Special Education Case Manager/Teacher

Lyndon Institute
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Location: Caledonia County,
About the Job

Lyndon Institute is a comprehensive, independent high school in the Northeast Kingdom of Vermont.  Lyndon Institute inspires our students to become accomplished learners, creative thinkers, and compassionate community members.

Lyndon Institute is seeking to hire a full time, 10-month Special Education Case Manager to work during the academic calendar.

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.

Employer's Approach to Diversity, Equity, & Belonging

Lyndon Institute’s Mission, Vision, and Values provide a foundation for building a strong and supportive community that is welcoming, respectful, and inclusive of all people. We are committed to honoring and celebrating a diversity of race, ethnicity, national origin, physical ability, religion, sexual orientation, gender, and socioeconomic status. We are also committed to a teaching and learning environment that expects individual accountability grounded in respect, empathy, and integrity and where every individual can speak freely, equitably, and free from fear, intolerance, and prejudice. We do not condone any form of discrimination, racism, or bigotry and embrace the responsibility of providing education that helps to understand personal and systemic biases in order to foster a just and empowering community that speaks against hate, oppression, and violence. We believe that the unique contributions and diversity of Lyndon Institute makes our community stronger and worthy of celebration.

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