July 2012 - 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 or XPS Version of This Issue


NASET Sponsor - Arkansas State University

To learn more click on the image above or - Click here


NASET Members - Login Below to access the latest Special Educator e-Journal.

Site visitors: You may access a sample e-Journal - Sample e-Journal



Latest Employment Opportunities Posted on NASET

Teacher of Students with Autism Spectrum Disorders

Coolidge, AZ

Job Category: Full Time

Special Education Services (SES), an affiliate of The Menta Group, provides for the educational needs of high risk, special needs children and adolescents, ages 5 through 21. Believing that all children have a right to quality educational services, SES schools find innovative solutions to critical problems in education working with an integrated focus on academic and social-emotional learning, and a continuum of learning and behavioral supports.

In conjunction with Arizona Education Cadre, specialists in the training of the Structured Teaching Model (STM), Special Education Services is looking for a teacher of students with Autism Spectrum Disorders for participation in an Autism Lab School housed in the Coolidge Unified School District. The program will provide special education and related services to students with ASD while providing training opportunities to special and general education staff working with students in other programs. Successful candidates will have strong skills in school-based problem-solving, multidisciplinary collaboration, positive behavioral support, behavioral and academic interventions, progress monitoring and evaluation, and consultation with educational staff.

This position offers an access to medical, dental, vision plans, 403(b), sick pay, holiday pay, and personal days. The salary range is comparable for the position and area, depending upon certification/licensure and qualifications.

Qualifications

*Bachelors Degree Special Education or higher *Arizona Department of Education K-12 Special Education Endorsement *Experience working with special education students with significant emotional and behavioral disorders preferred

How to apply

www.thementagroup.org/careers/apply
Phoenix, AZ: Construction Trades + BD/ED mitch.henderson@menta.com
Fax: (602) 248-2937
www.thementagroup.org

Email Us Here: mitch.henderson@menta.com

 

***************************************************

Teacher of Students with Autism Spectrum Disorders

Phoenix, Arizona, 85014

Job Category: Full Time

Special Education Services (SES), an affiliate of The Menta Group, provides for the educational needs of high risk, special needs children and adolescents, ages 5 through 21. Believing that all children have a right to quality educational services, SES schools find innovative solutions to critical problems in education working with an integrated focus on academic and social-emotional learning, and a continuum of learning and behavioral supports.

In conjunction with Arizona Education Cadre, specialists in the training of the Structured Teaching Model (STM), Special Education Services is looking for a teacher of students with Autism Spectrum Disorders for participation in an Autism Lab School housed in the Pendergast School District. The program will provide special education and related services to students with ASD while providing training opportunities to special and general education staff working with students in other programs. Successful candidates will have strong skills in school-based problem-solving, multidisciplinary collaboration, positive behavioral support, behavioral and academic interventions, progress monitoring and evaluation, and consultation with educational staff.

This position offers an access to medical, dental, vision plans, 403(b), sick pay, holiday pay, and personal days. The salary range is comparable for the position and area, depending upon certification/licensure and qualifications.

Qualifications

  • Bachelors Degree Special Education or higher
  • Arizona Department of Education K-12 Special Education Endorsement
  • Experience working with special education students with significant emotional and behavioral disorders preferred

How to apply

www.thementagroup.org/careers/apply
Phoenix, AZ: Construction Trades + BD/ED mitch.henderson@menta.com
Fax: (602) 248-2937
www.thementagroup.org

 

***************************************************

Director - The Center for Change Transition Svcs

Seattle, Washington

Seattle University has an exciting, dynamic opportunity for a Director of The Center for Change in Transition Services to join our community.

The Director of The Center for Change in Transition Services (CCTS) is responsible for managing the daily operations of the Washington State Office of Superintendent of Public Instruction (OSPI) Special Education State Needs Project, CCTS. The Director will oversee the data collection and preparation for analysis and reporting of Indicators 1, 2, 13 and 14 outlined in Part B of the 2012-13 State Performance Plan's (SPP) as mandated by the Office of Special Education Programs (OSEP). The Director will also provide technical assistance, on- going training and support to the state's Local Education Agencies (LEAs) to meet the 2012-2013 SPP goals for Indicators 1, 2, 13 and 14. The Director will also oversee the CCTS budget, application of the CCTS grant for OSPI funding and update the CCTS online resources (including web-based training for continuing education to secondary special education staff).

In addition, the Director will collaborate with the Principal Investigator of CCTS and OSPI liaisons to ensure that all OSPI directed goals are obtained for September 1, 2012 through August 31, 2013.

This is a grant funded position. Employment is contingent on availability of grant funding.

Essential Job Functions

The Director will manage the CCTS daily budget, coordinate and prepare materials and respond to email/telephone requests for information requests regarding secondary transition services for youth with IEPs in the state.

SPECIFICALLY, THE DIRECTOR WILL SUPERVISE:

  • Data collection for Part B SPP Indicators 13 & 14 and related indicators (1 & 2) to support LEAs to reach the annual goals set in the Annual Progress Report regarding secondary transition services
  • Online resources dissemination activities on the Seattle University CCTS Website
  • The Transition Systemic Framework online data collection system
  • Development of training and protocols for implementing and sustaining the online system
  • Develop and present the training modules for school district personnel involved in secondary transition services
  • Technical assistance and training provided by the Center on all issues pertaining to the secondary transition services and related SPP indicators
  • The preparation of the data for analysis and prepare all post-school data for the yearly report of the post-school follow up study.
  • Production of all e-learning and web-based trainings for online use
  • Literature reviews of all research-based practices in Special Education and Education Policy that will inform the work of the Center and the public schools in Washington State
  • Manage all aspects of a grant following the guidelines and policies set forth by the Office of the Superintendent of Public Instruction and Seattle University.

Minimum Qualifications

Masters Degree, Ed.D. or Ph.D. in Special Education and at least two years of experience working in a similar program or field or an equivalent combination of education and experience in research methodology sufficient to successfully perform the essential duties of the job such as those listed above.

Knowledge of special education and secondary educational laws and practices is required.

Knowledge of data collection and reporting procedures is required. Knowledge and/or experience using e-learning or web-based technology is required.

Knowledge of research and literature in post-school data outcomes is necessary. Knowledge of methodology, best practices, and data analysis related to developing research projects is also necessary.

This position requires excellent interpersonal communication skills and ability to work effectively with diverse audiences with a customer-service focus.

Apply Here: http://www.Click2Apply.net/9dj8zm9

 

***************************************************

Director - The Center for Change Transition Svcs

Seattle, Washington

Job Category: Full Time

Seattle University has an exciting, dynamic opportunity for a Director of The Center for Change in Transition Services to join our community.

The Director of The Center for Change in Transition Services (CCTS) is responsible for managing the daily operations of the Washington State Office of Superintendent of Public Instruction (OSPI) Special Education State Needs Project, CCTS. The Director will oversee the data collection and preparation for analysis and reporting of Indicators 1, 2, 13 and 14 outlined in Part B of the 2012-13 State Performance Plan's (SPP) as mandated by the Office of Special Education Programs (OSEP). The Director will also provide technical assistance, on- going training and support to the state's Local Education Agencies (LEAs) to meet the 2012-2013 SPP goals for Indicators 1, 2, 13 and 14. The Director will also oversee the CCTS budget, application of the CCTS grant for OSPI funding and update the CCTS online resources (including web-based training for continuing education to secondary special education staff).

In addition, the Director will collaborate with the Principal Investigator of CCTS and OSPI liaisons to ensure that all OSPI directed goals are obtained for September 1, 2012 through August 31, 2013.

This is a grant funded position. Employment is contingent on availability of grant funding.

Essential Job Functions

The Director will manage the CCTS daily budget, coordinate and prepare materials and respond to email/telephone requests for information requests regarding secondary transition services for youth with IEPs in the state.

SPECIFICALLY, THE DIRECTOR WILL SUPERVISE:

  • Data collection for Part B SPP Indicators 13 & 14 and related indicators (1 & 2) to support LEAs to reach the annual goals set in the Annual Progress Report regarding secondary transition services
  • Online resources dissemination activities on the Seattle University CCTS Website
  • The Transition Systemic Framework online data collection system
  • Development of training and protocols for implementing and sustaining the online system
  • Develop and present the training modules for school district personnel involved in secondary transition services
  • Technical assistance and training provided by the Center on all issues pertaining to the secondary transition services and related SPP indicators
  • The preparation of the data for analysis and prepare all post-school data for the yearly report of the post-school follow up study.
  • Production of all e-learning and web-based trainings for online use
  • Literature reviews of all research-based practices in Special Education and Education Policy that will inform the work of the Center and the public schools in Washington State
  • Manage all aspects of a grant following the guidelines and policies set forth by the Office of the Superintendent of Public Instruction and Seattle University.

Minimum Qualifications

Masters Degree, Ed.D. or Ph.D. in Special Education and at least two years of experience working in a similar program or field or an equivalent combination of education and experience in research methodology sufficient to successfully perform the essential duties of the job such as those listed above.

Knowledge of special education and secondary educational laws and practices is required.

Knowledge of data collection and reporting procedures is required. Knowledge and/or experience using e-learning or web-based technology is required.

Knowledge of research and literature in post-school data outcomes is necessary. Knowledge of methodology, best practices, and data analysis related to developing research projects is also necessary.

This position requires excellent interpersonal communication skills and ability to work effectively with diverse audiences with a customer-service focus.

Apply Here: http://www.Click2Apply.net/9dj8zm9

 

***************************************************

$125,000 Salary for Master Middle School Teachers

New York, New York

$125,000 Salary for Master Middle School Teachers!

Earn a $125,000 salary and join a team of master teachers at The Equity Project (TEP) Charter School, recently featured on the front page of the New York Times:http://www.tepcharter.org/nytimes.php

TEP is a 480-student 5th through 8th grade middle school in the Washington Heights neighborhood of New York City.

Learn more and apply today at http://www.tepcharter.org/apply.php

You can learn more about teaching at TEP by participating in our Live Online Information Session (link below):

http://www.tepcharter.org/info-session-for-teachers.php

About TEP Charter School

TEP aims to put into practice the central conclusion of a large body of research related to student achievement: teacher quality is the most important school-based factor in the academic success of students, particularly those from low-income families. In singling out teacher quality as the essential lever in educational reform, TEP is uniquely focused on attracting and retaining master teachers. To do so, TEP uses a three-pronged strategy that it terms the 3 R's: Rigorous Qualifications, Redefined Expectations, & Revolutionary Compensation. For more information, visit us online at http://www.tepcharter.org

Info Session @ TEP

Thinking about applying for a teaching position at TEP? Attend an in-person information session with TEP's Principal, Zeke Vanderhoek. Take a tour of the school, learn more about the teacher application process and teaching at TEP, and have an opportunity to ask questions

When: Monday, July 30, 5PM (For online options, click here)
Where: TEP Charter School

Learn how to RSVP for the event by clicking the following link:http://www.tepcharter.org/session-for-teachers.php

We also have a Live Online Info Session!
Click here for more information: http://www.tepcharter.org/info-session-for-teachers.php

 

***************************************************

Teacher for Children with Language-Based LD

Atlanta, GA

Job Category: School for children w/ language-based LD

Description

The mission of the Atlanta Speech School is to help each person develop his or her full potential through language and literacy. Established in 1938, the Atlanta Speech School serves children and adults with speech, hearing, language, or learning disabilities through clinical and educational programs, in addition to providing professional development for teachers and educators in partner schools and preschools. All of our programs are built upon a foundation of caring instruction, based on proven research, and strengthened with a depth of academic and clinical knowledge. We encourage applications for employment from professionals seeking meaningful careers and who are committed to the mission, values, and principles of the School.

The Wardlaw School for children with language-based learning disabilities is currently seeking an outstanding professional to serve as classroom teacher in our multi-disciplinary, collaborative educational environment.

The Wardlaw School is dedicated to serving children with average to very superior intelligence and mild to moderate language-based learning disabilities including dyslexia (reading disability). Children accepted into the Wardlaw School may exhibit underlying auditory and/or language processing problems that make it difficult for them to learn in their present educational setting. Our students are between the ages of 5 and 12 years old and are in kindergarten through 6th level. Wardlaw School students typically have a diagnosis of dyslexia or "red flags" for the disorder. They may also have difficulty understanding and/or using spoken language, expressing themselves through written language, or experience mathematical difficulties.


THE FULL POSTING MAY BE REVIEWED ATWWW.ATLANTASPEECHSCHOOL.ORG

Requirements

Knowledge of research-based practices in areas of language development, reading, math;innovators and thinkers who choose to work in an environment where they can truly make a difference in the life of a child; Master's degree in learning disabilities, reading, speech/language pathology, or special education is required; possess or eligible for current Georgia teaching certificate and/or certification from ASHA; understanding of interaction between language and learning; training in at least one multi-sensory reading method. Experience preferred.

Among the many programs at the Atlanta Speech School, children and adults with hearing loss and language processing difficulties are served. Therefore, the clarity of an applicant's speech and language may be part of the hiring decision as they relate to performing the essential functions of the position.

Benefits

This 190-day, full-time school position offers a generous benefit package including health/dental/life/vision and long term disability insurance; the School subsidizes health insurance premiums of staff and families. Other benefits include Flexible Spending Account; 403(b) Plan; Employee Assistance Program and Travel Assistance Services; cost reduction of some Atlanta Speech School services; subsidized meals during working hours; accrued sick leave; and credit union membership.

Contact

Please submit all of the following documents by June 15th to HR@ATLSPSCH.ORG to ensure that your information is considered: cover letter, resume, copy of ASHA Certificate of Clinical Competence and Georgia License in Speech-Language Pathology, college transcript, and written submission describing how your particular skills, talents, and/or expertise could be beneficial to the Wardlaw School (please limit to 500 words).

***************************************************

Director of Special Education

Newark, NJ

Job Category: Director, Special Education, Administration

Overview

TEAM Charter Schools is a network of 5 charter schools in Newark, New Jersey, fundamentally committed to meeting the needs of all Newark students. We take great pride in our Special Education program and if we are to meet our vision of serving all students, we must continue to build a world-class Special Education program for our student population that not only mirrors local public schools in the percentage of students with identified needs, but also in the broad spectrum of academic and behavioral needs we serve every day.

We are looking for a Director of Special Education who is able to create a vision that will help us achieve that goal as we enter a period of sustained growth. Strong candidates will have instructional leadership experience, a strong knowledge of Special Education law, and the ability to develop teachers, work with families, and build strong coalitions outside of regular reporting relationships. We expect all of our employees to be kid focused, but a successful Director of Special Education must be uniquely committed to thinking of students first as they work with others to find big picture solutions to our students' needs.

The Director of Special Education ensures that all special education students, across all schools, produce breakthrough academic results. The Director holds primary responsibility for the development, implementation, and assessment of all specialized services, including special education, academic interventions, counseling, and other related services for all TEAM SCHOOLS. The Director ensures that the IEP needs of all special education students are met with robust and rigorous strategies. The Director reports to the Director of Curriculum and Instruction and provides support to principals and all TEAM SCHOOLS.

DUTIES AND RESPONSIBILITIES:

  • Manage the Special Education program across TEAM SCHOOLS
  • Teacher Support
  • Student Support
  • Professional Development of network staff

QUALIFICATIONS:

  • A sense of humor
  • A passion for the mission of TEAM SCHOOLS
  • Strong knowledge of intervention strategies
  • Five plus years of experience in teaching, teacher coaching, and/or student support
  • Familiarity with intervention programs in reading and mathematics
  • Strong leadership, management, and communication skills
  • Detail-oriented and highly organized with strong analytical writing skills
  • A proven track record of student achievement for special education students
  • Master's or Education Specialist degree in Special Education, School Psychology, or related field
  • Applicant must possess a valid New York State certificate in School Administration/Supervision (SAS), School District Administrator (SDA), or School Building Leadership (SBL), as well as a Certificate of Eligibility for Supervisory Placement or a valid New York City license in the specific area for which they are applying

To apply, visit http://www.teamschools.org/jobs/ and click the "Apply Now"  button at the top of the page. Once you have searched and selected this position, create an account at the bottom of the page and submit your application.

***************************************************

Special Education Teacher (Middle or Elementary)

Oakland, CA

Job Category: Education; Teaching; Non-Profit; Healthcare

ESSENTIAL DUTIES & RESPONSIBILITIES:

  • Under supervision of the Assistant Director for Educational services, develop and implement a curriculum consistent with state requirements and individual student's IEP and treatment goals and agency philosophy.
  • Provide direct supervision including the employment discharge and periodic evaluation of classroom instructional assistants. Through this supervision enable IA to assist in the instruction, child supervision and activity planning and meet goals of personal job satisfaction.
  • Enrich class and student's educational programs to meet their individual needs, goals and interests using agency and community resources
  • Use clinical insights, educational motivational techniques and a commitment to excellence in education to promote growth in the classroom
  • Maintain all appropriate records including IEP's, teacher files, lesson plans consistent with IEP goals and objectives, attendance records, clinical notes and other records as required
  • Administer periodic standard educational testing measures and use record of results to set individual goals and improve strategies
  • Prepare for and attend IEP's. Conduct self in a professional manner and offer families compassion and support
  • Participate in the planning for and supervision of children during milieu activities and events including field trips, parties, etc.
  • Report through educational and clinical notes on children and participate in treatment team meetings as requested
  • Develop and implement written lesson plans, that are marked by relevance to curriculum and individual child's needs, creativity and ease of application
  • Write concise, legible, high quality Student Progress Reports as requested
  • With help from the coordinator, develop a classroom budget, implement it consistently and maintain financial records in accordance with agency procedures
  • Respond with cooperation and flexibility when planned or unforeseen disruptions occur such as substitute staff, make up meetings, special events, etc.
  • Use, care and ordering of classroom materials, supplies, texts and equipment and maintenance of related rooms
  • Provide input in to all Intake and Discharge and grade level decisions
  • Conduct parent/guardian conferences and maintain quality communication with student homes consistent with treatment program guidelines
  • Develop effective classroom management techniques consistent with the use of back-up systems, IEP goals and treatment plans and agency policy
  • Provide assistance to the Coordinator in monitoring DIS services
  • Participate in agency in-service training program
  • Public relation duties as requested
  • Instruct subordinates concerning all LCC safety policies, procedures, and rules, and enforcing these within work group. Ensure that subordinates attend all required safety training sessions.
  • Require immediate reporting of all workplace hazards, safety rule violations, near misses, and work related injuries.

SPECIFIC SKILLS:

  • Demonstrated awareness of, sensitivity to and competence in dealing with cultural and socioeconomic diversity of client population.
  • Good written and verbal communication skills.
  • The ability to relate effectively and professionally with children, supervisor, co-workers, family and extra-agency personnel.
  • A commitment to empowering others to solve their own problems
  • Valuing a nurturing family as the ideal environment for a person
  • A conviction about the capacity of people to grow and change
  • The ability to establish a respectful relationship with persons served to help them gain skills and confidence
  • The ability to work collaboratively with other personnel and/or service providers or professionals
  • The capacity to maintain a helping role and to intervene appropriately to meet service goals
  • The ability to set appropriate limits

POSITION REQUIREMENTS:

  • BA/BS degree from an accredited college or university, MA in reading or learning disabilities desirable.
  • CA, LH or SH credential as a Special Education Teacher from accredited college or University. Eligibility for CA Emergency Specialist credential also considered.
  • Minimum of one year experience teaching a special day class for seriously emotionally disturbed children.
  • Valid California driver's license, a clear driving record and personal vehicle insurance coverage
  • Must meet eligibility requirements to bill for Medi-Cal services

PHYSICAL REQUIREMENTS:

  • The willingness and the ability to be first aid and CPR trained
  • The willingness and the ability to manage acting out behavior of children ages 6-15 years old
  • The willingness and the ability to be trained, using our therapeutic and relationship-building philosophy that includes Collaborative Problem-Solving, Life Space Crisis Intervention (LSCI), and SAFE Environments training programs
  • Physical fitness with the ability to bend, stoop, kneel, drop to one knee and get back up

CLASSIFICATION: Regular, full-time, exempt, non-union, benefited position.

COMPENSATION: Teacher Salary Scale

BENEFITS: Competitive benefits package available

Please apply directly at the following link:
https://home.eease.com/recruit/?id=504182

 

***************************************************

Special Education Specialist I

Dover, NH 03820

Job Category: Full Time

Measured Progress is an Equal Opportunity/Affirmative Action Employer committed to workforce diversity.

Special Education Specialist I

Location: Dover, NH 100 Education Way
Full Time/Part Time: Full time

Position Summary

The Special Education Specialist I will provide program leadership across multiple contracts in administering assessment programs for students with significant cognitive disabilities. This role will develop special education content materials for professional development, item development, and the administration of alternate assessments. The Special Education Specialist I will provide content knowledge on contracts in an autonomous manner, and may be assigned new contract, client, and assessment work. Additional responsibilities include the following:

  • Collaborate with and provide technical assistance to Measured Progress program manager, subcontractor, and/or state education agencies regarding the program's design, planning, and implementation.
  • Conduct in-state professional development workshops with educational professionals on the implementation and scoring of alternate assessments.
  • Develop and write administration manuals, resource guides, scoring guides, and presentation materials as needed.
  • Collaborate with Measured Progress Curriculum and Assessment staff to develop and revise alternate assessment items, as well as the overall assessment design, as needed.
  • Act as the main liaison with Measured Progress staff and state agencies on all test design and development issues for the contract, conducting in-state development meetings as required.
  • Collaborate with the Measured Progress program manager and/or subcontractor with communicating the program's design, objectives, deliverables, budget, and deadlines to internal personnel to ensure the contract is carried out on time and according to specifications.
  • Assist with the creation of contract-specific test designs and specifications for current contracts and/or proposals.

All interested applicants apply online -

https://employment.measuredprogress.org/careers/

Qualifications

  • Bachelor's degree required
  • A minimum of four (4) years of teaching experience in special education, or two (2) years of teaching experience in special education plus two (2) years of professional experience in alternate assessment
  • Experience teaching students with significant cognitive disabilities
  • Knowledge of alternate assessment design, development, implementation, impacts, and issues
  • Excellent verbal and written communication skills
  • Strong interpersonal skills and the ability to work independently

Benefits

Measured Progress's corporate campus is located 65 miles north of Boston in the New Hampshire Seacoast region. Measured Progress offers an exceptional benefits package and work environment, featuring on-site child care and gym facilities, generous paid time off and retirement savings plans, and immediate eligibility for health, dental, vision and life insurance.

Contact

All interested applicants apply online - https://employment.measuredprogress.org/careers/

 

*******************************************************

 

BOCES Executive Director

Rangely and Meeker Colorado

Job Category: BOCES Administration

Directs the BOCES program which is comprised of two seperate districts. Ensures compliance with regulations (State and Federal) for all programs within the BOCES.

ESSENTIAL DUTIES AND RESPONSIBILITIES: Other duties may be assigned.

  • Acts as an agent of the Board of Directors.
  • Establishes and prepares meeting agendas, presents items for consideration to the Board and responds to inquiry from the Board.
  • Ensures the communication and interpretation of Board decisions and requests to staff.
  • Provides goal setting and problem solving to staff.
  • Responds to staff and community regarding questions or problems about BOCES operations.
  • Recommends policy and program decisions to the Board.
  • Develops administrative rules and procedures to implement Board policy.
  • Makes frequent visits to school sites.
  • Attends various organizational meetings outside the BOCES.
  • Plans, supervises and evaluates all BOCES personnel.
  • Consults with staff, parents and outside agencies regarding special education students and programs offered.
  • Responds to parents regarding the evaluation and placement of their children.
  • Educates and discusses special education programs, personnel and students with building administrators and superintendents of districts within the BOCES.
  • Obtains funding from the local, state and federal programs to ensure a free and appropriate educational program for all students.
  • Submits program documentation for approval, applies for grants, submits budgets and financial reports and prepares and submits program reports to agencies.
  • Develops and administers the BOCES budget.
  • Ensures compliance with appropriate State and Federal Constitutional and statutory rules and regulations..
  • Monitors staff caseloads and student progress.
  • Recruits, selects and recommends personnel to be hired for the BOCES.
  • Maintains complete and cumulative individual records of all children receiving special services.
  • Assists in the adaptation of district policies to include special education needs.
  • Keeps informed of all legal requirements governing special education and other federal programs within the BOCES.
  • Plans staff in service training activities.

SUPERVISORY RESPONSIBILITIES:

Supervises all BOCES employees. Carries out supervisory responsibilities in accordance with the organization's policies and applicable laws. Responsible for the overall direction, coordination, and evaluation of all programs within the BOCES. Responsibilities include interviewing, hiring and training employees; planning, assigning, and directing work; appraising performance; rewarding and disciplining employees; addressing complaints and resolving problems.

Requirements:

Must be capable of working in a team oriented special education department and ensure compliance with regulations (State and Federal) for all programs within the BOCES. Prospective candidate must have a master's degree or equivalent, in administration with a special education endorsement from as approved program. Three years of successful professional practice or administrative experience in special education, or combined thereof.

Benefits:

  • Salary Negotiable
  • Full health, dental, vision
  • PERA retirement
  • Rangely Recreation Center use

Contact:

402 West Main Street, Room #219,
Rangely CO. 81648
or for more information please call 970-675-206

 

*****************************************************

To top

lost password?

Publications