Founded in 1867, Lyndon Institute is dedicated to providing a unique educational experience for our students that leads to a lifetime of learning and good citizenship. We are an independent and comprehensive high school for grades 9 – 12, offering a 150-course curriculum specializing in core and honors academics, fine and performing arts, and technical and career programs. Visit our website at lyndoninstitute.org/our-school for more information!

It is the responsibility of the teacher to:

Work in collaboration with teachers, parents/caregivers, students, and other professional and paraprofessional personnel, and be consistent with state and federal law

Coordinate and oversee the implementation of effective interventions for special education.

Focus on literacy, math and behavior support services designed to enable assigned students to meet Vermont’s learning expectations for students in the least restrictive environment.

Develops and evaluates Individual Education Programs (IEP), behavior plans, and specialized reading and math instruction, and provides comprehensive evaluation services with professional and technical assistance.

Case manages individual student programs and facilitates coordinated services for students with special learning needs and their families

Facilitate special education meetings and maintain special education records for assigned caseloads in a timely manner

Selects and implements interventions and accommodations appropriate to individual student needs and support students to access and benefit from the general education curriculum through specialized instruction and related services

Supervise and provide training to individual assistants

Support classroom teachers in accommodating students with special needs within the regular classroom by identifying, developing, or modifying instructional materials, curricula, or aspects of the classroom environment, and by modeling instructional methods and/or classroom management techniques

Special Education Case Management & Supervision
The Special Educator will:
Hold special education endorsement

Maintain knowledge of current state and federal laws, regulations, and procedures governing referral; identification/evaluation; eligibility determination; Individual Education Program (IEP) development, implementation, and monitoring; and placement of students with disabilities

Hours and Attendance
The teacher will:
Work up to 180 student days (per published calendar) and up to an additional 6 professional development days (as determined by the Head of School) each year

Arrive at the school no later than 7:45 a.m. and stay until 3:30 p.m. or beyond to ensure all duties are completed for the day, including being available daily for student help. (If all of a teacher’s job cannot be done within the classroom hours, one should expect to spend time outside the classroom planning and organizing curriculum.)

In the case of an emergency or sudden illness, notify the Substitute Coordinator per the process outlined in the Employee Manual.

Attend all faculty meetings throughout the year (these may begin before 7:45 a.m. or end after 3:30 p.m.)

Participate in special education teams, IEP and/or 504 meetings to meet the needs of the students
Attend all required school events

Use instructional time effectively, focusing full attention on the students

Be available to students and parents after hours, as needed (and within reasonable personal limitations)

Candidates must hold a Bachelor’s degree and a Vermont Teacher Special Education License.

Possess working knowledge of Vermont Special Education Law and/or recent experience working in a Vermont school district is preferred.

Possess experience working in evaluation procedures in determining special education eligibility with an understanding of social/emotional functioning.

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.

The teacher must be in a state of health (emotionally and physically) that will allow her/him to properly care for students enrolled at Lyndon Institute.