Special education teacher jobs in Vermont - 72 jobs

This is a distinctive opportunity for a hands-on leader who embraces the challenge associated with guiding an environmentally focused school and its skilled staff toward excellence. About Reading Elementary School (RES) Reading Elementary is a public PreK - Grade 4 elementary school situated at the heart of Reading, VT. Our identity is strongly tied to our exceptional environment and community. Location & Resources: The campus includes an Outdoor Classroom with access to acres of forest, meadows, and public hiking trails. Curriculum Focus: We prioritize sustainability and outdoor education. Daily Practice: Children engage in outdoor learning every day, rain or shine. Atmosphere: RES is a small school with a low student-to-teacher ratio, ensuring every child receives individual attention to support their learning and social-emotional growth. Community: The local community demonstrates a strong commitment to education and cultural enrichment. Strategic Priorities & Vision The Principal will lead the school in achieving goals grounded in the District's Portrait of a Graduate, specifically seeking to: Foster and promote personalized learning through the concepts of Universal Design for Learning (UDL). Expand place-based, outdoor, and environmental education opportunities. Continue providing exceptional programs in the Arts. Role Expectations & Ideal Candidate We seek a team-oriented leader with the desire and talent to handle a breadth of daily responsibilities while demonstrating core educational expertise. Core Responsibilities (0.5 FTE Principal) The successful candidate will be a hands-on leader who manages diverse tasks, including: Facility management Communication with all stakeholders Scheduling and logistics Basic first aid Multigrade instruction support Special Education (0.5 FTE) Willingness and ability to actively support daily special education instruction and serve as a case manager for students. Required Expertise & Leadership The Principal must possess: A deep understanding of early elementary level teaching and learning. Expertise in effective instruction and assessment practices. Demonstrated leadership in the areas of: Listening Teaming and collaboration Developing a strong professional learning community About Mountain Views Supervisory Union Reading Elementary is one of five elementary schools in the Mountain Views Supervisory Union (MVSU). We are proud to have a strong collaborative administrative team and a supportive school board. We welcome the addition of a professional interested in growing with us!

Program Description: The SEA Program is an alternative school within Barre Unified Union School District serving students with IEPs. The program combines therapeutic support, academic instruction, vocational training, and community connections using trauma-informed approaches. Position Overview: The SEA Program seeks a Special Educator to provide case management and specialized instruction for students with IEPs in our alternative education setting. This position coordinates comprehensive educational services for students with social-emotional and academic needs. Primary Responsibilities: Case Management & Service Coordination: Serve as primary case manager for assigned students with IEPs Coordinate services between educational team, mental health clinicians, vocational instructors, and community partners Monitor student progress and adjust services as needed Facilitate communication between school, families, and outside agencies Special Education Services: Provide specialized instruction based on individual student needs Conduct special education evaluations and assessments Develop and maintain IEPs and behavior support plans Schedule and lead IEP meetings and educational team meetings Instructional Duties: Deliver individualized academic instruction using project-based and experiential learning approaches Support students in meeting Proficiency-Based Graduation Requirements through personalized learning plans Integrate academic content with vocational programming Supervision & Collaboration: Supervise and direct paraprofessional staff Collaborate with mental health clinicians to support student social-emotional needs Work with vocational instructors across woodworking, automotive/welding, culinary, and agriculture programs Support transition planning for post-secondary education, employment, and independent living Required Qualifications: Valid special education teaching license (or be eligible to obtain) Experience with IEP development and implementation Knowledge of special education law and procedures Strong case management and organizational skills Ability to work collaboratively in a team environment Preferred Qualifications: Experience in alternative education settings Training in trauma-informed practices Familiarity with project-based learning Experience coordinating multi-disciplinary services For complete job description, click here.

JOB TITLE: Special Educator REPORTS TO: Principal and Director of Special Education APPROVED BY: Superintendent of Schools UPDATED: 5/2021 FLSA STATUS: Exempt POSITION OBJECTIVE(S): Consistent with state and federal law, case manages (schedules and facilitates meetings), coordinates and provides an effective and efficient system of Special Education and Support Services designed to meet the needs of assigned students, and effectively integrate students into the least restrictive environment. Special Educators instruct students in basic skills using a variety of approaches and strategies including co-teaching/consulting. ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. Other duties may be assigned. PLANNING & PREPARATION Integrates current best practices, research, and special education laws into the education of students with disabilities, to assure compliance with state and federal laws, and to provide the most effective educational program for assigned students. Demonstrates knowledge and understanding of assigned students including: intellectual, social, and emotional characteristics of age group; students' varied approaches to learning; student skills and knowledge; student interests and cultural heritage; economic and cultural influences; student's family, school and community context. Serves as liaison to assure a successful transition of assigned students from school to school, or classroom to classroom. Uses assessment information to develop an effective standards-based Individual Educational Plan (IEP) for those students who qualify for such services. Researches, coordinates and effectively utilizes available school and community resources and outside agencies to ensure proper delivery of students' IEP (SLP, Social Worker, OT/PT, internal and external professionals and agencies, and the like). Works collaboratively with Director of Special Education to plan, develop, and monitor, and/or deliver extended school year programs for identified students to assure an effective educational program. Provides technical assistance to summer tutors as directed. Works with classroom teachers to select, design/modify classroom services (including learning activities, instructional groupings, lesson plans, educational materials, curricula, assessments, teaching strategies, and the like) for assigned students designed to promote the academic, vocational, physical and social development needs of students, adhering to accommodations as appropriate. Administers and/or coordinates a thorough assessment which may include language, behavior, visual motor, gross and fine motor, and cognitive skills using a variety of techniques including standardized tests, rubrics, checklists, curriculum based measures, developmental scales, observations, behavior objectives, and the like. Confers with parents, school counselors, classroom teachers, social workers, administrators, testing specialists and other professionals as needed to determine proper assessment tools and procedures, and to discuss evaluation results. As a member of an IEP team, helps to interpret both educational and clinical findings to accurately determine program eligibility and to assess student progress. Supervises Paraeducators as assigned. LEARNING ENVIRONMENT Creates and maintains an environment of respect and positive rapport with students, families, and colleagues. Effectively serves all children on general caseload and assists with the integration of assigned students into general education classroom settings in the least restrictive environment. Coordinates services and assures productive, effective, and efficient use of assigned para-educators. Develops, implements, and monitors behavior management plans and crisis prevention/intervention plans for assigned students as necessary. Identifies and implements appropriate assistive technology devices and other adaptive or augmentative systems that will enhance student communication and accessibility to learning. Provides a safe learning environment for all students. Takes all necessary and reasonable precautions to protect students, equipment, materials and facilities. INSTRUCTION Effectively provides academic instruction, social skills training and other direct services to assigned students individually, and in small/large groups (both outside and within the regular classroom) as decided by team members, using the recommendations of the most current written Evaluation Report. Implements appropriate classroom activities/educational materials to effectively engage students in learning and to maximize student comprehension of the lesson; including implementation of individual educational plans, instructional groupings, behavioral management techniques, peer support and the like. Teaches students on behavior plans socially acceptable behavior by employing techniques such as behavior modification and positive reinforcement. Uses a variety of social skills curricula to teach pro-social behavior and de-escalation strategies. Provides effective, timely, and quality feedback on student progress to parents, students and other professionals as needed or required. Has a solid working knowledge of co-teaching practices and is able to implement these in a mainstream setting. Assesses the effectiveness of classroom services (including learning activities, instructional groupings, lesson plans, educational materials, curricula, assessments, teaching strategies, and the like) to make sure instructional goals of assigned students are being met; and persistently seeks thoughtful alternative approaches/resources to improve student learning. OTHER PROFESSIONAL RESPONSIBILITIES Routinely observes student interactions and learning environments in the classroom, school and community to assess instructional effectiveness. Identifies, coordinates, and implements training for teachers, para-educators and other school personnel as it relates to understanding disabilities, managing and implementing student programs, screening and assessment, behavior management techniques, developing IEPs, and evaluating student progress. Assists the Director of Special Education and school Principal in planning and evaluating program effectiveness and identifying program needs. Prepares and maintains accurate, complete, timely, effective and confidential student records and related reports as required by law, district policy, and administrative regulations. Communicates/collaborates effectively with parents to keep families informed of the instructional programs and individual student progress; and effectively engages families to help meet the educational needs of the student. Means of communication may include annual open house, observation sessions for parents, conferences, sessions for program discussion, making home visits, and other individual meetings as necessary. Works effectively, cooperatively and respectfully with supervisors, colleagues, and subordinates. Implements strategies such as collaborative teaming, conflict resolution, and mediation strategies to facilitate team decisions around student programs. Participates in EST/CRT functions including (but not limited to) meetings, developing referral processes, screening referred students, providing supplemental support, and consulting services as requested. Actively participates in school events, workshops, in-service meetings, department level staff meetings, district meetings, and other school and district committees/projects. Responsible for on-going professional growth activities as outlined in one's own Individual Professional Development Plan, consistent with district goals and school action/strategic plans, and as directed by the Director of Special Education/School Principal. Keeps abreast of current best practices, research, and special education laws. Acts as a general resource person for classroom teachers, para-educators, and administration; and participates as a leader in teacher training activities (both school-wide and district-wide). Shows professionalism and considers "What's best for students" in serving and advocating for students, and in decision making. Follows and assists in upholding and enforcing school rules, administrative regulations and procedures, and policies of the WCSU. SUPERVISION RECEIVED: Reports to, evaluated by, and receives general administrative direction from the Director of Special Education and Principal. Receives some technical direction from the Director of Special Education. SUPERVISORY RESPONSIBILITIES: Trains and plans, assigns/directs the activities, and is responsible for quality of work of assigned para-educators; plays key advisory role in evaluation, hiring, and continued employment. Assists the Director of Special Education with training, planning and directing the activities of assigned para-educators. QUALIFICATIONS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily, in addition to the following: Education and Experience. Master's degree or equivalent in Special Education or other appropriate discipline plus relevant experience preferred (or a combination of education and experience from which comparable knowledge and skills are acquired). Working knowledge of Vermont Special Education Law and/or recent experience working in a Vermont school district preferred. Certifications and Licenses. Holds or is eligible to hold a valid Vermont Professional Educator's License. Language Skills. Ability to read, analyze, and interpret common educational and technical journals, periodicals and procedures, and special education regulations. Ability to respond to common inquiries or complaints from parents, regulatory agencies, or members of the community. Ability to write reports, business correspondence, and procedure manuals that conform to Special Education regulations. Ability to effectively present information to and respond to questions from administrators, parents, peers, board members and the general public. Mathematical/Reasoning Skills. Ability to interpret and use test results by applying math concepts such as standard error of measurement, bands of confidence, standard scores, and percentiles. Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form. Strong Algebra skills required for some positions. Computer Skills and Experience. Good basic computer skills and experience with word processing programs required. Experience with Microsoft Office preferred. Knowledge and experience of a variety of adaptive equipment and software. Ability to use online software for case management. Communication & Interpersonal Skills. Ability to effectively, efficiently and regularly communicate and work cooperatively with a variety of individuals, including students, peers, subordinates, supervisors, parents, and representatives of outside organizations. Ability to effectively resolve conflicts and handle stress. Additional Competencies. The individual in this position must possess the following: Dependability - being reliable, punctual, responsible and fulfilling obligations. Self-Control - maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations. Stress Tolerance - accepting criticism and dealing calmly and effectively with high stress situations. Cooperation - being pleasant with others on the job and displaying a good-natured, cooperative attitude. Concern for Others - being sensitive to others' needs and feelings and being understanding and helpful on the job. Attention to Detail - being careful about detail and thorough in completing work tasks. Integrity - being honest and ethical. Adaptability/Flexibility - being open to change (positive or negative) and to considerable variety in the workplace. Independence - guiding oneself with little or no supervision, and depending on oneself to get things done. Social Orientation - preferring to work with others rather than alone, and being personally connected with others on the job.

Special Educator - LTS 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.” The Mission of the Burlington School District is to 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. Burlington School District is seeking a passionate and energetic Long Term Substitute Teacher specializing in Special Education who is committed to high levels of achievement of all students at Champlain Elementary 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. INSTRUCTIONAL STRATEGIES:(include but not limited to) 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. QUALIFICATIONS: Job Requirements: Licensed or eligible for Vermont Educators License. Endorsement in elementary level Special Education (82) or eligible for Vermont Provisional License. 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 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 SchoolSpring). Knowledge of best practices regarding frameworks of student behavioral support. Preferred Attributes: 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 special needs. Ongoing educational post graduate coursework in education or subject area, including diversity, equity and inclusion. EMPLOYMENT TERMS: SALARY: Long Term Subs (1st 30 days): $20.00 per hour for 7.75 daily hours Long Term Subs (Day 31+): $36.96 per hour for 7.75 daily hours CONTRACT TERM: May 19, 2026 through June 17, 2026 Equal Opportunity Employer: Burlington School District is an Equal Opportunity Employer and 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. Additionally, we prohibit retaliation against individuals who oppose such discrimination and harassment or who participate in an equal opportunity investigation. Applications from women, veterans, individuals with disabilities and people from diverse racial, ethnic, and cultural backgrounds are encouraged. The Burlington School District will provide reasonable accommodations for qualified individuals with disabilities.

Description Teacher FLSA: Exempt QUALIFICATIONS: Must hold proper state certification REPORTS TO: Principal and/or other Supervisor TERMS OF EMPLOYMENT: 175 school days, plus 10 days of district professional days, and additional days for orientation with benefits provided according to the Teacher's Negotiated Agreement. ESSENTIAL JOB FUNCTIONS: Participate in curriculum review and design. Implement a variety of effective instructional strategies consistent with lesson objectives. Diagnose and evaluates student abilities and progress in a timely and consistent manner. Monitor student progress and adjust instruction accordingly. Plan a program of study that meets the individual needs, interests, and abilities of the students. Create a classroom environment that is conducive to learning. Assess the accomplishments of students on a regular basis and provide progress reports as required. Refer students for alternative services as provided by the District (ESL, Reading, Special Reading). Effectively implement district initiatives. Effectively collaborate with department and grade level teachers. OTHER JOB FUNCTIONS: Abide by state statutes, school board policies and regulations. Attend meetings and performs duties as assigned by administrators or supervisors. Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities. Maintain accurate, complete, and correct records as required by law, district policy and administrative regulation. Serve on committees as assigned. Remain current on instructional practices in education. (e.g. instructional technology)

Long-Term Substitute Special Educator Needed Hinesburg Community School (HCS) is seeking an innovative, energetic, and collaborative individual to join our special education team as a Long-Term Substitute Special Educator. The start date is immediate. The assignment is anticipated to end on 3/31/26. We are seeking a professional with demonstrated leadership, organization, and problem-solving skills who matches our passion for an integrated special education service delivery model within a multi-tiered system of supports. The ideal candidate will demonstrate experience in collaborative teaming (including collaborating with classroom teachers to co-design instruction), knowledge of special education rules and regulations, and a solid ability to integrate a variety of assessment information to develop intervention programs. Only certified teachers will be considered for this position. Please apply directly on Schoolspring. CVSD is an equal opportunity employer and is committed to ensuring that all of our students achieve our mission - which means we are also committed to developing a faculty and staff that represents the inclusive, welcoming environment we seek to develop for students and families. Job ID# 5503964

Mount Mansfield Unified Union School District is seeking an energetic special educator with a love for working with elementary students to work at Jericho Elementary School. The successful candidate should have a strong background in elementary special education strategies and enjoy working as part of a creative hard-working team. Strengths must include the ability to build and foster positive rapport with students and families, effective communication, curriculum modification, as well as comfort with special education rules and regulations. The ideal candidate must have a strong knowledge of best practices when providing individualized and group instruction in literacy and math, Multi-Tiered Systems of Support (MTSS), and Social and Emotional Learning (SEL). Candidates should also have the following. -Active Vermont Special Educator License -Experience in behavioral management techniques/interventions -Strong collaboration skills -Excellent communication skills, both written and verbal -At least 2 years of relevant experience preferred MMUUSD is committed to supporting the success of all learners by eradicating bias in our systems and graduating students with critical literacy and equity literacy skills. Successful applicants will be invested in the success of every learner and expected to engage in continuing capacity building to support diverse learners. We are especially interested in applicants with diverse experiences who share this commitment. We offer an excellent benefits package including medical, dental and life insurance and a competitive salary. Our schools offer a respectful and collaborative work environment and a supportive team atmosphere! For more information about our school district, please visit our web page at ************************ Questions? Please contact Katie Barea at **********************.

Job Description Hand In Hand Creative Learning Center, located in Essex Junction, Vermont, is a child care and preschool center located in a quiet, shaded and remote area conveniently located for parents. We provide a nurturing environment as we guide the children in making choices that will promote self awareness while under constant visual supervision. We use calm-down time to allow children to help with the opportunity to decide when they are ready to return to an activity as a style of behavior guidance. We are looking for a highly motivated Teacher Associate to join our team of professionals. You will work with the team to coordinate the curriculum and manage the day-to-day operational activities of the classroom. So you will need an understanding of children's cognitive, social, emotional, and physical development, to ensure a safe and stimulating classroom environment where children are actively engaged and encouraged to succeed. As our Teacher Associate, you will be a skilled communicator with children and adults, to meet the needs of the children, effectively guide teacher assistants, and appropriately interact and support families. Duties Duties are not limited to: Plan and implement educational curriculum by developing classroom activities based on Developmentally Appropriate Practices and Vermont Early Learning Standards Plan activities to promote cognitive, social, emotional, and physical development and learning Maintain frequent communication with families through a variety of communication means Ensure all center policies and state regulations are met Create and maintain a healthy classroom environment in accordance with state regulations Maintain accurate observations, curriculum, and assessment within designated time frames Maintain a personal professional development plan to ensure continuous quality improvement Requirements Meet the Vermont State Regulations for a Teacher Associate High school graduate or a GED At least twenty (20) years of age Strong oral and written communication skills Ability to work well in a team environment with staff, children and parents A strong understanding of child development Excellent leadership, organizational, and interpersonal skills Infant / Child CPR First Aid Certification Background Check and Fingerprinting Clearance Mandated Reporter Training Vermont Orientation Training Meet one (1) of the following qualifications At least a Vermont Early Childhood Career Ladder Level Three (3) Certificate; or At least an associate degree from an accredited college with a major or concentration in Early Childhood, Child or Human Development, Elementary Education, or Child and Family Services and at least twelve 12) months experience working with groups of children from grade three (3) or younger; or At least a Certificate of Completion from the Registered Child Care Apprenticeship Program; or At least a Child Care Certificate from the Community College of Vermont and at least twelve (12) months experience working with groups of children from grade three (3) or younger; or At least successful completion of twenty one (21) college credits with an early childhood or school age focus and at least twelve (12) months experience working with groups of children from grade three (3) or younger Benefits Pay - DOE Personal Time Holiday Pay Vacation Time Discount Child Care

Job Description Join Our Team at Sensations in Learning by considering these questions: Are you seeking a workplace that feels welcoming, supportive, and aligned with your values? Do you want a schedule that respects work-life balance? Are you looking for an opportunity to work outdoors, connect with nature, and engage meaningfully with children each day? Do you value competitive compensation, strong benefits, and a collaborative professional community? Sensations in Learning may be the right fit for you. Why Sensations in Learning?Sensations in Learning is a progressive early childhood education program grounded in a holistic approach to teaching and learning. Our work is guided by the belief that children learn best through meaningful experiences, exploration, and strong relationships. A progressive, holistic educational philosophy Exposure to diverse environments and intentional learning experiences An approach that supports children's self-awareness, independence, and understanding of the world around them A collaborative culture that values every voice on Team Sensations in Learning A pedagogy inspired by Montessori, Waldorf, and Reggio Emilia On-site service based leaders who dedicate the majority of their time to mentoring and coaching educators Being Part of Team Sensations in LearningWhen you join Sensations in Learning, you become part of a professional community that prioritizes growth, connection, and well-being. Access to a private Sensations in Learning Teaching Titans community Three set weeks of paid vacation in addition to 40 hours of PTO. Participation in three annual professional development days focused on learning, collaboration, and team building Opportunities to attend community-building events throughout the year Trunk or Treat Annual Student Art Show If you are passionate about early childhood education and are seeking a supportive, values-driven workplace, we invite you to explore opportunities with Sensations in Learning. Duties What Would I Do as a Sensations in Learning Teacher?As a Sensations in Learning Teacher, you will play an active role in supporting young children's growth through relationship-based, experiential, and nature-connected learning. Responsibilities include, but are not limited to: Coordinate and implement developmentally appropriate curriculum by planning, adapting, and facilitating learning experiences aligned with Vermont Early Learning Standards (VELS), emergent curriculum practices, and children's individual interests and needs. Design and lead nature-based and outdoor learning experiences across seasons, supporting children's exploration of the natural environment through inquiry, play, observation, and hands-on discovery in varied weather conditions. Facilitate individual and small- and large-group experiences that promote social-emotional development, problem-solving, communication, creativity, and cognitive growth through play, movement, and exploration. Support children's physical development and risk awareness by supervising outdoor play, guiding safe risk-taking, and teaching environmental stewardship, body awareness, and respect for living things. Observe, document, and assess children's learning and development, using observations, photos, and reflective documentation to inform planning, support individualized learning, and communicate progress with families and team members. Build strong, respectful relationships with children and families, maintaining open, professional communication and supporting family partnerships grounded in trust and shared goals. Maintain a healthy and safe learning environment, including adherence to hygiene practices, supervision requirements, emergency procedures, and consistent implementation of health and safety protocols both indoors and outdoors. Ensure compliance with all Sensations in Learning policies and Vermont Child Care Licensing Regulations, including documentation, ratios, mandated reporting, and required training. Collaborate with teaching teams and Pedagogistas to reflect on practice, engage in coaching and professional growth, and contribute to a positive, supportive workplace culture. Prepare, maintain, and organize learning environments and materials, ensuring classrooms and outdoor spaces are inviting, well-equipped, and responsive to children's developmental stages and interests. Model respectful, inclusive, and trauma-informed practices, supporting children's emotional regulation, conflict resolution, and sense of belonging. Support daily routines and transitions, including meals, rest, toileting, and transitions between indoor and outdoor environments, in ways that are respectful, predictable, and developmentally appropriate. Engage in ongoing professional development, reflective practice, and staff meetings to deepen understanding of early childhood education, nature-based pedagogy, and Vermont-specific best practices. Requirements Preferred Qualifications A minimum of two years of professional experience working with young children in an early childhood, outdoor, or nature-based educational setting preferred. Strong written and verbal communication skills, including the ability to communicate clearly and professionally with children, families, and colleagues. Basic technology skills, including comfort using digital tools for documentation, communication, and required program systems. High energy and physical stamina, with the ability to actively engage in outdoor learning across varied terrain and weather conditions. This includes the ability to take frequent walks; use hands and fingers to handle objects, tools, and materials; and regularly kneel, bend, squat, climb, and crawl as part of active supervision and play. Visual and sensory awareness necessary to ensure child safety, including the ability to see at close range and at a distance, distinguish colors, maintain peripheral vision, and assess depth and spatial awareness in both indoor and outdoor environments. Strong collaboration and teamwork skills, with the ability to work effectively alongside teachers, support staff, children, and families to foster a respectful, inclusive, and supportive learning community. A foundational understanding of child development, early learning theory, and developmentally appropriate practice-or a demonstrated eagerness and openness to ongoing learning and professional growth. A genuine interest in nature-based and experiential learning, including comfort spending extended time outdoors and supporting children's curiosity, inquiry, and connection to the natural world. Infant/Child CPR and First Aid certification, or the ability to obtain certification upon hire. Successful completion of all required background checks, in accordance with Vermont Child Care Licensing Regulations. High School Diploma or GED required, with significant college coursework in Early Childhood Education, Child Development, Outdoor Education, or a related field preferred. Demonstrated patience, flexibility, and emotional awareness, with the ability to respond calmly and thoughtfully to the dynamic needs of young children. Commitment to equity, inclusion, and respectful practice, recognizing and honoring the diverse identities, cultures, and experiences of children and families. Nice To Haves Additional Qualities Valued within our community An interest in or background in nature-based education, including a belief in the importance of outdoor play, environmental stewardship, and learning through direct experience. Educators with this interest support children in developing curiosity, resilience, problem-solving skills, and a meaningful connection to the natural world. An interest in or experience with basic gardening and outdoor activities, such as planting, harvesting, caring for living things, and using outdoor tools and materials. These experiences help educators guide children in understanding life cycles, responsibility, sustainability, and seasonal rhythms in developmentally appropriate ways. Background or experience with Montessori and Waldorf educational models, including an understanding of child-led learning, hands-on materials, mixed-age or collaborative learning, rhythm and routine, storytelling, art, and the role of beauty and intention in the learning environment. Comfort facilitating open-ended, play-based learning, allowing children to explore materials and environments at their own pace while supporting independence, creativity, and intrinsic motivation. An appreciation for slow, intentional teaching practices, recognizing the value of observation, reflection, and following children's interests rather than relying on rigid curricula. A calm, patient, and responsive teaching presence, supporting children's emotional regulation, conflict resolution, and sense of safety through consistent and respectful interactions. Curiosity and reflective practice, with a willingness to observe, question, and adapt teaching strategies to meet the evolving needs of individual children and the group. An understanding of seasonal and place-based learning, particularly within Vermont's climate, embracing year-round outdoor experiences and using natural changes as meaningful teaching opportunities. Benefits Benefits: Dental insurance after 90 days Medical insurance through the VT Marketplace, we cover 50% of your monthly co-pay up to $250 per month! $50K life insurance provided to all full time staff after 90 days, fully paid by the company. Simple IRA, we match up to 3% dollar-for-dollar. 40 hours Accrued PTO 120 hours Paid Vacation (set weeks in July, August, and December) 9 Paid Holidays and 3 Professional Development Days 80% Employee Discount for Childcare Tuition Assistance Professional Development Assistance “Swag for Service” Milestone Gifts including birthdays off and black-out days off About Us Conveniently located just off Route 2 in Williston, Sensations in Learning is a nature-based early childhood program intentionally designed to feel like home while reflecting our commitment to high-quality education. Our beautiful post-and-beam building features brick floors in our Infant, Younger Toddler, Early Preschool, and Pre-Kindergarten classrooms, high ceilings, and large schoolhouse windows that fill each space with natural light. Classrooms are warm, inviting, and thoughtfully prepared to support connection, curiosity, and a sense of belonging. Outdoors, children and educators share daily experiences with our expansive natural play areas, gardens, and Outdoor Classroom-along with our beloved chickens, who are an important part of children's learning about responsibility, care, and community. Beyond our campus, Sensations in Learning is deeply committed to strengthening the living economics of our local community and fostering strong, authentic relationships within and beyond our school community. Educators who join our team become part of a close-knit, supportive environment where collaboration, care for the natural world, and meaningful community connections are truly valued.

Special Educator - Community Classroom Woodstock Union Middle & High School/Full-Time Position We are seeking a dedicated and passionate Full-Time Special Educator to support middle and high school students with low-incidence disabilities. This educator will provide direct instruction in functional math and literacy, as well as life and vocational skills, to help students develop independence and meaningful community engagement. The ideal candidate will be skilled in leading a team of paraprofessionals and related service providers, coordinating meaningful opportunities within the school and greater community, and advocating for students with a firm belief that all students can succeed. The successful applicant will be a collaborative and effective communicator with the school community, fostering strong relationships that support student growth. They will embrace equity, inclusion, and diversity and bring flexibility and a sense of humor to their work, creating a positive and supportive learning environment. About the Role The Special Educator will: Provide direct instruction in functional math, literacy, life skills, and vocational skills to students with low-incidence disabilities. Develop and implement individualized education plans (IEPs) that align with students' needs and post-secondary goals. Supervise and support a team of paraprofessionals, including oversight of scheduling, staffing assignments, and training. Supervise and support a team of related service providers to ensure effective implementation of student programs. Coordinate meaningful vocational and life skills opportunities within the school and the greater community, including job placements, community-based instruction, and transition planning. Collaborate with families, community partners, and outside agencies to support students' access to resources and services. Foster an inclusive and supportive learning environment where all students feel valued and empowered. Advocate for equitable opportunities for students with disabilities, ensuring access to academic, social, and extracurricular activities. Utilize data-driven decision-making to assess student progress and adjust instruction accordingly. Maintain accurate records of student progress, services, and family communication. Participate in professional development to stay informed on best practices in special education, transition planning, and community partnerships. What We're Looking For We seek an innovative and flexible educator committed to developing and growing a program that maximizes student potential. The ideal candidate will: Hold or be eligible for a Vermont Educator License with an appropriate Special Education endorsement. Demonstrate a strong commitment to equity, diversity, and inclusion in education. Possess excellent interpersonal, communication, and collaboration skills. Create a safe, respectful, and engaging learning environment tailored to students' individual learning styles. Utilize data-driven decision-making to inform instruction and program development. Have expertise in integrating technology to support differentiated instruction. Understand the diverse needs of students and the impact of demographic factors on achievement. Be committed to continuous professional growth and innovative educational practices. Have experience or a strong interest in transition planning, vocational training, and community-based learning. Collaborate with our school's Center for Community Connections (C3) and their staff to explore and cultivate partnerships with local businesses, organizations, and agencies to support student employment experiences. Why Join Us? At Woodstock Union Middle and High School, we are committed to our vision: Locally Inspired, Globally Prepared. We are dedicated to fostering an inclusive and culturally diverse learning environment. Candidates with international experience, multilingual abilities, or backgrounds contributing to diverse perspectives are strongly encouraged to apply. We welcome applications from out-of-state candidates who are eligible for Vermont licensure. The district offers meaningful embedded professional development and a robust compensation package that includes tuition reimbursement and encourages educators to grow professionally and on the salary grid. If you are a passionate educator eager to lead, innovate, and expand a program that empowers students to achieve independence and career success, we invite you to apply.

Essential Duties and Responsibilities: Other duties may be assigned. Must have a clear understanding of all civil rights legislation governing the public schools. Possess a thorough knowledge of Special Education Law and regulation at State and federal level. Possess excellent organization and problem solving skills; including experience to mediate issues and build relationships for consensus with students, families and colleagues. General oversight of state and federal special education compliance at the middle and high school level, including instructional supervision, support and direction for special education case managers. Establishing workload and assignments of special education personnel in collaboration with the Director of Special Education and building Principals. Serve as the primary LEA at IEP related meetings grades 6-12. Confer with parents, school counselors, classroom teachers, social workers, administrators, testing specialists and other professionals as needed to determine program and student needs. Assist IEP teams to determine what supports are needed to help the IEP student close the academic gap that was caused by either remote learning or hybrid learning during the pandemic. Serve as the Out of District Special Educator for students placed out of district at the middle and high school grade levels. Training employees; planning, assigning, and directing work; appraising performance; and addressing complaints and resolving problems in reference to special education faculty and staff at the secondary level. Analysis of academic, social/emotional and finance data to support informed decision making for building and maintaining student-centered systems of support. Assures that the district is represented for all special education students placed outside the supervisory union, either through serving as the Local Education Agency (LEA) representative or through supervision of the Case Manager as the LEA representative. Serves as a liaison with outside agencies, administrative and professional groups, and governmental entities involved with special education as needed. Maintains a direct line of communication to the building Principal and the Director of Special Education in regard to special education service provision issues and concerns. Provides formal supervision of special education certified and classified staff at the elementary level in conjunction with building Principals. Assists in supervision of the process of referrals and completion of comprehensive evaluations for special education grades 6-12. Participates in regular team meetings with the District Special Education Director and Coordinators at the elementary and early childhood levels. Participates in building level and district level administrative meetings. Assists case managers with Transition planning activities; including monitoring and oversight of student Transition plans to ensure AOE compliance. Assists Director in planning and coordination of professional development opportunities for special education classified and certified staff. Participation in and coordination of interviewing and hiring of special education faculty and staff. Assists in the collection of data for Child Identification, Child Count, budget preparation and employment contract activities. Assists in coordination of transportation services for eligible special education students. Coordination of Vermont AOE Special Education Cost Documentation at the secondary level. Coordination of Extended School Year (ESY) services at the secondary level in collaboration with the Elementary Coordinator.

Long-Term Substitute Special Educator Needed Champlain Valley Union High School (CVU) is seeking an innovative, energetic, and collaborative individual to join our special education team as a Long-Term Substitute Special Educator. The anticipated start date is 03/02/2025. The assignment is expected to end on 06/16/2025. We are seeking a professional with demonstrated leadership, organization, and problem-solving skills who matches our passion for an integrated special education service delivery model within a multi-tiered system of supports. The ideal candidate will demonstrate experience in collaborative teaming (including collaborating with classroom teachers to co-design instruction), knowledge of special education rules and regulations, and a solid ability to integrate a variety of assessment information to develop intervention programs. Only certified teachers will be considered for this position. Our Long-Term Substitute Special Educator will specifically be working with 9th grade students as part of the 9th grade team. If interested, please submit an online application by clicking the "Apply for this job!" button. In your application, please include a letter of interest, resume, and proof of licensure. CVSD is an equal opportunity employer and is committed to ensuring that all of our students achieve our mission - which means we are also committed to developing a faculty and staff that represents the inclusive, welcoming environment we seek to develop for students and families. Job ID# 5483548

Burlington School District 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.” JOB GOALS: Core staff must enjoy working with middle school aged students. They are responsible for planning and implementing activities, interacting with students and their families, working independently as well as with a team and creating an enriching, fun and safe environment that meets all school regulations. The Core Staff must have a positive attitude and serve as a role model to participants in the program. REQUIRED QUALIFICATIONS: Afterschool Core Staff shall meet or exceed the following qualifications: be at least eighteen years of age and have a high school diploma or equivalent Ability to work at least 1 day a week from 2:45 p.m. until 4:30/5:00 p.m. Monday, Tuesday, Thursday and Friday. 1:45 p.m. - 4:30/5:00 p.m. on Wednesday. Maintain high level of attendance, arriving on time, being ready to work, following protocol when absent Ability to effectively manage challenging student behaviors Ability to demonstrate excellent communication with parents, staff and coworkers Ability to be flexible, take initiative and be open to feedback Ability to effectively collaborate with all school-day and afterschool program staff members Knowledge of safety principles and practices as they apply to group activities Experience with direct interaction with students in teaching, care-giving or service delivery. Experience working with diverse populations Knowledge of a variety of recreation and leisure activities and group games Hold current first aid/CPR certification or willing to be trained Enthusiastic, creative, innovative, flexible, imaginative, culturally competent and thoughtful, eager to engage and care for middle school-age youth. Ability to pass a criminal record and background check ESSENTIAL DUTIES: Follow and enforce all program, department, and school rules and regulations Based on interest and skill level, staff may work independently and lead a group of up to 10-12 students through an activity they plan or they may work collaboratively to plan and lead activities with other staff members, as directed by the site leader Plan and lead activities as directed by site leader; submit weekly lesson plans when appropriate and as requested Attend monthly staff meetings and trainings as determined by supervisor Engage students, assume leadership roles, offer constructive solutions/feedback, and take the initiative to resolve challenges Supervise snack time and clean and move tables Provide academic support for students during Homework Help Clean up at the end of the day and use district facilities with care Create and maintain safe spaces that are physically and emotionally safe that support our diverse student population. Report any deficiencies in safety to site leader Facilitate environments that foster youth leadership within programs as appropriate Demonstrate cultural competence and respond to challenging situations appropriately Report all accidents and incidents occurring within jurisdiction to Site Directors and administer proper First Aid/CPR as required Report all suspected incidents of abuse/neglect to site leaders and follow guidelines for mandatory reporting Participate in the program evaluation process Accept constructive feedback from team and use the information to enhance/improve one's work Maintain a positive attitude and working relationship with both students and colleagues Maintain confidentiality of discussions, interactions and written reports Seek and ask for help if needed Respond to emails or phone calls within a reasonable amount of time Report directly to Site Director Perform other duties, as required PHYSICAL DEMANDS: Possess the physical ability to transition quickly from one position to another to meet the needs and ensure the safety of each student Frequent walking, lifting (both light and heavy), pushing, pulling, bending, twisting, reaching, grabbing, stooping, or other physical activities often in multilevel buildings, some without elevator access To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed above are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions. HOW TO APPLY: Please include a cover letter explaining why you are interested in this position, your previous experience and your availability. Ideal candidates will be able to demonstrate cultural competence, have experience working with youth in educational, summer camp or after school settings and be excited to work with our students.

Job Description Hand In Hand Creative Learning Center, located in Essex Junction, Vermont, is a child care and preschool center located in a quiet, shaded and remote area conveniently located for parents. We provide a nurturing environment, guides them in making choices that will promote self awareness. We use calm-down time to allow children to help with the opportunity to decide when they are ready to return to an activity as a style of behavior guidance. All of the children in our care are under constant visual supervision during operating hours. We are looking for a highly motivated Teacher Associate to join our team of professionals. Interested candidates must meet the Vermont State Regulations for Teacher Associate. Interested candidates will be responsible for working as a cohesive teaching team, coordinating the curriculum, and managing the day-to-day operational activities of the classroom. Candidates must have an understanding of children's cognitive, social, emotional, and physical development in order to ensure a safe and stimulating classroom environment where children are actively engaged and encouraged to succeed. The candidate must be skilled in communicating with both children and adults in order to meet the needs of the children, effectively guide teacher assistants, and appropriately interact and support families. Duties Duties include, but are not limited to... Plan and implement educational curriculum by developing classroom activities based on Developmentally Appropriate Practices and Vermont Early Learning Standards. Plan activities to promote cognitive, social, emotional, and physical development and learning. Maintain frequent communication with families through a variety of communication means. Ensure all center policies and state regulations are met. Create and maintain a healthy classroom environment in accordance with state regulations and ITERS/ECERS. Maintain accurate observations, curriculum, and assessment within designated time frames. Maintain a personal professional development plan to ensure continuous quality improvement. Requirements Meet the Vermont State Regulations for a Teacher Associate At least twenty (20) years of age High school graduate or a GED Strong oral and written communication skills Ability to work well in a team environment with staff, children and parents A strong understanding of child development. Excellent leadership, organizational, and interpersonal skills Infant / Child CPR First Aid Certification Mandated Reporter Training Background Check and Fingerprinting Clearance Vermont Orientation Training Meet one (1) of the following qualifications At least a Vermont Early Childhood Career Ladder Level Three (3) Certificate; or At least an associate degree from an accredited college with a major or concentration in Early Childhood, Child or Human Development, Elementary Education, or Child and Family Services and at least twelve 12) months experience working with groups of children from grade three (3) or younger; or At least a Certificate of Completion from the Registered Child Care Apprenticeship Program; or At least a Child Care Certificate from the Community College of Vermont and at least twelve (12) months experience working with groups of children from grade three (3) or younger; or At least successful completion of twentyone (21) college credits with an early childhood or school age focus and at least twelve (12) months experience working with groups of children from grade three (3) or younger Benefits Benefits include... Vacation Time Personal Time Holiday Pay Discount Child Care

Barre City Elementary and Middle School (BCEMS) serves students in grades PreK through 8. We are seeking a long-term substitute for a Kindergarten Teacher. The long-term substitute would be needed April - June. Candidates must have a valid teaching license. For complete job description, click here. For more information about BCEMS, please visit: bcemsvt.org Pay for this position is set based on education and will be prorated for length of assignment.

Lead the Way: Full-Time Special Educator for Community Classroom Woodstock Union Middle and High School is seeking a dedicated and dynamic Special Educator to lead and expand our innovative Community Classroom program. This is a powerful opportunity to support students with diverse needs while shaping a program that fosters independence, community engagement, academic success, and vocational readiness. About the Opportunity This full-time position is ideal for an educator ready to innovate and build strong community connections. You will be responsible for: Program Leadership: Leading and collaborating with a team of talented paraeducators to ensure high-quality, individualized instruction. Direct Student Support (Middle/High School): Providing instruction across academic, vocational, and functional learning domains. Comprehensive Case Management: Overseeing IEP development, progress monitoring, and compliance, ensuring students are integrated into the least restrictive environment. Intervention Specialist: Developing and implementing targeted interventions for students' cognitive, communication, social-emotional, behavioral, mobility, personal care, and self-regulation needs. Wrap-Around Collaboration: Partnering with related service providers (SLP, OT, PT), general education teams, and crucial external agencies (like HireAbility, UVM CDC Cares, HCRS, Rutland Mental Health, and I-Team) to provide comprehensive student and family support. Focus on Transition and Community-Based Learning A core function of this role is preparing students for life beyond high school. You will: Evaluate and enhance programming aligned with best practices in functional academics, life skills, and post-secondary transition planning. Facilitate job exploration experiences, internships, and employment readiness skill development. Coordinate support staff in the community to ensure meaningful, hands-on learning in real-world settings that align with IEP goals. Collaborate with our Center for Community Connections (C3) staff to cultivate partnerships with local businesses to support student employment. What We're Looking For We seek an innovative, flexible, and equity-minded educator who is committed to maximizing student potential. The ideal candidate will: Hold or be eligible for a Vermont Educator License with an appropriate Special Education endorsement. Demonstrate a strong commitment to equity, diversity, and inclusion in education. Possess excellent interpersonal, communication, and collaboration skills. Utilize data-driven decision-making to inform instruction and program development. Have expertise in integrating technology for differentiated instruction. Have experience or a strong interest in transition planning, vocational training, and community-based learning. Why Join Woodstock Union? We are committed to our vision: Locally Inspired, Globally Prepared. We foster an inclusive and culturally diverse learning environment. We encourage applications from candidates with international experience, multilingual abilities, or backgrounds that contribute to diverse perspectives, including out-of-state candidates eligible for Vermont licensure. Competitive Benefits: Includes medical, dental, and vision plans, plus a generous district-sponsored retirement contribution. Professional Growth: Access to embedded PD and tuition reimbursement for up to 6 credits at the UVM graduate rate. If you are a passionate educator eager to lead, innovate, and expand a program that empowers students to achieve independence and career success, we invite you to apply.

Essential Duties and Responsibilities: Other duties may be assigned. Organization and Administration Coordination: Convene and facilitate quarterly meetings of the Springfield School District Early Education Partnership. Convene and facilitate other meetings as needed between members of the Partnership. Consult with EEE coordinator and lead teacher to support appropriate placement of EEE eligible children in pre-k programs. Consult with Public Pre-K Partners to ensure appropriate referral of children with developmental concerns and address placement needs. Serve on the professional development committee of the Springfield Building Bright Futures Council to ensure that professional development activities address the needs of pre-k partner staff. Collaboration Work with each of the entities in the partnership to address the needs of the various programs. Participate in Head Start self-assessment process to support continuous program improvement efforts. Work with the Building Bright Futures Council to ensure meeting the needs of all area preschool children and ensure best practice for members of the SSD Partnership. Work with Springfield School District to provide and share appropriate professional development opportunities to pre-k partners. Financial Help develop the Partnership budget. Oversee the Partnership budget. Develop contracts with SEVCA and Private Providers Organization Schedule quarterly partnership meetings and other meetings with members as needed. Assure that all preschools with the partnership meet publicly funded pre-k requirements. Partners maintain licenses. Partners are served by a licensed teacher Partners maintain StARS and/or NAEYC accreditation. Partners are trained to assess using Teaching Strategies GOLD assessment tool. Partners use a play-based curriculum using the Vermont Early Learning Standards. Support programs as feasible to meet Act 166 quality criteria through: Supporting appropriate pre-k partnership staff to obtain a Vermont teaching license with an early childhood education endorsement. Providing services to programs to meet Act 166 criteria for high quality publicly funded pre-k programs. Maintain files of information such as licenses, DCF Childcare, License Field Form, etc. Compile student data and enter into a data base for management. Student census data Attendance Maintaining pre-k child registration files Communication Public Relations with local community Develop and maintain website. Present information about the Partnership to the community in a variety of ways: School Board meetings Public information sessions Newspaper articles Brochures and other advertising media Relationship with the State Attend state-wide trainings related to Publicly Funded Pre-K and Early Education as appropriate. Be informed of Legislative changes that affect preschool funding and share them with Partnership members and School Administrators. Request support from the Agency of Education to compile and analyze data related to child outcomes. Perform all other duties as directed by the Supervisor

Academic Interventionist - LTC C.P. Smith Elementary School 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.” The Mission of the Burlington School District is to 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. Burlington School District is seeking a passionate LTS Academic Interventionist to join a school committed to high levels of achievement for all students at C.P. Smith Elementary School. Essential skills include comfort, competence and knowledge in providing literacy and math interventions for elementary (k-5) grade set. Experience with co-teaching and/or collaborative teaching practices desired. INSTRUCTIONAL STRATEGIES:(include but not limited to) 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. QUALIFICATIONS: Job Requirements: Bachelors Degree or Arts or Science Required. Licensed or eligible for Vermont Educators License. Endorsement in Elementary Education (00) or eligible for Vermont Provisional License. Eligible to work in the United States without sponsorship. Preferred Attributes: 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 special needs. Ongoing educational post graduate coursework in education or subject area, including diversity, equity and inclusion. EMPLOYMENT BENEFITS/TERMS: SALARY: As per the Master Agreement between the Burlington Board of School Commissioners and the Burlington Education Association. This is a salaried position paid Bi-Weekly with a lump sum payment for the summer period. BENEFITS: Benefits eligible on start date. 30 days to enroll in coverage from start day. BSD Benefits! PAID TIME: Sick Time / Personal Time As per the Master Agreement. Equal Opportunity Employer: Burlington School District is an Equal Opportunity Employer and 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. Additionally, we prohibit retaliation against individuals who oppose such discrimination and harassment or who participate in an equal opportunity investigation. Applications from women, veterans, individuals with disabilities and people from diverse racial, ethnic, and cultural backgrounds are encouraged. The Burlington School District will provide reasonable accommodations for qualified individuals with disabilities.

Job Description We are looking for a highly motivated individual to join our team of professionals. Interested candidates must meet the Vermont State Regulations for Teacher Associate. Interested candidates will be responsible for working as a cohesive teaching team, coordinating the curriculum, and managing the day-to-day operational activities of the classroom. Candidates must have an understanding of children's cognitive, social, emotional, and physical development in order to ensure a safe and stimulating classroom environment where children are actively engaged and encouraged to succeed. The candidate must be skilled in communicating with both children and adults in order to meet the needs of the children, effectively guide teacher assistants, and appropriately interact and support families. Duties Duties include, but are not limited to... Plan and implement educational curriculum by developing classroom activities based on Developmentally Appropriate Practices and Vermont Early Learning Standards. Plan activities to promote cognitive, social, emotional, and physical development and learning. Maintain frequent communication with families through a variety of communication means. Ensure all center policies and state regulations are met. Create and maintain a healthy classroom environment in accordance with state regulations and ITERS/ECERS. Maintain accurate observations, curriculum, and assessment within designated time frames. Maintain a personal professional development plan to ensure continuous quality improvement. Requirements Candidates must ... Meet the Vermont State Regulations for a Teacher Associate Infant/Child CPR First Aid Certification Mandated Reporter Training Background Check and Fingerprinting Clearance Vermont Orientation Training Strong oral and written communication skills Ability to work well with others(staff, children, parents) and create a team environment. A strong understanding of child development. Excellent leadership, organizational, and interpersonal skills. Benefits Benefits include... Vacation Time Personal Time Holiday Pay Discount Child Care