic, and cultural backgrounds are encouraged.
The Burlington School District will provide reasonable accommodations for qualified individuals with disabilities.

Position Type:

Regular Full-Time

Salary:

$53,571 to $105,376 Per Master Agreement