June 2011 - Special Educator e-Journal

Table of Contents

  • Update from the U.S. Department of Education

  • Calls to Participate

  • Special Education Resources

  • Update From The National Dissemination Center for Children with Disabilities

  • Latest Employment Opportunities Posted on NASET

  • Upcoming Conferences and Events

  • Funding Forecast and Award Opportunities

  • Acknowledgements

  • Download a PDF Version of This Issue


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Latest Employment Opportunities Posted on NASET

Coordinator Thayer Academy MS Hale Learning Center

Thayer Academy Middle School Braintree, MA

Job Category: Administrative Teaching

Description

Thayer Academy Middle School Academic Support Coordinator - The Middle School Academic Support coordinator manages the Hale Learning Center in the Middle School. The primary purpose of the Hale Learning Center is to provide academic support for students, particularly those with language based learning differences, who are especially challenged by our program and who require assistance in addition to traditional classroom instruction and extra-help from their teachers.

SPECIFIC RESPONSIBILITIES INCLUDE BUT ARE NOT LIMITED TO:

  • Develop, implement, coordinate, and supervise on-campus academic support programs for grades 6-8. In that capacity, the Middle School Academic Support Coordinator will work with the Middle School Director, faculty members and, in some instances, the school’s educational psychologist to identify students requiring support.
  • Whenever possible and appropriate, provide direct support to students through one-on-one sessions and/or small groups and communicate with teachers of said students regarding classroom support.
  • Coordinate peer-tutoring program, any graduate school special education interns working at Thayer, and, where appropriate, on and off campus tutors. Coordinate neuro-psychological testing for identified students and act as a liaison with the school’s educational psychologist for the purposes of reviewing neuro-psych evaluations.
  • Chair team meetings:  grades 7 and 8
  • Coordinate standardized testing programs (ERB, ReadiStep). Coordinate presentation of testing data to teachers.
  • Provide admission recommendations for students with language based learning differences applying to the Middle School.
  • Instruct one-semester study skills course to 6th grade students. Instruct a year-long 7th Grade English Writing Workshop Class.
  • Serve as a member of the Middle School Administrative Team.
  • Collaborate with the Dean of Girls and the Dean of Boys in support of students.
  • Assist as appropriate with 5-year cycle of departmental reviews.
  • Work with the Division Director, Dean of Girls, Dean of Boys, and Department Heads to help assess how program and resources can be refined to offer support and opportunities for faculty.

Qualifications

Degree in Special Education (ideally Master’s Degree and several years experience working in a school setting.

Contact

Carson Smith, Principal Middle School, csmith@thayer.org.

Send cover letter and resume.

Benefits

Competitive salary benefits

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School Psychologist (PT)

Los Angeles, CA

Job Category: School Psychologist

Description

Green Dot Public Schools (www.greendot.org), the leading public charter schools operator in Los Angeles and an important catalyst for education reform in the State of California, is looking for a part-time (2-days per week) School Psychologist (exact days/hours to be determined).

The School Psychologist will service the Locke/Jordan Cluster, specifically assigned to provide part time psychological services to Jordan High School primarily focusing on fulfilling the legal mandates regarding IEP compliance and providing DIS counseling. The School Psychologist will also support the school by consulting with the Student Study Teams (SST) as needed and providing support with the intervention process. The Psychologist may also provide group and/or individual counseling for both general education and special education students in areas such as: motivation, time and anger management, coping with grief, loss and other teen-specific, urban issues. The Psychologist will also collaborate with school counselors on crisis as needed.

Salary based on experience and number of days assigned.

Requirements

  • Current CA Pupil Personnel Services (PPS) Credential
  • MA/MS degree in Educational Psychology or related field
  • Bilingual – Spanish: fluency in both written and oral language highly desired
  • DIS counseling experience required
  • Ability to work independently at a high level or professionalism
  • Valid CA driver’s license: job requires work at multiple sites

Contact

For a full job description, please visit:  http://www.greendot.org/school_psychologist_parttime

We require all candidates to complete an online application at:  https://edzapp.com/applicant/LoginPrivate.aspx?OriginCode=22768

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Autism (Special Education) Teacher – District of Columbia Public Schools

Washington, D.C - Salary: $49,085-79,237

Job Category: Special Education Teacher

HOW TO APPLY: WWW.DCPS.DC.GOV/TEACHDC

OUR PUBLIC SCHOOL STUDENTS NEED YOUR EXPERTISE, PASSION AND LEADERSHIP.

We are looking for highly motivated and skilled talent to join our team at the District of Columbia Public Schools (DCPS). We seek individuals who are passionate about transforming the DC school system and making a significant difference in the lives of public school students, parents, principals, teachers, and central office employees. As part of a comprehensive reform effort to become the preeminent urban school system in America, DCPS intends to have the highest-performing, best paid, most satisfied, and most honored educator force in the nation and a distinctive central office staff whose work supports and drives instructional excellence and significant achievement gains for DCPS students.

Position Overview

Situated at the center of national government, the goal of DCPS is to provide students with a quality education that prepares them to become future leaders, productive citizens, and individuals who are engaged in the life of the community. This position reports directly to the principal of the school to which the incumbent is assigned. Energetic preschool, elementary, middle, and high school autism teachers are needed for the DCPS Autism/Applied Behavior Analysis program. Recent interest and funding has started this program on its path to becoming an exemplary autism program. Join our team and receive ongoing support and collaboration from professionals in the field to expand your knowledge and expertise in autism education. Emphasis on professional development and promotion within the program will make this position a great fit for a motivated individual.

Opportunities exist for BCBA mentorship for those who are looking to become Board Certified Behavior Analysts. This is a great time to join our team!

Responsibilities

Under direction of the school principal, the teacher plans and provides rich, age-appropriate learning experiences for students. Responsibilities include, but are not limited to: individualizing and implementing an appropriate educational program for all students based on the principles of Applied Behavior Analysis and aligned with DCPS standards, writing assessment driven IEPs and attending meetings, training and managing teacher assistants, collecting daily data on student performance and behavior, assessing challenging behavior and implementing behavior plans, involvement in weekly collaboration with support staff (BCBAs, Master Educators, school staff, etc.), coordinating inclusion efforts with general education teachers, and regular correspondence and collaboration with parents. We are seeking individuals who are highly proficient at planning for and instructing students across the Autism Spectrum and are enthusiastic about teaching beyond the academic curriculum, successfully teaching communication, social and life skills in a systematic manner.

Teachers in the DCPS Autism program will be able to:

  • Create and implement an appropriate educational program for all students based on the principals of Applied Behavior Analysis (ABA)
  • Systematically teach all areas of development, ensuring development of communication, social and life skills
  • Efficiently and effectively incorporate practices taught in Autism/ABA professional development trainings
  • Collaborate weekly with ABA coaches by presenting and reviewing student data and discussing new student concerns
  • Rehearse new skills with and receive feedback from ABA coach
  • Train and provide feedback for teaching assistants, using strategies provided by ABA coaches.
  • Has patience, flexibility, and a willingness to take risks
  • Consistently reflects on her/his own teaching practices
  • Has excellent oral and written communication skills
  • Has experience working with linguistically and ethnically diverse student populations
  • Demonstrates commitment to professional growth and eagerness to learn
  • Demonstrates commitment to improving the academic achievement of all students
  • Establishes relationships with colleagues, students, families and community which reflect recognition of and respect for every individual
  • Develops, along with students, reasonable rules for classroom behaviors and procedures
  • Provides instruction that reflects multiple perspectives and multicultural, anti-bias education
  • Holds current knowledge of classroom management strategies, educational trends, methods, research and technology
  • Incorporates technology into curriculum
  • Bachelor's degree in education (Special Education degree, preferred)
  • Possesses or is eligible for a valid District of Columbia Teaching Certificate or License (standard or provisional)
  • Meets Highly Qualified status as defined by the NCLB mandates
  • Successful completion of Praxis I and II exams (Reading, Writing, Math, and Education of Exceptional Students), unless you have held a standard teaching license for at least 3 years

Desired Qualities

Qualifications

TO APPLY ONLINE, PLEASE VISIT WWW.DCPS.DC.GOV/TEACHDC.

Notice of non-discrimination. In accordance with the D.C. Human Rights Act of 1977, as amended, D.C. Official Code §§ 2-1401.01 et seq. (Act), the District of Columbia does not discriminate on the basis of actual or perceived: race, color, religion, national origin, sex, age, marital status, personal appearance, sexual orientation, gender identity or expression, familial status, family responsibilities, matriculation, political affiliation, genetic information, disability, source of income, or place of residence or business. Sexual harassment is a form of sex discrimination which is prohibited by the Act. In addition, harassment based on any of the above protected categories is prohibited by the Act. Discrimination in violation of the Act will not be tolerated. Violators will be subject to disciplinary action. The following office has been designated to handle inquiries regarding non-discrimination policies: Equal Employment Opportunity Office, District of Columbia Public Schools, 825 North Capitol Street, NE, Washington, DC 20002, (202) 442-5424.

 

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Special Education Teacher – District of Columbia Public Schools

Washington, D.C. - Salary: $49,085-79,237

Job Category: Special Education Teacher

How to Apply: www.dcps.dc.gov/teachdc

OUR PUBLIC SCHOOL STUDENTS NEED YOUR EXPERTISE, PASSION, AND LEADERSHIP.

We are looking for highly motivated and skilled talent to join our team at the District of Columbia Public Schools (DCPS). We seek individuals who are passionate about transforming the DC school system and making a significant difference in the lives of public school students, parents, principals, teachers, and central office employees. As part of a comprehensive reform effort to become the preeminent urban school system in America, DCPS intends to have the highest-performing, best paid, most satisfied, and most honored educator force in the nation and a distinctive central office staff whose work supports and drives instructional excellence and significant achievement gains for DCPS students.

Position Overview

The Teacher position is located in all public schools within the DCPS system. Situated at the center of national government, the goal of DCPS is to provide students with a quality education that prepares them to become future leaders, productive citizens, and individuals who are engaged in the life of the community. This position reports directly to the principal of the school to which the incumbent is assigned.

Responsibilities

On a daily basis, the incumbent performs a variety of duties that involve working with students individually, in small groups and in large group settings. The incumbent will be responsible, but not limited to the following duties:

  • Prepares for IEP meetings and other meetings
  • Communicates with related service providers, teachers, and case managers to ensure services and evaluations are timely
  • Communicates necessary information to parents/guardians
  • Develops and implements high quality IEPs
  • Develops and monitors transition plans when appropriate
  • Provides specially designed instruction aligned with students' IEPs
  • Teaches and motivates students to develop competencies, skills, and knowledge by using the District's curricula, content standards and developmentally appropriate learning activities
  • Implements research-based programs to support student needs
  • Develops lesson plans and supplementary materials compatible with research based methods, techniques, and best practices
  • Provides learning experiences which develop basic functional skills, utilizing technology as appropriate
  • Monitors student progress through observation, daily contact, and maintenance of accurate student records
  • Collects progress monitoring data for all student goals and shares this information with IEP the student, IEP team members, parents and other faculty as appropriate
  • Maintains accurate and compliant special education data
  • Makes data-driven decisions to improve student outcomes, particularly in the area of using classroom-specific data to evaluate student progress towards IEP goals and to determine needs for services and supports
  • Supervises the work of dedicated aides and instructional assistants
  • Collaborates and partners with general education teachers with specially designed instruction when appropriate in a range of arrangements, including but not limited to co-planning, consultation, and co-teaching models (from push-in to team teaching)
  • Provides individualized and small group instruction to accommodate the needs of each student in the Least Restrictive Environment
  • Identifies student needs, and collaborates with other professional staff members in assessing and helping students solve health, behavioral, prevocational, communication and learning challenges
  • Identifies and monitors student behaviors and behavioral triggers
  • Establishes and maintains standards for student behavior in order to provide a safe, orderly, and productive classroom environment
  • Has experience in working with academically, linguistically, economically, ethnically, and culturally diverse populations
  • Communicates with parents, school counselors and all teachers of the student with special needs on student progress
  • Maintains files containing student work, evaluation and assessment data
  • Provides timely feedback to students and parents
  • Performs other related duties as assigned
  • Proficient in special education law, methods and best practices
  • Meets a rigorous standard of quality, demonstrated through Praxis II and OPI assessment
  • Proficient in the use of personal computers and office software such as Open Office or Microsoft Office Suite
  • Familiarity with web-based databases and online tools such as online grade books, EASYIEP or Encore, and other types of instructional technology
  • Knowledge of District curriculum and adopted guidelines
  • Proficient knowledge of trends in technology integration in special education instruction
  • Team orientated and willing to contribute at all levels to ensure student success
  • Self-motivated and a proactive problem solver with the ability to work independently
  • Determined to overcome challenging obstacles while working with diverse learners
  • Bachelor's or Master's degree with a major in a special education
  • Successful completion of the Praxis I's (reading, writing, and math) and Praxis II's (Education of Exceptional Students -20353) and the OPI assessment.

Qualifications

Additional Desired Qualities

Education Requirements

TO APPLY ONLINE, PLEASE VISIT WWW.DCPS.DC.GOV/TEACHDC

Notice of non-discrimination. In accordance with the D.C. Human Rights Act of 1977, as amended, D.C. Official Code §§ 2-1401.01 et seq. (Act), the District of Columbia does not discriminate on the basis of actual or perceived: race, color, religion, national origin, sex, age, marital status, personal appearance, sexual orientation, gender identity or expression, familial status, family responsibilities, matriculation, political affiliation, genetic information, disability, source of income, or place of residence or business. Sexual harassment is a form of sex discrimination which is prohibited by the Act. In addition, harassment based on any of the above protected categories is prohibited by the Act. Discrimination in violation of the Act will not be tolerated. Violators will be subject to disciplinary action. The following office has been designated to handle inquiries regarding non-discrimination policies: Equal Employment Opportunity Office, District of Columbia Public Schools, 825 North Capitol Street, NE, Washington, DC 20002, (202) 442-5424.

 

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Certified Special Education Teacher

Bethany, Oklahoma

Job Category: Certified Special Education Teacher

DESCRIPTION

Plans, organizes and implements educational services for the patients.  Evaluates, accesses and develops goals and objectives for patients’ Individualized Education Plans (IEP).  Works cooperatively with Rehab Staff to provide integrated services to patients.  Provides direct supervision for Lead Teachers, Assistant Teachers and Education Assistants.  Works under the direct supervision of the Director of Special Education.

REQUIREMENTS

  • Bachelor’s Degree in Special Education
  • 1 Year experience with special needs children in an educational setting
  • Oklahoma State Department of Education Licensed in the area of Special Education

BENEFITS

Refer to www.tccokc.org

EMPLOYMENT OPPURTUNITY DAY! JUNE 2, 2011
6800 NW 39th Expressway

Bethany, Oklahoma 73008
9am-4pm
TOURS, APPLICATIONS, AND MEET THE HR DIRECTOR
HOPE YOU CAN COME!

 

CONTACT

Andrea Purkey, HR Director
Tel: 405-470-2235
Fax: 405-440-6767
Email: mbrown@tccokc.org
Website: www.tccokc.org
Applications may be completed at The Children’s Center, Monday – Friday from 8am – 4:30pm.  Applications are also available to download from our website,www.tccokc.org.

 



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