SPECIAL EDUCATOR/ACADEMIC INTERVENTIONIST: LONG-TERM SUBSTITUTE

Profile

The Integrated Arts Academy is seeking a passionate and energetic Special Educator and Academic Interventionist to join a school committed to high levels of achievement for all students. This position is a long-term substitute role spanning from January 2021 through the end of April 2021. The role will require working closely with and case-managing up to 15 special education and 504 students. Applicants must be dedicated to the belief and desire for the inclusion of all students, and eager to be a member of a high energy, fast-paced dedicated special education team as well as individual student teams in support of student success for all.

SPECIAL EDUCATOR

Job Requirements:

Licensed or eligible for Vermont Educators License.

An in special education or eligible for Vermont Provisional License.

Documented or eligible for NCLB Highly Qualified Teacher status as applicable

Eligible to work in the United States without sponsorship.

Required Qualifications:

Experience in closely working with and case-managing up to 25 special education and 504 students.

Experience supporting students with social cognition, behavioral, and social-emotional needs.

Experience training and supervising para-educators 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 best practices in engaging and motivating students and managing student behaviors.

Preferred Attributes

Experience providing services to elementary school level students.

Participation in professional/teaching-learning community group or similar learning community.

Training and/or experience with English Language Learners.

Knowledge of assessments and the use of data to inform services to students.

Demonstrated skills in effective consultation with teacher colleagues and other school and community agencies to support student success in the classroom

ACADEMIC INTERVENTIONIST

SCOPE OF WORK:

The role of the Intervention Specialist is to provide students with direct instructional support using the MTSS Framework. The student intervention services model requires the use of district adopted resources within a structure informed by student achievement data. The Intervention Specialist is accountable for promoting standards-based literacy and numeracy instruction using multitiered and evidence-based interventions.

ESSENTIAL FUNCTIONS:

This section outlines the fundamental job functions that must be performed in this position. This includes: Qualifications/Basic Job Requirements Physical and Mental/Reasoning Requirements Work Environment These areas state the underlying requirements that an employee must meet to perform these essential functions. In accordance with the Americans with Disabilities Act, reasonable accommodations may be made for qualified individuals with disabilities to perform the essential functions of the position.

1. Use a data-based problem-solving model and appropriate evidence-based strategies to provide access to core instruction in both literacy and numeracy.

2. Provide students with direct instructional support using the MTSS Framework

3. Use of district adopted resources within a structure informed by student achievement data

REQUIRED QUALIFICATIONS:

Education: Bachelor’s or Master’s degree, or above. K-5 certification. Special Education certification.

Experience: A minimum of three years of experience in elementary education (Elementary or Special Education). Experience training and supervising paraeducators providing support services to special needs students.

Working knowledge: Sufficient familiarity with the subject to know basic principles and terminology and to understand and solve simple problems.

General knowledge: Sufficient knowledge of a field to perform most work in normal situations. The work calls for comprehension of standard situations and includes knowledge of most of the significant aspects of the subject.

Thorough knowledge: Advanced knowledge of the subject matter. The work calls for sufficient comprehension of the subject area to solve unusual as well as common work problems, to be able to advise on technical matters, and to serve as a resource on the subject for others in the organization.

Comprehensive knowledge: Requires complete mastery and understanding of the subject. This term should be used sparingly and only for unusually exacting or responsible positions required to originate hypotheses, concepts, or approaches.

Demonstrated competence in instruction and content in the assigned area.

Proficient in computer applications – word processing, spreadsheets, email, internet, and 21st Century technology.

Familiarity with laws and regulations governing education in Vermont.

Experience in closely working with students with disabilities and providing case management.

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.

Knowledge of best practices in engaging and motivating students and managing student behaviors.

PREFERRED QUALIFICATIONS:

Participation in professional/teaching-learning community group or similar learning community. Training and/or experience with English Language Learners. Knowledge of assessments and the use of data to inform services to students. Demonstrated skills in effective consultation with teacher colleagues and other school and community agencies to support student success in the classroom.

SALARY:

As per the Master Agreement between the Burlington Board of School Commissioners and the Burlington Education Association.

Position Type:

Full-time

Equal Opportunity Employer

Burlington School District 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. Minority candidates are encouraged to apply.

Contact Information

Christopher Celotto

150 Colchester Avenue

Burlington, Vermont 05401

Phone:

802-864-2159

Email:

ccelotto@bsdvt.org

Learn more online at http://www.SchoolSpring.com/job?3407237

Company info

Burlington School District
Christopher Celotto
Phone : 802-864-2159