Homebound Special Education Teacher - SY25/26

Homebound Special Education Teacher SY25/26

Burlington School District

A. SCOPE OF WORK:

• The Special Educator position is aunionized exempt positionthat will report to the Principal. This position entails working 1:1 with a special needs student within their home. The ideal candidate will provide support to the instructional process by serving as a teacher with specific responsibilities for developing special education students success in academics interpersonal skills and activities of daily living; supervising students within the classroom and other assigned areas; developing lesson plans and delivering group and individual student instruction within established curriculum guidelines: collaborating with other teachers other professional staff and administrators in addressing instructional and/or classroom issues; and responding to a wide range of inquiries from students parents or guardians regarding instructional program and student progress. 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 fastpaced dedicated special education team as well as individual student teams in support of student success for all.

B. 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 in order to perform these essential functions. In accordance with the Americans with Disabilities Act reasonable accommodations may be made to qualified individuals with disabilities to perform the essential functions of the position.

• Instructional Strategies

1. 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.
2. Set learning goals for each student assess their progress and record their evaluations.
3. Conduct assessment of student learning styles and use results to plan for instructional activities.
4. Present subject matter according to guidelines established by the Individualized Educational Plan (IEP).
5. Update parents on the progress of their students and enlist parental support with behavior control and home activities designed to supplement their classroom lessons.
6. Supervise and train paraeducators.

• Student Growth and Development

1. Conduct ongoing assessments of student achievement through formal and informal testing.
2. Provide or supervise personal care medical care and feeding of students as stated in IEP.

• Classroom Management and Organization

1. Create a classroom environment conducive to learning and appropriate for the physical social and emotional development of students.
2. Manage student behavior and administer discipline.
3. Consult with classroom teachers regarding management of student behavior according to IEP.
4. Take all necessary and reasonable precautions to protect students equipment materials and facilities.
5. Assist in selection of books equipment and other instructional materials as required.

• Communication

1. Establish and maintain open communication by conducting conferences with parents students principals and teachers.
2. Maintain a professional relationship with colleagues students parents and community members.
3. Use effective communication skills to present information accurately and clearly.

C. REQUIRED QUALIFICATIONS:

• Education:

1. Minimum Required: Bachelors degree in Education Special Education or related field.
2. Preferred: Masters degree in Education.
3. Certification Preferred: Valid Educator License granted by the Vermont Department of Education with a Special Education Endorsement. Documented or eligible for NCLB Highly Qualified Teacher status as applicable
4. Eligible to work in the United States without sponsorship.

• Experience:

Minimum Required:

1. Experience in closely working with providing direct instruction to and casemanaging special education and 504 students.
2. Experience in planning leading and managing large and potentially complex IEP meetings with students parents teachers outside agencies community mentors and other support people.
3. Experience supporting students with social cognition behavioral and socialemotional needs.
4. Experience in planning leading and managing large and potentially complex IEP meetings with students parents teachers outside agencies community mentors and other support people.
5. Understanding of Cultural Competency.
6. Knowledge of best practices in engaging and motivating students and managing student behaviors.

Preferred Attributes:

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

• Knowledge Skills And Abilities:
• 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.

4. List Specific Skills And/Or Abilities Required:

1. Demonstrated ability to work with teacher colleagues and other school and community agencies to support student success in the classroom.
2. Criticalthinking skills used to accurately assess students progress and adjust lessons to their needs.
3. Strong communication skills.

D. 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.

• Seeing
• Color perception (red green amber)
• Hearing/listening
• Clear speech
• Tasting
• Smelling
• Touching
• Dexterity: X Hand X Finger
• Lifting up to 30 pounds
• Carrying up to 30 pounds
• Climbing on Stairs/Ladders and balance
• Driving
• Standing
• Sitting
• Stooping
• Kneeling
• Crouching
• Crawling
• Remain Stationary
• Pushing/pulling
• Moving objects
• Reading basic
• Reading complex
• Math skills basic

• Math skills complex
• Writing basic
• Writing complex
• Analysis/comprehension
• Judgment/decision making
• Clerical
• Inside air conditioning and heat
• Outside weather conditions
• Works alone
• Works with others
• Facetoface contact
• Verbal contact with others
• Extreme heat
• Extreme cold
• High places
• Noise
• Fumes/odors
• Dirt/dust
• Hazardous materials
• Electrical equipment
• Mechanical equipment
• Pressurized equipment
• Ability to move distances within schools offices and athletic fields
• Other:

Equal Opportunity:The Burlington School District provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race color religion age sex national origin disability status genetics protected veteran status sexual orientation gender identity or expression or any other characteristic protected by federal state or local laws.