Literacy Coach, School Psychologist, Special Education Teachers

SVSU SW VERMONT SUPV UNION
Woodford, VT Full-time
Posted on October 3, 2019

The Southwest Vermont Supervisory Union has immediate openings for the following positions:

Literacy Coach

District wide

Work with director of curriculum, instruction and assessment to review and analyze student assessment data, and to assist in identifying school-based ELA goals. Model high-quality research based first instruction in classrooms, based on annual ELA goals. Model use of a standard of practice framework during ELA instruction. Provide professional learning opportunities in research-based reading and writing instruction, and progress monitoring for student achievement. Co-Facilitate the PreK-12 ELA Curriculum Team; coordinate horizontal and vertical curricular alignment. Master's degree with concentration in Literacy/ELA. Eligible to hold Vermont Teaching Certification, Reading Specialist preferred. Minimum of five years of classroom experience Board Certified Behavior Analyst District wide Plan and oversee the development and implementation of programs, policies, and best practices related to instruction using the principles of Applied Behavior Analysis (ABA) for students with autism and other disabilities, to include conducting behavior assessments. Develop materials, training, and resources in order to provide professional learning for administrators, educators, para-educators and parents/guardians in Applied Behavior Analysis (ABA), and and/or other evidence-based methodologies related to addressing the needs of students with behavior difficulties. Develop positive behavior support plans utilizing evidence-based interventions. Support teachers in implementing behavior support plans. Work with parents and community members to implement behavior support plans. Master's degree in Applied Behavior Analysis (ABA), Psychology, Social Work, or equivalent or with certification in ABA. Knowledge of Positive Behavior Interventions and Supports (PBIS) and Multi-Tiered Systems of Support (MTSS) preferred. At least 2-3 years of relevant experience required.

School Psychologist

Molly Stark Elementary School

Perform all necessary and appropriate psychological evaluations for newly referred students and re-evaluations of special education students. This includes administration and interpretation of appropriate psychological tests and provision of recommendations to assist with intervention and remediation of student's difficulties. Provide consultation to both regular classroom teachers and special education teachers. Meet with parents/guardians to increase their understanding of their child, elicit parental cooperation and suggest procedures parents can utilize at home to assist their children. Provide short-term in-school counseling/therapy to appropriate students and facilitate involvement in out-of-school treatment when necessary. Work in conjunction with guidance counselors/student assistance counselors to develop and to lead student counseling groups A National Association of School Psychologists (NASP) accredited Specialist Level or Master's degree. Individuals who have completed a minimum of 60 graduate semester hours in clinical, counseling, or industrial/organizational psychology shall follow the American Psychological Association guidelines for re-specialization in obtaining the multiple knowledge and performance domain competencies for the practice of school psychology. Fulfillment of these competencies shall be demonstrated by achieving a passing score of 165 or higher on the School Psychology examination administered by the Educational Testing Service (ETS) test code 10401. Note: passage of this examination is not required if the applicant has the NASP or APA accredited doctoral degree in school psychology.

Special Education Teachers

District wide

Design and implement Individual Education Programs (IEP) for eligible students in accordance with state and local procedures. Provide high quality research based instruction to children with disabilities. Assist with Functional Behavior Assessments, and development / implementation of Behavior Intervention Plans. Work collaboratively and cooperatively with Administration, general education staff, support staff, related services providers, community agencies and parents. Provide modifications, adaptations and accommodations for the general education curriculum. Train and supervise paraprofessionals as assigned. Possess a Bachelor's Degree or Master's Degree In Special Education from an accredited college or university. Eligible to hold Vermont License as Special Education Teacher. Experience working with children with Behavioral Disabilities. Knowledge and experience working with children with Intellectual Disabilities.