MAY 2016 - Special Educator e-Journal

Table of Contents

  • Update from the U.S. Department of Education

  • NCWD: Intersection: Navigating the Road to Work

  • A Review of Barriers to School Involvement for Parents of Students with Disabilities. By Celina Chocron, Florida International University

  • Buzz from the HUB

  • From the Journal of American Academy of Special Education Professionals (JAASEP): Fostering Special Education Certification through Professional Development, Learning Communities and Mentorship. By Mitzi P. Trahan, Dianne F. Olivier and Donna E. Wadsworth

  • Latest Employment Opportunities Posted on NASET

  • Acknowledements

  • Download a PDF or XPS Version of This Issue



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Figure 1. Professional Development Model of Mentorship, Learning Communities, and Support

Sessions

 

References

Aber, J., Kelly, T., & Mallory, B. (2009). The sustainable learning community: One university’s journey to the future. The New Hampshire University Press: Lebanon, NH.

Ali, P. A. (2008). Professional development and the role of mentorship.Nursing Standard, 22

(42), 35-39.

Bonk, C., Ehman, L., Hixon, E., & Yamagata-Lynch, L. (2002). The pedagogical   TICKIT: Web conferencing to promote communication and support during teacher professional development. Journal of Technology and Teacher Education, 10(2).

Bray-Clark, N. (2005). Toward a construct validation of the Louisiana school analysis model instructional staff questionnaire. Unpublished doctoral dissertation, Louisiana State

University, Baton Rouge.

Buysee, V., Winton, P., & Rous, B. (2009). Reaching consensus on a definition of professional development for the early childhood field. Topics in Early Childhood Special education,

28(4), 235-243.

Dettmer, P.,Thurston, L. P., Knackendoffel, A., & Dyck, N. (2009). Collaboration, Consultation and Teamwork for students with special needs, Sixth edition. Boston: Allyn and Bacon.

Friend, M. & Cook, L. (2010). Interactions: Collaboration Skills for School Professionals (6th Ed.), Boston: Pearson, Allyn and Bacon.

Fullan, M., Rolhesier, C., Mascall, B., & Edge, K. (2001). Accomplishing large Scale reform: A tri-level proposition. Manuscript. Toronto, Canada: Ontario Institute for Studies in education, University of Toronto. Retrieved November 5, 2008 from

http://sustainability2002.terc.edu/invoke.cfm/page/70.

Goddard, R. D., LoGerfp, L. & Hoy, W. K. (2004). High school accountability: The role of perceived collective efficacy. Educational Policy, 18(3), 403-425.

Hord, S. A. (1997). Professional learning communities: Communities of continuous inquiry and improvement. Austin, TX: Southwest Educational Development Lab. (ERIC Document Reproduction Service No. ED410695.

Hord. S. M. (Ed.). (2004). Learning together, leading together: Changing schools through professional learning communities (pp. 1-4). New York: Teachers     College Press.

Knapczyk, D., Frey, T., & Wall-Marencik, W. (2005). An evaluation of web conferencing in online teacher preparation. Teacher Education and Special education, 25 (2).

Kuo, J., Song, H., Smith, R., & Franklin, T. (2007). A comparative study of the effectiveness of an online and face-to-face technology applications course in teacher education.

International Journal of Technology in Teaching and Learning, 3(2), 85-94.

Louisiana Department of Education (2009). Application of NCLB Highly Qualified Definition to

Special education Teachers. Retrieved November 5, 2008              from

http://www.doe.state.la.us/lde/tsac/1790.html

No Child Left Behind Act of 2001. Title I, Part F, Sections 1606, Local use of funds and 1608, quality initiatives. Retrieved October 10, 2008, from

http://www.ed.gov/print/policy/elsec/leg/esea02/pg13.html.

Rodes, P., Knapczyk, D., Chapman, C., & Chung, H. (2000). Involving teachers in web-based professional development. THE Journal, 27(10), 94.

Yoon, K. S., Duncan, T., Lee, S. W.-Y., Scarloss, B., & Shapley, K. (2007).  Reviewing the evidence on how teacher professional development affects student achievement (Issues &

Answers Report, REL 2007-No. 033). Washington, DC: U.S. Department of Education,

Institute of Education Sciences, National Center for Education Evaluation and Regional

Assistance, Regional Educational Laboratory Southwest. Retrieved from                 http://ies.ed.gov/ncee/edlabs/regions/southwest/pdf/REL_2007033.pdfhttp://64.78.6.92/library/schoolbasedlitreview.pdf

About the Authors

Mitzi P. Trahan, Ph.D., LPC is employed as an Associate Professor in the Educational Foundation and Leadership department at the University of Louisiana at Lafayette (UL) for the approximately 8 years. She received her doctorate in Educational Leadership and Research from Louisiana State University. Prior to coming to higher education as a professor, Mitzi had 2 distinct careers. First, she has 15 years of experience in the business and finance sector as a CPA and bank comptroller.  She also worked as a Licensed Professional Counselor (LPC) in mental health arenas and higher education student services. Mitzi has several publications focusing on educational technology, research and evaluation, and a variety of educational topics such as leadership, teacher evaluation, and accountability. Her teaching experience primarily centers on research methodology, statistics, evaluation, and classroom assessment.  Additionally, Mitzi has taught courses in a variety of the social sciences, counseling and psychology.

Dianne F. Olivier, Ph. D., is an Associate Professor in Educational Foundations and Leadership at the University of Louisiana at Lafayette. She teaches doctoral educational leadership and research courses, serves as the Facilitator for the Ed. D. program. She currently holds the Joan D. and Alexander S. Haig/BORSF Endowed Professorship in Education. Prior to the university level, Dianne served thirty-four years in public education with twenty-six of those years as a district administrator. Dianne uses her former K-12 administrative experiences to work throughout the U. S. with principals, central office personnel, and teacher leaders in her role as an educational consultant with the Learning-Centered Leadership Program for the Southern Regional Education Board (SREB).  Dianne’s research focuses on professional learning communities, educational leadership, change process, school culture, and teacher self- and collective efficacy. She has developed several assessment measures relating to these research interests which are used on both a national and international level. Dianne has authored and coauthored several chapters and articles on professional learning communities and school leadership. Her work in the area of professional learning communities has transitioned from the domestic or national level to participation as a member of a Global PLC Network researching the PLC process from a global perspective.

Donna E. Wadsworth, Ph.D., is a professor and Special Education Coordinator at the University of Louisiana at Lafayette. Donna teaches graduate courses in both the special education mild/moderate and early intervention programs. She holds the Kathy Authement Prouet/BORSF Endowed Professorship in Special Education. Her primary areas of research are inclusion and collaborative teacher training and professional development practices. These areas of research have been supported by grants for development of special education professional development sites, new inclusive teacher training programs, and state transition projects. Donna has authored and co-authored several book chapters, books, and articles focusing on special education teacher training and inclusive practices for students with disabilities. She was also higher education’s representative to the Louisiana’s Special Education Advisory Council for over 15 years. Donna has also served in numerous leadership positions for the Louisiana Council for Exceptional Children Executive Board and national Council for Exceptional Children committees.

Latest Employment Opportunities Posted on NASET

Special Education Teacher

Washington, D.C.

Job Category: Special Education Teacher

Mission:

The Chavez Schools' mission is to prepare scholars to succeed in competitive colleges and to empower them to use public policy to create a more just, free, and equal world.  We accomplish our mission by challenging our students with a rigorous college prep and public policy curriculum – focusing on real-world public policy experiences – that foster critical and disciplinary thinking, deep knowledge of our country’s founding principles, and strong advocacy skills.

The Chavez Organization seeks to employ educators and leaders who are talented and passionate about student achievement and are looking for an opportunity to ensure our schools deliver remarkable results for students.

Primary Accountabilities:

Instruction Planning.

  • Develops instructional plans that provide cognitively engaging learning opportunities that ensure all students construct knowledge to achieve mastery of the stated learning objectives at a high level Motivating.
  • Provides activities and content that are consistently organized to be personally meaningful and relevant
  • Rigor.
  • Creates learning experiences and assignments that demand students think in multiple ways about complex problems that requires them to apply knowledge and skills
  • Opportunities to Revise Work.  Develops systems that require students to revise work to meet high standards of excellence
  • Use of Assessment Data.
  • Consistently uses assessment data to make timely instructional decisions to inform instruction and assign activities
  • Expectations.
  • Establishes high academic and behavior expectations for every student
  • Respectful Culture.
  • Fosters interactions and relationships of interdependence and respect
  • Routines.
  • Ensures all available time is maximized thru established classroom norms

Classroom Management

  • Expectations.
  • Establishes high academic and behavior expectations for every student
  • Respectful Culture.
  • Fosters interactions and relationships of interdependence and respect
  • Routines.
  • Ensures all available time is maximized thru established classroom norms

School Community

  • Reflective Practice.
  • Collaborates and engages in reflective inquiry with peers and administrators for the purpose of improving instructional practice and student and teacher learning
  • Collaboration with Parents.
  • Ensures frequent and timely communication with parents and guardians about goals of instruction and student progress
  • Upholds School & Organization Norms.
  • Assumes a leadership role in modeling school and organizational policies and timelines and encourages others to support them

Candidates must:

  • Believe that all students can achieve at the highest levels with no excuses
  • Have achieved the Highly Qualified designation as defined by NCLB (No Child Left Behind)
  • Have substantive knowledge of the applicable content area
  • Have experience facilitating a student-centered classroom (cooperative learning, inquiry or project- based learning)
  • Experience using a varied repertoire of instructional strategies
  • Have demonstrated success using various formative assessments to monitor student understanding
  • Have demonstrated success using data to drive practice
  • Exercise excellent judgment in decision-making
  • Think strategically and proactively problem-solve
  • Work with only the highest ethical standards

 

TO APPLY, PLEASE GO TO  www.chavezschools.org

Benefits:

  • Competitive Compensation Package
  • Excellent Benefits Package

Contact:

Apply at www.chavezschools.org

Pamela Merkerson - (202)-730-5220

 

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Special Education Services Director

Scarsdale, NY

Job Category: Director of Special Education

Description:

  • Oversee the day to day operations of the entire Special Needs Services department, specifically supervision of the preschool state funded year round programs, private class, and Developmental Disabilities Enrichment Services.
  • Develop and implement all guidelines and policies with the purpose of ensuring compliance with all government regulations, as well as maintaining alignment with the JCC of Mid-Westchester’s Nursery School mission.
  • Innovate, develop and implement curriculum and remain current on special education and early childhood education best practices.
  • Create program protocols; formulate policies and procedures for special services programs such as related services, evaluations, placement, and education of participants.
  • Interact with Committee for Preschool Special Education and Committee for Special Education (school age) chairpersons to form a collaborative relationship. Attend, when needed, student’s CPSE or CSE meetings at the parent’s, staff or district’s request. Be an active member of the Early Childhood Direction Center preschool meetings and the Hudson Alliance for Children with Special Needs.
  • Evaluate the special education programs to ensure that objectives for students’ education are met according to their IEPs.  Maintain and provide update protocols for progress on student participants.  Oversee quarterly, annual and other annual reviews/reporting required under student IEPs.
  • Identify and implement computerized reporting such as but not limited to IEP Direct, to streamline and utilize more efficient and accurate reporting mechanisms.
  • Manage, hire, recruit, train, develop & evaluate procedures for all special services staff including but not limited to related services staff, therapists, educators and administrative staff.  Provide annual reviews of all staff members.
  • Create protocols, manage, and oversee all staff records and currency of licenses.  Oversee and ensure adherence to staff hiring procedures including required background checks and paperwork administration.
  • Inform and interpret state and federal laws, rules, and regulations to staff and parents.  Remain current in knowledge of New York State Reimbursable Costs Manual and fiscal reporting policies.
  • Oversight and review of student records such as daily notes, progress reports and annual review reports.  Oversight and review of therapists reports regarding related services.
  • Prepare and maintain budgets for programs to minimize expenses and maximize revenue. Oversight, management and reviews of all filing & billing claims to county, school districts, and federal agencies.
  • Work with finance staff to provide fiscal data for annual Consolidated Fiscal Report. Finance staff to complete the Consolidated Fiscal Report.
  • Complete or assist in preparing reports for federal, state, and local regulatory agencies.
  • Work with JCC of Mid-Westchester’s Executive Director and other program directors to develop grant and fundraising opportunities for special needs programming.
  • Collaborate with Marketing Director to promote community awareness and full enrollment of all of the department’s programs.
  • Establish medical policies and procedures for special education programs, distribute and manage individual classes’ adherence to protocols.  Create a medical plan/protocol for all classes and work with medical staff hired (or subcontracted) to ensure adherence to protocols are met to ensure the safety of our children participants.
  • Create protocols, manage and oversee all data base management of participant information.
  • Develop, oversee and work with the marketing department on all social media, digital and traditional marketing for non-state funded classes/programs.
  • Current New York State certification in one of the following: School Administrator & Supervisor (SAS), School Building Leader (SBL) or School District Leader (SDL)
  • Master Degree in Special Education and/or Early Childhood Education highly preferred
  • Extensive knowledge & experience in:  Early Childhood Education, Special education and 4410 preschool program management & supervision.
  • Extensive knowledge of New York State Reimbursable Costs Manual and experience with reporting and billing for a 4410 preschool program.
  • Experience in counseling of families pertaining to IEP’s and education requirements for children with special needs.
  • Extensive staff management and development experience. Experience creating protocols for hiring, records management and staff supervision & development.
  • Computer Skills Required, including knowledge of:  MS Word, MS Excel, MS Access & Facebook.
  • Flexible and able to alter protocols as needed to adhere to future updated state, federal and agency policies.

Requirements:

  • Current New York State certification in one of the following: School Administrator & Supervisor (SAS), School Building Leader (SBL) or School District Leader (SDL)
  • Master Degree in Special Education and/or Early Childhood Education highly preferred
  • Extensive knowledge & experience in:  Early Childhood Education, Special education and 4410 preschool program management & supervision.
  • Extensive knowledge of New York State Reimbursable Costs Manual and experience with reporting and billing for a 4410 preschool program.
  • Experience in counseling of families pertaining to IEP’s and education requirements for children with special needs.
  • Extensive staff management and development experience. Experience creating protocols for hiring, records management and staff supervision & development.
  • Computer Skills Required, including knowledge of:  MS Word, MS Excel, MS Access & Facebook.
  • Flexible and able to alter protocols as needed to adhere to future updated state, federal and agency policies.

Benefits:

All benefits outlined for full-time staff in the current JCC of Mid-Westchester employee manual effective as of April 2016.


Start Date: On or around September 1, 2016


JCC of Mid-Westchester Nursery School provides equal employment opportunities (EEO) to all employees and applicants for employment without regard to race, color, religion, sex, national origin, age, disability or genetics.

Contact:

Mara Roberge

robergem@jccmw.orgwww.jccmw.org

999 Wilmot Road

Scarsdale, NY 10853

 

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Special Education Teacher - $125,000 Salary

New York, NY

Job Category: Special Education Teacher

Description:

Earn a $125,000 salary and join a team of master teachers at The Equity Project (TEP) Charter School, featured in the New York Times, The Wall Street Journal and on 60 minutes for its revolutionary teacher salaries and its outstanding results.

Middle School Special Education Positions:

These positions are designed as collaborative team-teaching (Integrated Co-Teaching) positions ,whereby the Special Education team teach with general education ELA and Math teachers in general education classrooms (which have both General Ed and Special Ed students). The Special Education teacher also teaches small group literacy and math support classes for students who are significantly behind grade level in these subjects. This position requires a minimum of 3 years of lead teaching experience, at least 2 of which must have been in 4th, 5th, 6th, 7th, 8th or 9th grade classrooms.

Kindergarten Special Education Position:

This teacher will support all kindergarten students with IEPs (Individualized Education Plans) –approximately 20% of TEP's Kindergarten cohort. The Kindergarten Special Education teacher will work as a co-teacher in an integrated classroom, team teaching with the general education teacher. The integrated classroom will have a mix of both General Ed and Special Ed students. The Special Education teacher will also teach small literacy and math groups for students in all of the kindergarten classes. This position requires a minimum of 3 years of lead teaching experience, at least 2 of which must have been with kindergarten students.

Contact:

Apply today here: http:www.tepcharter.org/submit.php

 

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Special Education Coordinator / Resource Teacher

Irving and San Antonio, TX

Job Category: Special Education Coordinator/Teacher

Description:

Duties and Responsibilities of the Special Education Coordinator include: Providing direct and consultative services to students with IEP’s in the school environment; Collaborating with related service providers, assisting general education staff in the implement of accommodations and modifications; Writing and maintaining all IEP’s, Prior Written Notices, and MET paperwork while ensuring compliance with state and federal guidelines; Planning and facilitating meetings throughout the ARD committee process and ongoing communication and collaboration with parents, staff, and administrative staff regarding student planning and progress; Coordinating 504 plans and conducting testing and ELL programming for eligible English language learners; Managing the transition of new enrollees eligible for special education and related services for the 2016 - 2017 school year (Conducting initial records request for new incoming students, creating individual student files/folders for incoming SPED and 504 students, reviewing IEPs, evaluation reports and 504 Plans received on incoming students, scheduling and/or attending meetings with SPED or 504 student families, conducting follow up phone calls to school staff members currently working with some incoming students and responding to emails and calls from parents of potential future students with special needs, etc.)

Requirements:

Candidates will need to hold a valid Texas teaching certificate with Special Education endorsements for K - 12; ESL Certification is preferred.

Benefits:

- Great Hearts offers a very competitive benefits package and overall compensation will be commensurate with talent, experience and education; Strong administrative support; Collaborating Exceptional Student Services Coordinators and Great Hearts Lead Office support

Contact:

For specific questions, please contact Mr. Tom Doebler, Director of Exceptional Student Services: tdoebler@greatheartsaz.org.

Candidates interested in applying can do so at:http://chp.tbe.taleo.net/chp04/ats/careers/requisition.jsp?org=GREATHEARTS&cws=39&rid=552

 

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K-12 Special Education Teacher (Multiple Locations)

Brooklyn, NY

Job Category: Special Education Teacher

An Invitation to Apply for the Position ofK-12 Special Education TeacherConey Island Preparatory Public Charter SchoolBrooklyn, New York

About Coney Island Prep

Coney Island Prep is a college preparatory public charter school in Brooklyn, New York. Merging growth, performance and commitment, the Coney Island Prep community takes its responsibility to prepare students for the college and career of their choice very seriously. Professionals balance their sense of ownership and responsibility with humility and levity and are supported every step of the way.

We were thrilled to launch Coney Island Prep's elementary school in August 2014. Over the next two years Coney Island Prep will continue its growth to serve approximately 1,000 scholars in grades K–12. The mission of Coney Island Prep is to prepare every student to succeed in the college and career of their choice. We achieve success through a rigorous academic program in a supportive and structured school community.

Commitment

There is no more urgent task than to educate students from low-income backgrounds. So we hire professionals who are committed to the core. It's high-energy, fast-paced, tiring and sometimes all-consuming. But we wouldn't have it any other way. And neither would you.

What We Have to Offer

There are plenty of ways you can make an impact. And our team is all in. You have the opportunity to work with students, and there's always someone who's got your back from coaching you through a bad day to helping you grow professionally. And while the environment can be hectic and ever-changing, you'll have all of the technology and caffeine you need to get the job done.

What We Ask In Return

You have to be all in too. You own your work and when you reach your goals, you reach higher. Our professionals work incredibly hard, and are inspired by the urgency of what we do. We need professionals who aren't afraid to ask for help, feedback, and support. They're driven by personal responsibility, data, and results, and they're not above doing whatever's asked. They make friends at work, smile through hectic days, and add a little levity in along the way.

Responsibilities:

  • Assume a high level of personal responsibility for the progress of all students
  • Create academically rigorous lesson plans, materials, and assessments, and differentiate as needed
  • Teach engaging, rigorous, and relevant lessons daily
  • Communicate effectively with all stakeholders, including scholars, families, and staff
  • Commit to a school culture of consistency by implementing school-wide systems, structures, and procedures
  • Reflect on various data sources to improve your practice
  • Take on a proactive role in creating a positive, structured, results-oriented and fun school culture

START DATE AUGUST 2016

Contact Information

Interested applicants should go to https://coneyisland.schoolrecruiter.net/Index.aspx to apply for available jobs.

Coney Island Preparatory Public Charter School is an equal opportunity employer and does not discriminate on the basis of race, religion, color, age, sex, sexual orientation, marital or familial status, national origin, citizenship or disability.

Mindsets and Experience

  • Passion for education and a dedication to Coney Island Prep's mission
  • Steadfast belief that all students can achieve at the highest academic levels and deserve an opportunity to succeed in the college of their choice
  • Bachelors degree required; Masters degree and NY state certification preferred
  • Professional demeanor and excellent organizational skills
  • Self-reflective and open to regular feedback
  • An entrepreneurial spirit, embracing the opportunity for creativity and hard work inherent in a start-up
  • A positive, solution-oriented attitude and drive for excellence
  • Willingness to be a team player
  • Teachers at Coney Island Prep are provided with an extremely generous salary and are eligible for a school-wide performance-based bonus.
  • As a regular full time employee of Coney Island Prep School, you will be eligible for benefits that include medical, dental and vision, as well as a generous retirement benefit package.
  • Teachers are provided with laptops and access to all the necessary technology and resources needed to succeed in the classroom.

Benefits and Compensation

  • Teachers at Coney Island Prep are provided with an extremely generous salary and are eligible for a school-wide performance-based bonus.
  • As a regular full time employee of Coney Island Prep School, you will be eligible for benefits that include medical, dental and vision, as well as a generous retirement benefit package.
  • Teachers are provided with laptops and access to all the necessary technology and resources needed to succeed in the classroom.

Contact:

Victoria Curry
294 Avenue T
Brooklyn, NY 11223
(929)275-5881
vcurry@coneyislandprep.org

 

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Elementary School Principal

Taunton, MA 02780

Job Category: Education

Description:

We are seeking an enthusiastic, dedicated, visionary principal and Catholic educator who will continue the growth and development of the school. We are accepting applications from individuals who will value joining a well established and growing community. Our school provides a variety of special education resources and support for its students.

Requirements:

  • The Candidate must possess a degree in Education or a related field and able to be certified by the State of Massachusetts as a principal.
  • Excellent communication skills, both written and verbal, are essential. Candidate must have a strong understanding of effective marketing and recruitment strategies.
  • An innovative vision of education that includes technology and current teaching methodologies as well as knowledge of budgeting is crucial.
  • Candidate must be a strong instructional leader and have the ability to relate well with children, parents, teachers, and the community at large and work collaboratively with the pastor and school board to lead the school in its mission.

Benefits:

Salary is negotiable based on experience, education, and credentials. Benefits include a 12 month contract with 1 month vacation time, employee health insurance, 403K retirement plan, sick leave, short-term disability. Principal will begin work on July 1, 2016

Contact:

To apply, send your completed forms to the Diocese of Fall River Education Office. Include, current resume, cover letter, and a Diocese of Fall River application. Complete information and packets for employment with the Diocese of Fall River can be downloaded atwww.dfrcs.org . Please indicate on your cover letter "Our Lady Of Lourdes School Principal Committee".

 

Also, please email one copy of your cover letter and resume to Our Lady of Lourdes School. Attn: Principal Search Committee at OLOLSchoolTaunton@gmail.com.

 

To learn more about our school please visit our website at www.ololtaunton.com and on Facebook at ololtaunton . Our Lady of Lourdes School answers Jesus' call to love and serve others and is committed to achieving academic excellence, enriched with Catholic values.

About the Employer

Our Lady of Lourdes Catholic School is an accredited parish school, serving students in grades Pre-K - 5, located in Taunton, MA.

 

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Elementary School ICT Special Education Teacher

New York, NY

Job Category: Teacher

Overview:

Our Special Education Teachers for integrated co-teaching classrooms (ICT) are results-driven and passionate about integrated learning for students with special needs. We are looking for special educators who want to re-imagine public education and education for students with disabilities in particular. Approximately 12-20% of our students have IEPs and struggle with a variety of learning challenges. Nonetheless, our students with disabilities have outperformed district general education students. We seek ICT teachers who believe in their students and have sky-high expectations when working with students with disabilities. This will be a compelling intellectual and educational adventure that will transform you as a person and while doing so you will impact hundreds of students' lives.

About Success Academy

At Success Academy, we are redefining what's possible in public education. Since opening our first school in Harlem in 2006, we have swiftly grown to 34 high-performing schools, from Bed-Stuy to the Bronx, serving approximately 11,000 kids. We are scaling to 100 great schools serving 50,000 children across New York City, bringing transformational change here and across the country. We believe all children, regardless of zip code or family income, deserve the life-changing opportunities that a world-class education brings.


In all grades, pre-K through 12, our exploration-driven curriculum focuses on the whole child and includes chess, art, and other specialized subjects that bring excitement to the school day and foster a lifelong love of learning. To achieve exceptional results for children, we hire the best, the brightest, and the most highly motivated adults we can find. We value excellence, celebrate diversity, and are relentlessly committed to improving ourselves and our work to enhance the lives of our scholars.

As an Elementary School ICT Special Education Teacher, you will:

  • Build a classroom culture in which students love learning
  • Co-teach a rigorous, inquiry-based curriculum
  • Implement appropriate academic and behavioral modifications for students
  • Develop strong relationships with parents and students, creating investment in school culture and academics
  • Hold all students to extraordinarily high expectations, with the fundamental belief that special education students are capable of incredible growth and achievement
  • Drive academic outcomes by analyzing data, studying student work, and implementing high leverage instructional moves to ensure dramatic gains for all students
  • Train with colleagues and school leaders and receive targeted, in-the-moment feedback on instruction, as well as unparalleled support and professional development
  • Have lead teaching experience with a proven record of propelling student growth
  • Hold a Bachelor's degree with an outstanding record of academic achievement and leadership
  • Be a person of high moral character
  • Be passionate about learning

To join our team, please upload a cover letter and resume. Make a compelling argument in your cover letter about your candidacy and qualifications.

Success Academy Charter Schools is an equal opportunity employer and actively encourages applications from people of all backgrounds. Compensation is competitive and commensurate with experience. Success Academy offers a full benefits program and opportunities for professional growth.

Apply here:http://jobs.successacademies.org/job/6074195/elementary-school-ict-special-education-teacher-new-york-ny/

Contact:

Brandon Piper
Manager of Outreach
95 Pine Street Fl 6
New York, NY 10005

 

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Special Education Teacher

Grand Rapids, MI

Job Category: Education

 

EXCELLENCE IS CHOICE

Our real masterpiece is the unleashing of human potential. While our main focus is on creating the conditions of success for children to achieve their dreams, we also focus on developing one another through meaningful relationships, challenging work, constructive feedback, sound professional training, and a true commitment to nurturing the career path of each team member.

OPEN POSITION

Special Education Teacher
(Full-time, Benefits)

Mentor and support will be provided.

Greater Detroit, MI Area

SCHOOLS WE SERVE:

JOB GOAL

To provide students with a first class learning experience, contributing to their development as responsible citizens and leaders in their communities.

TO JOIN OUR DYNAMIC TEAM

To apply, please visit: http://www.applitrack.com/choice/onlineapp.
Applications will be accepted until position has been filled.

MIChoice & Choice Schools Associates LLC are an Education Service Provider for charter schools in Michigan and is the employer. EEOC

QUALIFICATIONS INCLUDE

  • Valid Michigan Elementary/Secondary Teacher Certificate with an endorsement any of the following:
  • Cognitive impairment
  • Learning disabled
  • Emotional impairment
  • Demonstrated competence as a teacher.
  • Montessori certification desired.
  • Excellent verbal and written expression.
  • Strong interpersonal skills.
  • Works well in a collaborative environment.

CONTACT:Courtney Kingma - Human Resources Generalist courtneykingma@choiceschools.com616.785.8440

TO JOIN OUR DYNAMIC TEAM

To apply, please visit: http://www.applitrack.com/choice/onlineapp.
Applications will be accepted until position has been filled.

 

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Special Education Specialist

Olympic Valley, CA

Job Category: Director

Description:

Squaw Valley Academy is looking for an experienced boarding school Special Education certified teacher to join our team and assist in the daily instruction of our students.

The ideal candidate will hold a Master's degree in Special Education, be currently certified and have 2+ years high school experience teaching in Special Education. Boarding school experience a plus.

Assist students in subjects of concern in two Resource classes (address study and organizational skills) and provide support to students in core classes. Assist in IEP/504 reviews, educating/informing faculty of best modalities for student success.

Evaluate and assist students class work, performance, and assignments. Prepare supplemental course materials such as syllabi, homework assignments and handouts. Individualize curriculum content to address various learning needs Collaborate with colleagues to address teaching and research issues. Prepare and submit required reports related to instruction (Individualized Educational Plan goals, progress reports so on) Participate in all faculty campus and community events. Act as academic advisor to group of students (address study and organizational skills)

Run and coordinate 5 day a week, three hour daily Afternoon Learning Center. Assist with the daily boarding school coverage of afternoon activities, evening study hall and weekend duty.

Room and board included. Salary range is above average plus medical and dental Ins.

Requirements:

The ideal candidate will hold a Master's degree in Special Education, be currently certified and have 2+ years high school experience teaching in Special Education. Boarding school experience a plus.

Benefits:

Room and board with above average salary with medical and dental Ins.

Contact:

No phone calls please.
email:wgrant@sva.org

 

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Special Education Teacher

Culver City, CA

Job Category: (K-12) Special Education Teacher

Description:

Provide an educational program for students who are developmentally disabled or have special needs. Ensure progress on all IEP goals and district and state requirements. Continually assess student needs, and design and deliver lessons based on those needs and state standards. Work closely with parents/care providers, classroom team, school staff and administrators to ensure students' needs and goals are met.

Requirements:

Education: Bachelor's degree from an accredited college or university and a valid Special Education Internship, or Preliminary Level 1, Clear Level II, or equivalent California State Special Education Credential. Master's Degree preferred.

Experience: Two years teaching experience in special education classroom.

Knowledge/Abilities/Skills: Knowledge of Welligent and MS Office helpful. Behavior Management and Confidentiality Training required.

Benefits:

  • Paid time off during Spring and Winter breaks.
  • Vacation and sick time accrual.
  • Medical, Dental, and Vision benefits.
  • Professional Development Plan for Teachers.
  • Sign-on bonus.

Contact:

Please submit resume and cover letter to:
hr@ecf.net or fax to (310) 391-1059

 

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Special Education Teacher (Arizona)

Phoenix, Arizona

Job Category: Special Education Teacher

EBS is seeking passionate, motivated Special Education Teachers who want to make a difference in the lives of exceptional children! EBS Special Education Teachers develop and implement all aspects of student IEPs and classroom instruction in order to maximize academic, communicative, behavioral, self-help, social and emotional success.

Responsibilities include:

  • Organizing and implementing an instructional program that meets the developmental level and unique learning style needs of diverse learners
  • Creates a positive educational environment for all students using a multi-tiered system of supports
  • Utilizes Universal Designs for Learning and multiple modalities of instruction for engagement
  • Incorporates a system for data collection and analysis that drives academic decision making
  • Collaborates with other educators, related service providers and parents to maximize student outcomes
  • Uses professional quality communication skills to convey information to the student's team
  • Meets all district, state and federal requirements for the program to which they are assigned including, MET/IEP and Progress Report Deadlines
  • Utilize visual supports and structured teaching methodologies as appropriate to population served
  • Demonstrates an understanding of appropriate curriculum, differentiation and developmental instruction
  • Demonstrates an understanding of behavioral functions and implements a system of positive behavior interventions and supports

EBS offers customized salary packages for each individual employee. An EBS special educator's salary varies based on experience, education, employment setting, and location.

Qualifications:

  • Bachelor's and/or Master's Degree in Special Education
  • Appropriate State Certification/Licensure in Special Education
  • Current Fingerprint Clearance Card
  • SEI Endorsement (For AZ Candidates)

 

To Apply:

Please send updated resume to hr@ebshealthcare.com

 

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Special Educator Teacher - (Hawaii)

Honolulu, Hawaii

Job Category: Special Education Teacher

EBS is seeking passionate, motivated Special Education Teachers who want to make a difference in the lives of exceptional children! EBS Special Education Teachers develop and implement all aspects of student IEPs and classroom instruction in order to maximize academic, communicative, behavioral, self-help, social and emotional success.

Responsibilities include:

  • Creating an optimal learning environment that is responsive to the needs of students with significant emotional and behavioral challenges
  • Organizing and implementing an instructional program that meets the developmental level and unique learning style needs of diverse learners
  • Creates a positive educational environment for all students using a multi-tiered system of supports
  • Utilizes Universal Designs for Learning and multiple modalities of instruction for engagement
  • Incorporates a system for data collection and analysis that drives academic decision making
  • Collaborates with other educators, related service providers and parents to maximize student outcomes
  • Uses professional quality communication skills to convey information to the student's team
  • Meets all district, state and federal requirements for the program to which they are assigned including, MET/IEP and Progress Report Deadlines
  • Utilize visual supports and structured teaching methodologies as appropriate to population served
  • Demonstrates an understanding of appropriate curriculum, differentiation and developmental instruction
  • Demonstrates an understanding of behavioral functions and implements a system of positive behavior interventions and supports

EBS offers customized salary packages for each individual employee. An EBS special educator's salary varies based on experience, education, employment setting, and location.

Qualifications:

  • Bachelor's and/or Master's Degree in Special Education
  • Appropriate State Certification/Licensure in Special Education
  • Experience working with children with emotional disabilities and challenging behaviors/self-contained teaching experience preferred
  • Current Fingerprint Clearance Card (if required for your state)

To Apply:

Please send a copy of your updated resume to hr@ebshealthcare.com

 

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Special Education Teacher - (California)

California

Job Category: Special Education Teacher

EBS is seeking passionate, motivated Special Education Teachers who want to make a difference in the lives of exceptional children! EBS Special Education Teachers develop and implement all aspects of student IEPs and classroom instruction in order to maximize academic, communicative, behavioral, self-help, social and emotional success.

Responsibilities include:

  • Organizing and implementing an instructional program that meets the developmental level and unique learning style needs of diverse learners
  • Creates a positive educational environment for all students using a multi-tiered system of supports
  • Utilizes Universal Designs for Learning and multiple modalities of instruction for engagement
  • Incorporates a system for data collection and analysis that drives academic decision making
  • Collaborates with other educators, related service providers and parents to maximize student outcomes
  • Uses professional quality communication skills to convey information to the student's team
  • Meets all district, state and federal requirements for the program to which they are assigned including, MET/IEP and Progress Report Deadlines
  • Utilize visual supports and structured teaching methodologies as appropriate to population served
  • Demonstrates an understanding of appropriate curriculum, differentiation and developmental instruction
  • Demonstrates an understanding of behavioral functions and implements a system of positive behavior interventions and supports

EBS offers customized salary packages for each individual employee. An EBS special educator's salary varies based on experience, education, employment setting, and location.

Qualifications:

  • Bachelor's and/or Master's Degree in Special Education
  • Appropriate State Certification/Licensure in Special Education
  • Current Fingerprint Clearance Card

To Apply:

Please send updated resume to hr@ebshealthcare.com

 

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Teacher

Washington, DC

Job Category: Teaching

Position: Teacher
Opening Date: School Year 2016-2017
Number of openings: Varies by content area

Our 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 and improving educational outcomes for our students.

In DCPS, 4,500 teachers serve the needs of 49,000 students across 113 schools. As part of a comprehensive reform effort to become the best urban school system in America, DCPS intends to have the highest-performing, best paid, most satisfied, and most honored educator force in the nation whose work drives significant achievement gains for DCPS students.

Responsibilities:

  • Develop and implement curricula to meet academic standards
  • Thoughtfully plan daily lessons and implement specific strategies to meet the needs of all students, providing extra support, enrichment, or variation of work when necessary
  • Be accountable for students' academic growth and increase each individual student's achievement
  • Design and implement assessments that measure progress towards academic standards and diagnose areas of student misunderstanding
  • Use assessment data to refine curriculum and inform instructional practices
  • Create a positive, achievement-oriented learning environment
  • Reflect on successes and areas of growth as a teacher, seek to improve performance, and respond to feedback
  • Participate in collaborative curriculum development, grade-level activities, and school-wide functions
  • Invest parents and families in their children's academic success through regular communication
  • Perform other related duties as assigned.

Qualifications:

  • Bachelor's degree
  • Possesses or is eligible for a valid District of Columbia Teaching License (for more information on DC Teacher Licensure, please visit the website of the Office of the State Superintendent of Education at http://osse.dc.gov/service/teacher-licensure)
  • Successful completion of Praxis I and II exams (unless holding a standard teaching license)
  • Strong instructional skills and classroom management
  • Ability to self-reflect on teaching practices and be responsive to feedback
  • Personal Qualities of Top Candidates
  • Commitment to Equity: Passionate about closing the achievement gap and ensuring that every child, regardless of background or circumstance, receives an excellent education.
  • Leadership: Coaches, mentors, and challenges others to excel despite obstacles and challenging situations.
  • Focus on Data-Driven Results: Relentlessly pursues the mastery of instruction based on student performance, and is driven by a desire to produce quantifiable student achievement gains.
  • Innovative Problem-Solving: Approaches work with a sense of possibility and sees challenges as opportunities for creative problem solving; takes initiative to explore issues and find potential Innovative solutions.
  • Adaptability: Excels in constantly changing environments and adapts flexibly in shifting projects or priorities to meet the needs of a dynamic transformation effort; comfortable with ambiguity and non-routine situations.
  • Teamwork: Increases the effectiveness of surrounding teams through collaboration, constant learning and supporting others; sensitive to diversity in all its forms; respects and is committed to learning from others

How to apply:

To apply, visit our website at www.joindcpublicschools.com/teachers, and complete our online application.

 

QUESTIONS:

If you have any questions, please email us at teach.dcps@dc.gov.

 

STAY INFORMED!

Follow us on Twitter at @dcpsjobs, or become a fan of DCPS Jobs on Facebook.

Criminal Background Check

In accordance with the Criminal Background Checks for the Protection of Children Act of 2004, this position has been designated and identified as one which requires a criminal background check and/or traffic record check. If you are tentatively selected for the position, a criminal background check will be conducted. A final offer of employment is contingent upon the receipt of a satisfactory criminal background check.

Notice of Non-Discrimination

In accordance with Title VI of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, the Age Discrimination Act of 1975, Title II of the Americans with Disabilities Act of 1990 and the D.C. Human Rights Act of 1977, as amended, District of Columbia Official Code Section 2-1401.01 et seq. (Act), the District of Columbia Public Schools (DCPS) does not discriminate (including employment therein and admission thereto) on the basis of actual or perceived race, color, religion, national origin, sex, age, marital status, personal appearance, sexual orientation, gender identity or expression, family status, family responsibilities, matriculation, political affiliation, genetic information, disability, source of income, status as a victim of an interfamily offense, 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. Discrimination in violation of the aforementioned laws will not be tolerated. Violators will be subject to disciplinary action. Inquiries regarding the non-discrimination policies of DCPS will be handled as follows:

Employees with inquiries regarding non-discrimination policies related to employment and employees should contact:

Equal Employment Opportunity Specialist
Office of Labor Management & Employee Relations
District of Columbia Public Schools
1200 First St, NE, 10th Floor, Washington, DC 20002
(202) 442-5424

 

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Special Education Teacher

Vestal, NY

Job Category: Special Education Teacher

 

Special Education Teacher - Institute for Child Development

About The Research Foundation for SUNY at Binghamton:

The Research Foundation, founded in 1951, exists to serve SUNY and to capitalize on the scope, scale and diversity of SUNY as an engine of New York state's innovation economy.

The RF supports nearly $1 billion in SUNY research activity annually, providing sponsored programs administration and commercialization support services to SUNY faculty performing
research in numerous disciplines.

The Research Foundation of SUNY is a private not-for-profit corporation that administers externally funded sponsored projects for and on behalf of SUNY. The Research Foundation is a separate employer from SUNY and the State of New York and offers separate compensation and benefit plans.

RESPONSIBILITIES:

  • Formulate, write, and implement Individual Education Plans.
  • Develop, construct, write and implement habilitative programs for children.
  • Objectively evaluate child behavior and performance.
  • Monitor and objectively evaluate child behavior and performance and modify programs as required.
  • Conduct and Consult on program analyses to determine effectiveness.
  • Prepare written reports as needed.
  • Maintain frequent contact with parents or guardians of children, in oral and written forms, regarding child progress on IEP goals.
  • Participate orally and by providing written material in multiple weekly staff meetings.
  • Provide support, in vivo supervision and performance feedback to paraprofessional staff as directed.
  • Provide support, in vivo supervision and performance feedback to undergraduate practicum students as directed.

EXPECTATIONS:

  • Provide direct child instruction and care for 5-days a week as determined by the Unit calendar. Meetings, preparation, parent contact, etc. will occur outside direct child attendance times
  • Be available for ad hoc meetings and consultation during work hours as specified by Director of Educational Services, which may vary.
  • Participate in all habilitative, self-help and emotional development programs as requested.
  • Maintain appropriate cleanliness, organization and decoration of classroom.
  • Assist children to and from bus stop and monitor lunch period.
  • Demonstrated proficiency in analytical methods and written English expression.

LEVEL OF SUPERVISION:

Special Education Teachers will be supervised by and work closely with the Director of Educational Services. In vivo supervision of instructional effectiveness will be provided. In addition, consultation on program development, data evaluation and related responsibilities will be held bi-weekly.

REQUIRED QUALIFICATION:

  • Bachelor's or Master's degree in Special Education
  • New York State teaching certification or eligibility
  • Must be fluent and easily understood in English with very good articulation to accommodate the communication and comprehension needs of the children served.

Please see the Research Foundation website for more information on qualifications and organizational policies.

https://rfbu.interviewexchange.com/jobofferdetails.jsp?JOBID=63321

 

ANNUAL SALARY:

$33,000 dependent upon qualifications and experience.
Full time position includes full benefits package through the Research Foundation of the State University of NY.

 

Research Foundation Commitment to Equal Employment Opportunity
The Research Foundation for The State University of New York (RF) is committed to the principles of Equal Employment Opportunity and Affirmative Action.

The Research Foundation for SUNY is a private, not for profit corporation.

To apply please submit:

  • Cover letter
  • Resume
  • Three letters of recommendation are required prior to employment
  • You may add additional files/documents after uploading your resume.
  • After filling out the contact information, you will be directed to the upload page.

Returning Applicants: - Login to your The Research Foundation for SUNY at Binghamton Careers Account to check your completed application.

Please contact us if you need assistance applying through this website.

https://rfbu.interviewexchange.com/jobofferdetails.jsp?JOBID=63321

 

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Special Education Teacher

Phoenix, AZ and Tucson, AZ

Job Category: Special Education Teacher

Description:

$48,000/school year (180 days). Summers off with year round pay. Special Education Teachers needed in Arizona (Phoenix and surrounding cities). Needs are in the self-contained and resource settings serving students with emotional disabilities (ED), Autism (A), Severe/Profound (S/P), and Intellectual Disabilities (ID). STARS is the largest school contract agency in AZ. STARS is owned and operated by Occupational Therapists. You will be an employee and receive full benefits (see below). With a proven track record, STARS is able to offer you an unbeatable support system and resources. STARS is hiring for the 2015-2016 school year. STARS places Special Education Teachers throughout the Phoenix, Tucson and the surrounding area public schools.

Requirements:

  • Certification through the AZDOE, in Special Education
  • Arizona Fingerprint Card through AZDPS
  • We will help you get the credentials needed and reimburse you for the cost.

Salary:

$48,000/SCHOOL YEAR, BASED ON 180 DAYS

STARS also offers a fantastic benefit package including:

  • 16 weeks off
  • 100% Company paid Health, Dental, and Life Insurance
  • $1,000/year Continuing Ed Money
  • Paid DOE Certification Fees
  • Paid NASET Dues
  • Spanish Immersion trip
  • Hawaii Trip for two
  • 401K
  • 125 Plan
  • Direct Deposit
  • Evaluation tools and treatment supplies
  • Two company sponsored parties with professional entertainment
  • Company newsletter
  • STARS sponsored dinner meetings with national/local speakers
    • Yearly raises
    • Referral bonuses
    • Moving $
    • Birthday gifts and other appreciation throughout the year
    • Genuine Appreciation

YOU WILL FEEL LIKE A STAR!!!

Contact:

Brian Paulsen, COO #480.221.2573; Please email your resume to Jobs@StudentTherapy.com; Apply Online at StudentTherapy.com, we would love to hear from you!

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