Special Education Teacher - Burlington High School SY

Special Educator Burlington High School SY26/27

The Burlington School District believes a diverse and culturally proficient faculty and staff are pivotal to the creation of a strong learning and working environment that supports student achievement and success. BSD administrators lead inclusive school communities with our vision: "Cultivating caring, creative, and courageous people.

- Join the journey."

Graduate students who:

• Value different cultures;
• Engage with the community;
• Communicate effectively;
• Think creatively;
• Skillfully solve problems; and
• Achieve at their highest academic, intellectual and personal potential.

The Burlington School District is seeking a passionate and energetic Special Education Teacher who is committed to high levels of achievement of all students at Burlington High School. This position will require working closely with and case‑managing up to 25 special‑education and historically around 300 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.

• Plan, prepare and deliver lesson plans, class activities, and a variety of instructional materials that facilitate active and meaningful learning. Develop lesson plans and tests that are in accordance with established expectations.
• Meet and instruct assigned classes in the locations and at the times designated.
• Assess and record learning on an ongoing basis and adjust instruction based on the assessments.
• Collaborate with colleagues and participate in EST (education study team) and Special Educators to meet the needs of all students, including students with disabilities.
• Participate in scheduled in‑service days and staff meetings.
• Use discretion in discussing school affairs, recognizing the value of positive school‑community relations.
• Strive to implement by instruction and action the district’s philosophy of education, goals, and instructional objectives.
• Comply with Board and administrative policies, regulations, and procedures and reinforce students’ doing the same.
• Report incidents (e.g. fights, suspected child abuse, suspected substance abuse, harassment, bullying, hazing, zero‑tolerance offenses, etc.) for the purpose of maintaining the personal safety of students, providing a positive learning environment, and adhering to state law and board policies. Respond to emergency situations for the purpose of resolving immediate safety concerns and/or direct to appropriate personnel for resolution.
• Attendance in accordance with established days/hours of work.
• Perform other tasks and duties as appropriate and/or assigned.

• Licensed or eligible for Vermont Educators License.
• Endorsement in elementary level Special Education (82) at the high school level or eligible for Vermont Provisional License.
• Eligible to work in the United States without sponsorship.

• Experience in closely working with and case‑managing up to 25 special‑education and historically around 300 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 School Spring).
• Knowledge of best practices regarding frameworks of student behavioral support.

• Training and or experience with English Language Learners.
• Experience in a professional/teaching learning community; experience in co‑teaching/collaborating with other educators.
• Evidence of student‑centered learning approaches including personalizing instruction and supporting students meeting core proficiencies.
• Evidence of implementing inclusive practices for students with…