Elementary Intensive Services Special Education Teacher No Case Management

Elementary Intensive Services Special Education Teacher, One Year – No Case Management

Starting Date: Aug 22, 2026

The Windham Southeast School Union (WSESU) is an increasingly diverse community with an ongoing commitment to diversity and inclusion, social justice, and anti‑racism. We are looking for enthusiastic professionals to join us in furthering this work.

Windham Southeast Supervisory Union (WSESU) is seeking an Intensive Services Teacher for the 2026‑27 school year. Join a dynamic multi‑disciplinary team that provides high‑quality support and services for students with developmental differences at Putney Central School. The teacher serves as the instructional and programmatic lead of the classroom, responsible for designing and implementing individualized education programs (IEPs), training and providing feedback to para‑educators, and ensuring a safe, structured, and inclusive learning environment.

• Human development, including the implications of a broad range of delays, disorders, and disabling conditions affecting learning and development
• Appropriate procedures and strategies for identifying and supporting the learning & development of individuals with severe and multiple disabilities
• Procedural, consultation, collaborative, and case management knowledge and skills are essential for the implementation of effective educational support programs
• Ability to evaluate, develop, and implement education plans for students with low‑incidence disabilities (Autism, Intellectual Disabilities, Multiple Disabilities and/or students with social and emotional challenges impacting access to education.
• Ability to work with a team of teachers to support IEP educational services and supports in learning environments with peers and specialized instruction as determined by each student’s assessed needs
• Ability to adjust students’ educational and behavioral program(s) for consistent access to general education
• Ability to adapt instruction through a team process, including school's psychologist, general educators, counselors, related service providers, community supports, para‑educators and special educators
• Knowledge and experience with the concepts of universal design, ABA/FBA observation and behavior planning, and intensive case management
• Knowledge of State and Federal laws and regulations for IEP compliance
• Ability to integrate current technologies in instruction, assessment, and professional productivity

• Work collaboratively with general education teachers to provide meaningful inclusion opportunities for students
• Focus on effective collaboration, teaming, consultation, facilitation, and communication with school, family, and community systems
• Demonstrate knowledge of family systems and principles for family‑centered practice, including working cooperatively and respectfully with families to support the student
• Communicate to parents/guardians throughout the IEP process, documenting contact, meetings, amendments, and all other IEP documentation requirements
• Use effective group facilitation and leadership
• Demonstrate knowledge and coordination of specialized therapeutic service providers supporting assessment and program development
• Maintain responsibility for defining the roles and responsibilities with your supervisor and providing ongoing supervision

• Demonstrate knowledge of the evaluation process, including legal aspects, appropriate procedures, and principles of non‑discriminatory evaluation
• Lead evaluation planning for eligibility, 3‑year evaluations, and ongoing student baseline and achievement
• Assess and/or interpret evaluations to present levels to the IEP team for eligibility determination in accordance with Vermont Special Education Regulations and federal IDEA Part B
• Analyze pre‑and post‑tests to maintain or adjust instruction/behavior support as documented in the IEP
• Collect data required for continuous progress monitoring of the effectiveness of instruction and student progress
• Enable students to participate in local and statewide assessments through accommodation and/or alternative assessment methods