Therapeutic Educator

South Burlington School District • South Burlington, VT

4d

About The Position

South Burlington School District Position Description Job Title : Therapeutic Educator, Alternative Education Location: District Job Group : Educator Pay Level: Exempt Reports To : Executive Director of Educational Support Services Summary: Provides highly skilled, specialized instructional support in core academics as accommodated and differentiated for students with complex social, emotional, behavioral, mental health, developmental, and specialized learning needs. Develops and applies targeted instruction in accordance with IEP goals and as integrated with trauma-informed understandings and intentions, including integrative and compensatory models for change and growth. Provides this support through creative, student-centered, principled, and Multi-Tiered Systems of Support (MTSS)-driven practice, and within meaningful, relevant educational opportunities and genuine, integral student-staff relationship. Essential Duties and Responsibilities: Provides individualized educational, academic, emotional, and social support to identified clients and students. Adapts and accommodates curriculum, instruction, and support to match the comprehensive and complex needs, abilities, preferences, and capacities of each student. Develops learning materials designed for each student’s ability and interest. Works to enhance motivation, provide consistent reinforcement to learning, continuous assessment of level of functioning, and continuous feedback to students for all learning activities. Maintains notes and client records as indicated. Provides services in accordance with program principles and practices, and in compliance with policies, regulations, and legal requirements. General Responsibilities: Monitors student discipline through appropriate behavior management techniques. Assists administration in establishing and maintaining school-based discipline and a positive learning environment. Regular attendance in accordance with established work schedule. Qualification Requirements: To perform this job successfully, an individual must be able to demonstrate a high degree of interpersonal, communication and organizational skills, attention to detail, and adaptability. Each essential duty must be performed in a satisfactory manner. The incumbent must also model appropriate professional behavior and positive attitudes at all times. The ability to work independently at times assuming responsibilities and demonstrating initiative is a must. The ability to work collaboratively in a team environment is also required. Education and/or Experience: Bachelor’s Degree. Demonstrated skill in working with middle and high school students with disabilities is required. Working knowledge of Special Education state and federal guidelines, regulations and laws is essential. Knowledge and experience with behavioral strategies, accommodations and interventions for primary and secondary students with emotional/behavioral challenges. Certificates, Licenses, Registrations: Valid Vermont Teaching License with appropriate endorsement. Language Skills: Ability to read, analyze, and interpret general periodicals, professional journals, procedures, or governmental regulations. Ability to write IEP plans, reports, and correspondence. Ability to effectively present information and respond to questions from students, parents, staff and the public. Ability to use a variety of assessments for student work. Ability to communicate effectively with students, parents, colleagues, administration and greater school community. Mathematical Skills: Ability to work with mathematical concepts such as probability and statistical inference, and fundamentals of algebra, and geometry. Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations. Reasoning Ability: Ability to assess situations, solve problems, cope with a variety of situations where limited standardization exists and implement decisions is required. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form. Other Skills and Abilities: Ability to apply knowledge of current research and theory specific to assigned instructional academics program; ability to plan and implement plans based on school objectives and the needs and abilities of assigned students. Ability to establish and maintain effective relationships with students, peers and parents; skill in oral and written communication is essential. Ability to perform duties with awareness of all District requirements, Board policies and Special Education guidelines, rules and regulations. The ability to plan, organize or manage time effectively is required. Physical Demands The physical demands described here represent those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is frequently required to remain stationary and sometimes move from location to location. The employee is frequently required to talk, hear. While performing the duties of this job, the employee may occasionally push or lift up to 35 lbs. such as books or assisting the mobilization of students. The employee is directly responsible for safety, well-being, or work output of other people. Specific vision abilities required by the job include close vision such as to read handwritten or typed material, and the ability to adjust focus. The position requires the individual to meet multiple demands from several people and interact with the public and other staff. Emotional Demands: The individual must be able to work with others in a collegial and cooperative manner, must show acceptable interpersonal skills and follow directions of school leadership. Work Environment : The work environment characteristics described here represent those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment is moderate to loud. Duties are primarily performed indoors and occasionally outdoors. Terms of Employment: Evaluation: Annually Date Approved : 7/26/23 K.Romick The information contained in this job description is for compliance with the Americans With Disabilities Act (A.D.A.) and the ADA Amendments Act of 2008 (P.L. 110-325), which became effective on January 1, 2009 is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individual(s) currently holding this position and additional duties may be assigned. The Board reserves the right to waive the essential requirements contained in this job description.

Requirements

• Bachelor’s Degree.
• Demonstrated skill in working with middle and high school students with disabilities is required.
• Working knowledge of Special Education state and federal guidelines, regulations and laws is essential.
• Knowledge and experience with behavioral strategies, accommodations and interventions for primary and secondary students with emotional/behavioral challenges.
• Valid Vermont Teaching License with appropriate endorsement.
• Ability to read, analyze, and interpret general periodicals, professional journals, procedures, or governmental regulations.
• Ability to write IEP plans, reports, and correspondence.
• Ability to effectively present information and respond to questions from students, parents, staff and the public.
• Ability to use a variety of assessments for student work.
• Ability to communicate effectively with students, parents, colleagues, administration and greater school community.
• Ability to work with mathematical concepts such as probability and statistical inference, and fundamentals of algebra, and geometry.
• Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations.
• Ability to assess situations, solve problems, cope with a variety of situations where limited standardization exists and implement decisions is required.
• Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form.
• Ability to apply knowledge of current research and theory specific to assigned instructional academics program; ability to plan and implement plans based on school objectives and the needs and abilities of assigned students.
• Ability to establish and maintain effective relationships with students, peers and parents; skill in oral and written communication is essential.
• Ability to perform duties with awareness of all District requirements, Board policies and Special Education guidelines, rules and regulations.
• The ability to plan, organize or manage time effectively is required.
• Ability to work with others in a collegial and cooperative manner, must show acceptable interpersonal skills and follow directions of school leadership.

Responsibilities

• Provides individualized educational, academic, emotional, and social support to identified clients and students.
• Adapts and accommodates curriculum, instruction, and support to match the comprehensive and complex needs, abilities, preferences, and capacities of each student.
• Develops learning materials designed for each student’s ability and interest.
• Works to enhance motivation, provide consistent reinforcement to learning, continuous assessment of level of functioning, and continuous feedback to students for all learning activities.
• Maintains notes and client records as indicated.
• Provides services in accordance with program principles and practices, and in compliance with policies, regulations, and legal requirements.
• Monitors student discipline through appropriate behavior management techniques.
• Assists administration in establishing and maintaining school-based discipline and a positive learning environment.
• Regular attendance in accordance with established work schedule.

What This Job Offers

• Job Type: Full-time