Central Vermont Supervisory Union\nCentral Vermont Supervisory Union\nCentral Vermont Supervisory Union
Williamstown, Vermont Job Details\n

Job ID:

5811194\n

Application Deadline:

Posted until filled\n

Posted:

Yesterday\n

Starting Date:

Aug 18, 2026\nJob Description\n

Job Title:

Teacher

Early Childhood Special Education\n

Reports To:

School Principal or Director of Special Services\n

FLSA Status:

Exempt\n

JOB SUMMARY

\nWorking in collaboration with teachers, parents/caregivers, students, administrators, and other professional and paraprofessional personnel, and consistent with state and federal law, the EEE Special Educator case manages, coordinates, and oversees the implementation of effective interventions for students in the CVSU community (birth to age five) who have demonstrated behavior and/or learning barriers that require intervention and instruction. The position shall focus on foundational learning skills, social skills, literacy, math and behavior support services designated to enable assigned students to meet Vermont's learning expectations for students in the least restrictive environment. In addition, the EEE Special Educator develops and evaluates individual Educational Programs (IEP), behavior plans, and specialized literacy and math instruction, and provides comprehensive evaluation services with professional and technical assistance from the Director of Special Services, district-wide specialists, and other Special Educators within the building.\n

Planning and Preparation\n○ Supports student transitions into the PK program through Children's Early Intervention services (birth-3) following special education rules and process\n○ Develops and supports transition guidelines that will result in a successful transition of the student into the PK program.

\n○ Assist in the development of a standards-based individualized Educational Plan (IEP) for those students who qualify for such services once the student is placed in the PK program, and provides appropriate consultation and/or follow up to assure successful transition.\n○ Coordinates and implements regularly scheduled community-based screenings that will properly identify children who may need a more comprehensive assessment.\n○ Administers and/or coordinate a thorough assessment of identified students 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, observation, behavior objectives, and the like.\n○ Confers with parents, school counselors, classroom teachers, social workers, administrators, testing specialists and other professionals as needed to determine proper assessment tools and procedures, and to discuss the evaluation.\n○ Interprets both educational and clinical findings and referrals to accurately determine program eligibility and to assess student progress.\n○ Integrates knowledge and understanding of assigned students with current best instructional practices and research in reading, math, behavior management, special education, 504, and EST to provide the most effective educational program for assigned students in compliance with federal and state laws/regulations.\n○ Serves as team liaison to assure a successful transition of assigned students from within and between schools assessment information to collaboratively develop effective standards-based instructional interventions, remedial services, or Individual Educational Plan (IEP), 504 or EST for those students who qualify for such services.\n○ Research, coordinates, and effectively utilizes available school and community resources and outside agencies to ensure proper delivery of students' IEP.\n○ In collaboration with other Special Educators and district-wide specialists:\n■ Interprets research findings related to the improvement of reading and math instruction and assessment and communicates these findings to colleagues and the wider community in order to improve classroom practice.\n■ Communicates information about school-wide literacy and math effectiveness of the school's implementation of literacy and math curriculum using a variety of appropriate indicators of effectiveness.\n■ Communicate research-based practices in early childhood education, social skills development, literacy and math instruction to facilitate and support classroom instruction.\n■ Plans , develops, and monitors extended school year programs for identified students to assure an effective educational program. Provides technical assistance to summer tutors as needed (if applicable). Communicates students summer programming to the assignment teachers and Special Educator for the subsequent school year.\n■ Works with classroom teachers to select, design/modify classroom instruction (including learning activities, instructional groupings, lesson plans, educational materials, curricula, assessments, teaching and behavior management strategies, and the like) for assigned students designed to\npromote the academic, vocational, physical and social development needs of students, adhering to accommodations as appropriate.\n■ Administers and/or coordinates a thorough needs assessment for assigned students which may include language, behavior, reading/writing, math, visual motor, gross and fine motor, and cognitive skills using a variety of techniques (e.g. standardized tests, rubrics, checklists, curriculum based measures, developmental scales, observations, behavior objectives).\n■ Confers with parents, school counselors, classroom teachers, social workers, administrators, testing specialists, and other professionals as needed to determine proper assessment tools and procedures, and to discuss the evaluation results.\n■ Interprets both educational and clinical findings to accurately determine program eligibility and to assess student progress.\n

Learning Environment\n○ Creates and maintains an environment of respect and rapport.

\n○ Assist with the integration of assigned students into regular classroom settings using the concepts of inclusion and least restrictive environment.\n○ Works with classroom teachers to coordinate services and assures productive, effective, and efficient use of assigned paraeducators.\n○ In consultation with other Special Educators and/or district-wide specialists, determines appropriate affective and social behavior, identifies student's competencies in their daily living skills, and develops, implements, and monitors effective behavior management plans and crisis prevention/intervention plans for assigned students as needed.\n○ Works with classroom teachers to monitor students for signs of disruptive behavior such as violence, verbal outburst, and episodes of destructiveness in efforts to curtail such behavior.\n○ Identifies and implements appropriate assistive technology devices and other adaptive or augmentative systems that will enhance student communication and accessibility to learning.\n○ Provides a safe learning environment for all students. Takes all necessary and reasonable precautions to protect students, equipment, materials and facilities.\n

Instruction\n○ Effectively provides academic instruction, social skills training and other direct services to assigned students to develop the readiness skills necessary for success in future school placements.

○ Implements appropriate classroom activities/educational materials to effectively engage students in learning and to maximize student comprehension of the lesson; including implementation of instructional groupings, schedule of activities, behavioral management techniques, peer support and the like. ○ Provides effective, timely, and quality feedback on student progress to parents, students and other professionals as needed or required.\n○ Accurately assesses the effectiveness of classroom services(including learning activities instructional grouping, lesson plans, educational materials, curricula, assessment, teaching strategies, and the like) to make sure instructional goals of assigned students are being met; and persistently seeks thoughtful alternative approaches/resources to improve student learning.\n○ In consultation with other Special Educator and/or district-wide specialists, and in collaboration with classroom teachers, teaches students socially acceptable behavior by employing techniques such as\nRevised 7.2.2021\nbehavior modification and positive reinforcement. Uses a variety of social skills curricula (including established school curricula) to teach prosocial behavior and de-escalation strategies.\n○ In collaboration with classroom teachers, implements appropriate classroom activities/educational materials to effectively engage students in learning and to maximize student comprehension of the lesson; including remedial instruction techniques, implementation of individual educational plans, instructional groupings, behavioral management techniques, peer support, and the like.\n○ Collaborates with the classroom teacher in providing effective, timely, and quality feedback on students' progress to parents, students, and other professionals as needed or required.\n○ Collaborates with the classroom teacher to accurately assess the effectiveness of classroom services (including learning activities, instructional groupings, lesson plans, educational materials, curricula assessments, teaching strategies, and the like) to make sure instructional goals of assigned students are being met; and persistently seeks thoughtful alternative approaches/resources to improve students learning.\n○ In consultation with other Special Educators and/or district-wide specialist, collaborates with classroom teachers to support their implementation of research-based best practices in all aspects of literacy and math instruction and assessment, including modeling or co-teaching of specific instructional approaches when appropriate; joint problem solving; and/or assistance with the acquisition of resources.\n○ In consultation with other Special Educators and/or district-wide specialists, facilities the review and selection of specialized instructional materials for literacy and math instruction, including those that are technology based.\n○ In consultation with other Special Educators and/or district-wide specialists, uses the results of literacy and math assessments to target instruction, to flexibly group students for small groups when needed, to appropriately match students with reading and/or math material, and to assess curriculum-specific learning outcomes as they relate to the students learning and program effectiveness.\n○ In collaboration with the classroom teacher, uses a range of progress monitoring tools to regularly evaluate individual students' progress, and adjust approaches, interventions, and supplementary instruction depending on student progress.\n○ In consultation with other Special Educators and/or district-wide specialists:\n■ Based on students' needs, supports students both in and out of their regular classroom by explicitly and systematically teaching one or more of the components of literacy and/or math.\n■ Uses a wide variety of teacher and student-selected texts or materials, including authentic and extended texts or materials, appropriate to individual students' reading/writing/math levels, in order to increase students'skills, sense of self-efficacy, and motivation to learn.\n■ Appropriately selects from a variety of active and engaging individual and/or small group instructional approaches, supplementary programs, or interventions, and adjusts pace and degree of explicit instruction, in order to meet the needs of individual students.\n■ Uses remedial and tutorial reading, writing and math programs which have been validated by research, including technology-based tools and programs.\n

OTHER PROFESSIONAL RESPONSIBILITIES

Assist the school principal in planning and evaluating program effectiveness and identifying program needs.
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.\n
In collaboration and/or consultation with other Special Educators and/or districts-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.

Assist the Director of Special Services in planning and evaluating program effectiveness and identifying program needs.\n
Prepares and maintains accurate, timely, complete, effective and confidential student records and related reports as required by law, district policy, and administrative regulations.\nRevised 7.2.2021\n
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, conference, sessions for programs discussion, making home visits, and other individual meetings as necessary.\n

Implements and evaluates systemic strategies to include parents as partners in the literacy and math development of their children and adolescents.\n
Works effectively, cooperatively and respectfully with supervisors, colleagues, and subordinates. Implements strategies such as collaborative teaming, conflict resolution, and mediation strategies to facilitate team decision around student programs.\n
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 Handle With Care 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.\n
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 Special Services and/or his/her designee.\n
Keeps abreast of current best practices, research, special education laws, and other applicable federal and state laws/regulations.\n
Assist in the development and implementation of school-wide discipline programs.
Act 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).\n
Shows professionalism and considers \"What's best for students\" in serving and advocating for students, and in decision making.\n
Follows and assists in upholding and enforcing school rules, administrative regulations and procedures, policies of the CVSU.\n
Trains and plans, assigns/directs the activities, and is responsible for the quality of work of assigned paraeducators; play key advisory roles in evaluation, hiring, and continued employment.
Participate in the implementation of the school safety and crisis response plans including training and drill practice.\n
Other duties as assigned.\n
Reports to, evaluated by, and receives general administrative direction from the School Principal with input from the Director of Special Services and/or his/her designee.\n
Receives technical direction and oversight from the Director of Student Special Services in consultation with the Director of Curriculum.

PROFESSIONAL EXPECTATIONS

Interpersonal Skills.

Effectively works with others, including those with opinions or beliefs different from their own. Interacts with others in a friendly, tactful and positive manner. Treats others with dignity and respect. Builds constructive and supportive relationships with peers. Helps to create an inclusive work environment. Attempts to understand others points of view and is open to new ideas.\n

Team Player. Contributes to building a positive team spirit. Proven ability to work cooperatively and effectively as part of a team. Ability to work cooperatively and effectively with peers, subordinates, supervisors, parents, and outside agencies.\n
Organizational/Planning Skills. Strong organizational skills that reflect the ability to prioritize multiple tasks seamlessly with excellent accuracy & attention to detail.\n

Flexibility/Adaptable:

High degree of personal adaptability and flexibility; open to and embraces change towards the improvement of the systems. Open to new ideas and tasks without resistance; able to deal with new situations well. Versatile and capable of handling diverse assignments. Able to effectively accept constructive criticism.\nRevised 7.2.2021\n

Motivation/Self-Direction:

Has a personal drive to succeed. Proven ability to work effectively without specific direction, and with minimal supervision. Driven to identify and implement improvements to systems and practices to increase efficiency and effectiveness.\n

Emotional Maturity:

Able to effectively handle conflict and stress; able to remain calm and professional when challenged or when others disagree.\n

Attitude/Personality/Style:

Friendly, helpful and positive disposition; presents a professional image; patient and understanding; takes pride and personal ownership in work; responsive to the needs of others; enthusiastic; good sense of humor; positive outlook and able to see the good in every situation; honest and direct; transparent.\n

Attendance/Punctuality:

Is consistently at work and on time; ensures work responsibilities are covered when absent; arrives at meetings and appointments on time; commits to working overtime when needed to meet deadlines. Follows established leave requesting and reporting protocols.\n

Problem Solving Skills:

Approaches problems in a positive manner. Views impediments as solvable challenges. Able to identify practical solutions to problems. Able to resolve issues in a fair, equitable and timely manner.\n

Organizational Support:

Follows district policies and procedures, rules of conduct, and behavior expectations. Promotes/presents a positive image of the school/district.\n

Dependability:

Follows instructions and responds to management direction; Responds to requests for service and assistance; Takes responsibility for own actions. Completes tasks on time or notifies the appropriate person with an alternate plan. Follow through on commitments.\n

Job Knowledge:

Demonstrates a working knowledge and understanding in the areas of responsibility. Acquires needed skills and knowledge with little reluctance, continuing to grow knowledge base to remain current with new developments and industry best practices.\n

QUALIFICATIONS

\nTo perform this job successfully, an individual must be able to perform each essential duty satisfactorily, in addition to the following:\n

Education and Experience:

Bachelor's degree and working knowledge of Vermont's Framework of Standards required. Recent experience working in a Vermont school district is preferred. Master's degree or equivalent in Special Education or other appropriate discipline plus 3 to 4 years of relevant experience preferred. Working knowledge of Vermont Special Education Law and 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).\n○ 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.\n○ 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.\n○ 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.\n

Certifications and Licenses:

Valid Vermont Professional Educator's License with a 0-80 Endorsement (Level II preferred), plus meets all the basic competencies and qualifications of the endorsement as listed in the Regulations Governing the Licensing of Educators and the Preparation of Educational Professionals.

Valid Vermont State driver's license and reliable transportation required.\n

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\nRevised 7.2.2021\ncomplaints 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.\n

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.\n

Computer Skills and Experience. Ability to learn and utilize Microsoft Office, Google Suite (email, calendar, docs, sheets), grading, student information,special education, assessment systems, and new software programs as systems upgrade.\n
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.

Has demonstrated experience successfully supporting diverse students, including students of color, English Language Learners, and LGBTQI students.\n

PHYSICAL DEMANDS

\nPhysical ability to perform the essential functions of the job as outlined above, in addition to the following: Under most circumstances, while performing the duties of this job, the employee is frequently required to stand; walk; and sit. The employee is regularly required to see, talk and hear. The employee is regularly required to use hands to finger, handle, or feel. The employee is occasionally required to reach with hands and arms; climb steps; stoop, kneel, or crouch. The employee must occasionally lift, carry, move and/or restrain school-aged students. Employees are regularly required to handle stressful situations and resolve conflicts. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and ability to adjust focus.\n

WORKING CONDITIONS

\nWhile performing the duties of this job, the employee is occasionally exposed to outside weather conditions. The noise level in the work environment is usually moderate.\n

EQUAL OPPORTUNITY EMPLOYER

\nCentral Vermont Supervisory Union is committed to maintaining a work and learning environment free from discrimination on the basis of race, color, religion, national origin, pregnancy, gender identify, sexual orientation, marital/civil union status, ancestry, place of birth, age, citizenship status, veteran status, political affiliation, genetic information 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 particiapte in an equal opportunity investigation.\nOur organization is committed to building a diverse team that represents the students we serve. We welcome applications from people of color, people from the LGBTQ+ community, and individuals with disabilities.\n

DISCLAIMER

\nThe above statements are intended to describe the general nature and level of work being performed by people assigned to this classification. This is not an exhaustive list of all responsibilities, duties, and skills required. All employees may be required to perform duties outside of their normal responsibilities from time to time, as needed.\nRevised 7.2.2021\n

Position Type:

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