Special Educator
Reports to the Principal
FLSA Status: Exempt
To learn more about Harwood Unified Union School District and our schools, visit https://huusd.org/our-schools
Position Objective
The Special Educator provides comprehensive special education services, collaborating with teachers, families, students, and professional staff. In accordance with state and federal law, this role case manages, coordinates, and oversees effective interventions for students with IEPs, 504 Plans, and EST/MTSS plans. The position emphasizes literacy, math, and behavior support to ensure students meet Vermont learning expectations within the least restrictive environment (LRE). The Special Educator develops, implements, and evaluates IEPs, behavior plans, and specialized academic instruction, and conducts assessments with support from district specialists and the Director of Student Support Services.
Student Assignment
Students with IEPs, 504 Plans, and EST/MTSS plans require academic, behavioral, and social-emotional supports.
-
-
Students assigned based on individualized needs and case management requirements.
Essential Duties and Responsibilities
Planning and Preparation
Integrate research-based practices in literacy, math, behavior management, and special education into individualized instruction.
-
Serve as liaison to ensure smooth transitions for students within and between schools.
-
Use assessment data to collaboratively develop standards-based IEPs, 504 Plans, EST interventions, and remedial services.
-
Coordinate services with internal and external specialists and agencies.
-
Interpret and communicate research in literacy and math to improve classroom instruction.
-
Assist in evaluating program effectiveness for literacy, math, and behavioral initiatives.
-
Plan, monitor, and communicate Extended School Year (ESY) services to staff and families.
-
Collaborate with classroom teachers to modify instruction, materials, accommodations, and behavior strategies.
-
Administer and coordinate comprehensive student assessments in academic, behavioral, and developmental domains.
-
-
Interpret educational and clinical findings to determine eligibility and monitor student progress.
Learning Environment
Establish and maintain a respectful, inclusive, and trauma-informed classroom environment.
-
Promote integration of students into general education settings consistent with LRE principles.
-
Coordinate and supervise assigned paraeducators.
-
Develop, implement, and monitor behavior intervention and crisis prevention plans.
-
Monitor and proactively address disruptive or unsafe behaviors.
-
Identify and implement assistive technology and adaptive systems to enhance learning.
-
-
Maintain a safe environment for students, staff, and materials.
Instruction
Provide direct academic instruction and social skills training individually and in groups.
-
Implement evidence-based literacy and math interventions, including validated remedial and technology-based programs.
-
Model and co-teach instructional strategies with classroom teachers.
-
Use flexible grouping and progress monitoring to adjust instruction based on student performance.
-
Teach socially appropriate behavior using positive reinforcement and behavior modification techniques.
-
Select developmentally appropriate materials to enhance student engagement and self-efficacy.
-
-
Provide timely feedback to students, families, and staff on progress and instructional strategies.
Collaboration and Professional Practice
Observe classroom instruction and student interactions to assess program effectiveness.
-
Train and consult with teachers and paraeducators on disabilities, interventions, assessment, and behavior management.
-
Assist in planning, implementing, and evaluating district special education programs.
-
Maintain accurate, confidential student records in compliance with legal requirements.
-
Engage families as partners in literacy, math, and behavioral development.
-
Participate in EST/MTSS processes and crisis prevention/intervention as necessary.
-
Attend and contribute to school and district meetings, committees, and professional development.
-
Stay current with best practices, research, and Vermont and federal special education law.
-
Serve as a resource and instructional leader for staff.
-
-
Uphold district policies and advocate for student-centered decisions.
Supervision
Reports to and is evaluated by the School Principal, with input from the Director of Student Support Services and/or designee.
-
-
Receives technical guidance from the Director of Student Support Services in consultation with the Director of Curriculum.
Supervisory Responsibilities
Train, assign, and direct activities of assigned paraeducators.
-
-
Provide input for paraeducator evaluation, hiring, and continued employment decisions.
Qualifications
Education & Experience
Masters degree in Special Education or related field preferred (Bachelors with relevant experience acceptable).
-
34 years of relevant experience preferred.
-
Knowledge of Vermont Special Education Law preferred.
-
Experience in psycho-educational environments and understanding of social-emotional functioning preferred.
-
-
Knowledge of human development, disabilities, literacy, math, and evidence-based instructional practices.
Certifications and Licenses
-
Valid Vermont Professional Educators License with 3-82 or 3-85 endorsement required (Level II preferred).
Skills and Abilities
Language: Interpret educational research, regulations, and legal documents; prepare reports and documentation; communicate effectively with students, families, staff, and administrators.
-
Mathematics: Interpret standardized test data including standard scores, percentiles, confidence intervals, and standard error of measurement.
-
Technology: Proficient with word processing, Microsoft Office, educational software, and adaptive equipment.
-
Reasoning: Analyze assessment data, solve instructional problems, interpret directives.
-
-
Communication & Interpersonal Skills: Collaborate effectively with diverse stakeholders; demonstrate strong conflict resolution and stress management skills.
Physical Effort and Stress
Frequently: Sitting, standing, walking, computer use, lifting up to 10 lbs., handling, managing stress, resolving conflicts.
-
Constantly: Seeing, hearing, talking, dexterity (hands/fingers).
-
Occasionally: Lifting/carrying 1050 lbs., bending/stooping, pushing/pulling, twisting, balancing, crouching, kneeling, crawling, reaching, driving.
-
-
Not Applicable: Lifting/carrying over 100 lbs.
Employees must be physically capable of performing essential functions and managing behavioral or crisis situations as needed.
Working Conditions / Environmental Factors
Constant Exposure: Noise, dust/dirt.
-
Frequent Exposure: Viruses and infectious diseases.
-
Occasional Exposure: Fumes/odors, chemicals, uneven terrain, outdoor weather conditions, heights.
-
Sometimes Exposure: Water.
-
-
Not Applicable: Extreme non-weather heat/cold, hazardous equipment.
This role ensures equitable access to education for students with disabilities, providing instructional leadership, academic and behavioral supports, and guidance for paraeducators to improve student outcomes in alignment with Vermont learning expectations and LRE principles.
