July 2017 - Special Educator e-Journal


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One Size Does Not Fit All: Facilitating Parental Involvement in the Special Education System

By Kelly Green

Abstract

The lack of parental involvement in the special education system has been a topic of interest in research for many years. Despite decades of federal legislation, research suggests that many parents in the special education system are dissatisfied with the ability of educational professionals in understanding the needs of students with disabilities. Further, research shows that many parents feel disenfranchised from decisions made about their children in the special education system. The purpose of this review is to examine the core issues in existing approaches to facilitating parental involvement, the possible solutions to these problems, and the new approaches that could unite parents and professionals to collaborate for student success.

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How the Student’s Culture Can Affect the Education and Services Provided to Students with Disabilities: A Review of the Literature

By Jaclyn Sachs

Introduction

The student's culture can affect the education and services provided to students with disabilities. It's so very important to examine this topic. There are several minority students in special education. According to Ford (2012), dissimilarities in beliefs, values, customs, as well as traditions among White teachers and their racially, ethnically, and linguistically different (RELD) students add to deficit thinking and low expectations. There also exist cultural clashes as well as cultural misunderstandings. These attitudes do develop in unwarranted referrals for special education evaluation and services. Additionally, minority students are examined and treated as if they are a homogenous group. The histories and backgrounds of the RELD groups (Hispanic, African American, Asian, and Native American) and numerous subgroups in the United States and schools are examined in generic terms rather than in specific terms (Ford, 2012). Additionally, inadequate and inappropriate referral, assessment, and evaluation procedures used either to refer students for possible inclusion in special education, or to decide their placement in special education, add largely to the large numbers of minority students in these programs.

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Disproportionality in Special Education: A Review of the Literature

By Norma Samburgo

Introduction

The degree in which the student’s demographics, such as ethnicity, culture, race, gender, or social class, affects the likelihood of being placed in special education is called disproportionality.  Racially, culturally, ethnically, and linguistically diverse students in U.S. are either overrepresented in special education or underrepresented in gifted programs.  For instance, African American students are overrepresented in the categories of mild mental retardation and severely emotionally disturbed (Griner et al., 2012) and according to the U.S. Department of Education, they account for 20% of the special education population even though African American students only represent 14.8 % of the U.S. school age population (Irvine, 2012).  Similarly, children of immigrants are also overrepresented in special education, especially in the category of learning disability (LD).  The theory behind this, is that immigrants usually face social and economic difficulties when they arrive to U.S. with the addition of limited English proficiency, characteristic that place their children in a difficult position since U.S. schools put emphasis in learning English.  According to Shin and Kiminski (2010), 26 % of the U.S. school population in 2007 spoke other languages than English and this situation is expected to increase.

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Improving Multicultural Parental Involvement through Cultural Responsiveness and Advocacy

By Lisa-Stephanie Valme

Abstract

Regarding the United States educational system, immigrant parents and students have been found to be at quite an unjust disadvantage in terms of parental involvement in school systems and the disproportional representation of multicultural students in exceptional education programs. The literature review focuses on the benefits and consequences of multicultural parental participation in the school system, immigrant advocacy for their children with disabilities, and the disproportional rate of immigrant students in inappropriate programs. While emphasizing the use of cultural responsiveness in hopes of effectively addressing the bridge between school and home cultures, it was found that these practices could also potentially elicit a greater immigrant parental and family involvement and advocacy in schools, while decreasing the unjust placement of students in inappropriate programs.

 

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Not Being Left Behind: Ensuring Equal Access to Education for Students with Disabilities: A Review of the Literature

By Christine Williams

Introduction

Students with disabilities can face many challenges when attempting to navigate the educational system. The No Child Left Behind Act 2001 and Individual with Disabilities Improvement Education Act 1975 provide legal mandates that require all students equal access to a free public education, irrespective of any needs they may have. Theoretically, this should be the case, but in reality, there are many obstacles students and their families can face when striving to achieve this goal, especially for children with disabilities.

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Section 504 Review and Students with Medical Disabilities | Video

This 26-minute video is a product of the Utah Parent Center. Other Parent Centers can use the video in their own trainings or connect families with the video online for their own convenient viewing. The video reviews Section 504 and discusses how to address the needs of students with medical disabilities with Section 504 plans.

Access the video, at:

https://www.youtube.com/watch?v=OB_LsUgf5QE


What You Need to Know: Information and Support for Parents of Children with Kidney Disease

This article from Friendship Circle is written by a parent of a new baby who had an "incurable kidney disease" that would "require her to have a kidney transplant early in her life." The article discusses the impact of kidney disease; gives the parent's perspective on the tears, hurdles, and joy involved in parenting a child with kidney disease; and closes with organizations to connect with and other recommended resources.

Access the article at:
http://www.friendshipcircle.org/blog/2017/03/29/resources-on-kidney-disease/


Buzz from the Hub | Summertime’s Ahead

From Bookshare: Summer Reading Your Child Will Love
Bookshare offers an accessible online library for people with print disabilities. Check out these great titles handpicked by Bookshare for young readers, middle school students, teens, and adults.

Don't Stress the Summer: Managing Behavior at Home
This article is written by a mother of three children under 7, the oldest having ADHD and a Sensory Processing Disorder (SPD) diagnosis. She shares 7 strategies she uses in her own home to manage behavioral difficulties, promote cooperative interactions, and reduce the overall level of stress.

Exercise and Fitness for Those with Disabilities
Connect the families you serve with the National Center on Health, Physical Activity and Disability (NCHPAD), especially this page of fact sheets describing various exercise and fitness techniques, adaptations, programming, and related exercise equipment that can be used by, for, and in working with individuals with a variety of disabilities and health conditions.

Prepare for Success When Traveling with Your Child with Special Needs
Traveling with any child is a game of chance as to how they will react, but parents of children with disabilities will need to do a little more preparing to get from point A to point B.

A Transition Guide to Postsecondary Education and Employment for Students and Youth with Disabilities
In March, President Trump rescinded the Department's regulations relating to accountability and state plans under the Every Student Succeeds Act (ESSA). To reflect these changes, OSERS has revised and reissued this transition guide to remove references to the now rescinded ESSA regulations.

Eligibility Determinations for Children Suspected of Having a Visual Impairment Including Blindness
OSEP's May memo reinforces key points made in its Letter to Kotler (November 2014) as to whether an SEA or LEA could further define the disability category "visual impairment including blindness" under IDEA. In the new May memo, OSEP shares information about outside resources related to the identification and evaluation of children suspected of having a visual impairment including blindness.

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Latest Employment Opportunities Posted on NASET

Special Education Teacher

Suwanee, GA

Job Category: Teacher

Posted on Tuesday, 27. of June 2017

Primary Responsibilities:

Responsible for planning and providing for appropriate learning experiences for students based on the district's AKS curriculum as well as providing an atmosphere and environment conducive to the intellectual, physical, social, and emotional development of individuals

License and Certification Qualifications:

Meet Georgia certification requirements in appropriate field of education.

Education Qualifications:

Bachelor's degree in applicable field of education from a Professional Standards Commission (PSC) approved college or university required.

Experience Qualifications:

Previous teaching experience preferred.

Skills Qualifications:

Knowledge of Gwinnett County Public Schools (GCPS) Academic Knowledge and Skills (AKS) curriculum with in-depth knowledge of content in field of certification; knowledge of techniques for integrating curriculum, GCPS policies, and effective instructional practices; understanding of the teaching/learning process; ability to infuse technology into instruction to increase student learning; ability to work effectively with administrators, colleagues, central office, and school based staff, students, parents, and community; excellent oral and written communication and human relations skills; exemplary teaching and diagnostic assessment skills; mastery of subject area; and knowledge of Individuals with Disabilities Education Improvement Act (IDEIA) and due process.

Benefits:

http://www.gcpsjobs.org/resources/benefits/

Interested?

Please contact our Recruitment Department at 678-301-6076 and apply to positions today at http://www.gcpsjobs.org

______________________________________________________________________

Teacher of Students with Autism

Manassas, Virginia

Job Category: Teacher

Posted on Monday, 19. of June 2017

BASIC FUNCTION/NATURE OF WORK:

The special education teacher's function is to develop and implement effective instructional practices based on the needs identified in students' Individualized Education Programs (IEPs). The teacher will develop, implement and monitor the students' Individualized Education Programs in collaboration with parents and other IEP Team members. The teacher will promote a collaborative relationship with school staff and parents that will foster inclusionary practices.

DUTIES & RESPONSIBILITIES/ILLUSTRATIVE EX OF WORK:

1. The duties and responsibilities of a special education teacher shall include the responsibilities of teachers as listed in Prince William County Public Schools Regulation 561.01-1, Certificated Personnel Responsibilities and Duties.
2. The teacher shall have knowledge of and adhere to federal, state and local laws and regulations governing the education of students with disabilities.
3. Develop Individualized Education Programs (IEPs), plan curriculum, develop individualized lesson plans and prepare instructional materials that reflect understanding of the learning styles and needs of assigned students, considering the Virginia Standards of Learning, local requirements and physical, emotional, and academic levels of development.
4. Instruct students in all areas specified by the IEP.
5. Develop and implement a variety of effective teaching strategies and techniques; i.e., hands-on, student interaction, lecture, group work, etc., to present instructional content to the students.
6. Plan, integrate and utilize technology for classroom instruction.
7. Utilize assistive technology and specialized equipment.
8. Work with students to increase motivation, provide consistent reinforcement to learning, continuous assessment of level of functioning, and continuous feedback to students for all learning activities.
9. Develop and implement a plan for managing classroom behaviors in accordance with IEP using a variety of positive behavioral supports.
10. Participate in the development and implementation of Behavioral Intervention Plans using the Functional Behavior Assessment process.
11. Administer, interpret, and report standardized test results for purposes of evaluating educational progress and determining eligibility for special education.
12. Participate in staff, department and special education committee meetings as required.
13. Maintain a system of record keeping and data collection following required procedures as outlined in the Special Education Manual.
14. Compile and maintain special education component of Student Education Record as outlined in the Special Education Manual.
15. Complete Prince William County Public Schools' 30-hour staff development requirement.
16. Participate in specialized staff development activities to improve job related skills and apply "best practices" in working with students with disabilities.
17. In a co-teaching situation, collaborate with general education classroom teacher to assess program effectiveness, recommend instructional strategies, ensure implementation of student's required accommodations and/or modifications, provide curriculum coordination between general and special education, and evaluate the student's educational progress.
18. Consult with general education teacher regarding instructional and behavioral strategies for assigned students in general education classes.
19. Inform general education teachers of accommodations and modifications required by the students' IEPs.
20. Plan and supervise assignments for teacher assistant(s) and/or other volunteer(s).
21. Perform other duties within the limits of special education regulation as assigned by the Principal.

DAYS: 195
FULL TIME/PART TIME: Full Time

Visit https://jobs.pwcs.edu/Jobs/ to view this and all complete job descriptions.

BASIC QUALIFICATIONS:

Master's degree preferred. Bachelor's degree required. PWCS is interested in candidates with ESL and bilingual credentials and foreign language fluency.

STATE REQUIREMENTS/QUALIFICATIONS:

Hold a Virginia teaching certificate with endorsements in the area of disability served. In lieu of complete endorsement, a conditional license may be granted if the teacher is working toward complete endorsement at a rate of a minimum of six (6) semester hours per year. Prince William County Public Schools (PWCS) does not discriminate in employment nor in its educational programs, services and activities on the basis of race, color, religion, national origin, sex, pregnancy, childbirth or related medical conditions, age, marital status, veteran status, or disability.

BENEFITS:

Medical/Dental/Vision Plan Options w no deductible, Virginia Retirement System, Supplemental Retirement, Tuition Reimbursement

CONTACT:

Julie Curry
EMAIL: recruit@pwcs.edu
TELEPHONE: 703.791.8050

______________________________________________________________________

Early Childhood Special Education Teacher

Manassas, Virginia

Job Category: Teaching

Posted on Friday, 16. of June 2017

BASIC FUNCTION/NATURE OF WORK:

The special education teacher's function is to develop and implement effective instructional practices based on the needs identified in students' Individualized Education Programs (IEPs). The teacher will develop, implement and monitor the students' Individualized Education Programs in collaboration with parents and other IEP Team members. The teacher will promote a collaborative relationship with school staff and parents that will foster inclusionary practices.

DUTIES & RESPONSIBILITIES/ILLUSTRATIVE EXAMPLES OF WORK:

1. The duties and responsibilities of a special education teacher shall include the responsibilities of teachers as listed in Prince William County Public Schools Regulation 561.01-1, Certificated Personnel Responsibilities and Duties.
2. The teacher shall have knowledge of and adhere to federal, state and local laws and regulations governing the education of students with disabilities.
3. Develop Individualized Education Programs (IEPs), plan curriculum, develop individualized lesson plans and prepare instructional materials that reflect understanding of the learning styles and needs of assigned students, considering the Virginia Standards of Learning, local requirements and physical, emotional, and academic levels of development.
4. Instruct students in all areas specified by the IEP
5. Develop and implement a variety of effective teaching strategies and techniques; i.e., hands-on, student interaction, lecture, group work, etc., to present instructional content to the students.
6. Plan, integrate and utilize technology for classroom instruction
7. Utilize assistive technology and specialized equipment.
8. Work with students to increase motivation, provide consistent reinforcement to learning, continuous assessment of level of functioning, and continuous feedback to students for all learning activities.
9. Develop and implement a plan for managing classroom behaviors in accordance with IEP using a variety of positive behavioral supports.
10. Participate in the development and implementation of Behavioral Intervention Plans using the Functional Behavior Assessment process.
11. Administer, interpret, and report standardized test results for purposes of evaluating educational progress and determining eligibility for special education.
12. Participate in staff, department and special education committee meetings as required.
13. Maintain a system of record keeping and data collection following required procedures as outlined in the Special Education Manual.
14. Compile and maintain special education component of Student Education Record as outlined in the Special Education Manual.
15. Complete Prince William County Public Schools' 30-hour staff development requirement.
16. Participate in specialized staff development activities to improve job related skills and apply "best practices" in working with students with disabilities.
17. In a co-teaching situation, collaborate with general education classroom teacher to assess program effectiveness, recommend instructional strategies, ensure implementation of student's required accommodations and/or modifications, provide curriculum coordination between general and special education, and evaluate the student's educational progress.
18. Consult with general education teacher regarding instructional and behavioral strategies for assigned students in general education classes.
19. Inform general education teachers of accommodations and modifications required by the students' IEPs.
20. Plan and supervise assignments for teacher assistant(s) and/or other volunteer(s).
21. Perform other duties within the limits of special education regulation as assigned by the Principal.

DAYS: 195
FULL TIME/PART TIME: Full-Time

Visit https://jobs.pwcs.edu/Jobs/ to view this and all complete job descriptions.

REQUIREMENTS:

Bachelor's degree and eligibility for Virginia licensu re as set forth by the Virginia Department of Education required. Master's degree and ESL, bilingual credentials, and/or foreign language fluency preferred.

Prince William County Public Schools (PWCS) does not discriminate in employment nor in its educational programs, services and activities on the basis of race, color, religion, national origin, sex, pregnancy, childbirth or related medical conditions, age, marital status, veteran status, or disability.

BENEFITS:

Medical/Dental/Vision Plan Options w no deductible, Virginia Retirement System, Supplemental Retirement, Tuition Reimbursement

CONTACT:

Julie Curry
EMAIL: recruit@pwcs.edu
TELEPHONE: 703.791.8050

______________________________________________________________________

Special Education Preschool Teacher

Longview, WA

Job Category:

Posted on Thursday, 15. of June 2017

The Longview School District has an opening for

SPECIAL EDUCATION PRESCHOOL TEACHER – BROADWAY LEARNING CENTER

1.0 FTE for the 2017-2018 School Year (2 positions available)

CLOSING DATE: Open until filled

SUPERVISOR: Building Principal

QUALIFICATIONS:

1. Bachelor's degree or post-graduate work in early childhood education. Master's degree preferred.

2. Valid Washington State teaching certificate with a special education endorsement. Early childhood special education endorsement preferred.

3. Demonstrated understanding of research-based instructional strategies and assessment practices that support effective instruction.

4. Recent successful experience working with educators in demonstrating and modeling effective instructional strategies and assessment practices.

5. Demonstrated knowledge of needs of diverse learners and strategies for addressing these needs.

6. Understanding of appropriate local and state standards.

7. Maintain integrity of confidential information relating to students, staff and district patrons.

8. Evidence/demonstration of use of technology to enhance student learning or willingness to learn.

9. Demonstrated organizational skills and commitment to follow through on tasks.

10. Demonstrated ability to establish and maintain excellent working relationships with students, teachers, school administrators, support personnel, and community members.

11. Demonstrated ability to effectively communicate orally and in writing.

ESSENTIAL JOB FUNCTIONS:

1. Lead teacher for special education preschool classroom serving three an  four year old children with a range of communication, social-emotional, and physical developmental delays, including those with autism spectrum disorder.

2. Plan, develop and implement individualized educational plans for students with developmental learning needs, using early childhood standards and adopted early learning curriculum, preschool math and literacy priority standards and specially designed instruction.

3. Meet district, state, federal timelines and legal requirements related to assessment, IEP design, and Child Outcomes Summary Reporting.

4. Create and modify structure of classroom to meet the needs of the current students.

5. Guide instructional content and monitor individual student progress as member of building data team.

6. Create instructional materials (with modifications to meet individual needs).

7. Create visual systems for classroom (schedules, PECS, social stories).

8. Team with SLP and OT, and extended day autism team to provide services to students with social communication disabilities.

9. Extend professional learning about trends and practices through training with district autism support assessment and planning tool (SCERTS).

Classroom/Program Consultation and Support

1. Provide training and supervision, and modeling to

classroom Para educators in the delivery of appropriate

communication, physical, and social interventions,including toileting and feeding programs.

2. Provide training and supervision to Para educators in the delivery  classroom behavior management systems including 1,2,3, Magic.

3. Actively participate in building Professional Learning Community (PLC) Data Team, presenting individual and classroom data for monitoring and adjusting instructional interventions.

4. Participate in weekly building curriculum planning meetings.

Parent Connections

1. Provide support and information to parents through initial and conference home visiting, at least three times each year.

2. Support school-home communication through newsletters and phone calls.

3. Plan and participate in four (2-4) parent education nights and family events, as determined by annual building plan.

4. Assist with the design and modification of instructional and behavioral support materials to be used at home.

5. Attend and participate in district-wide kindergarten transition event to support students and families.

Community Connections

1. Collaborate with building Head Start/ECEAP teachers in the design of learning opportunities for students to interact with typically developing peers.

2. Serve 2-3 typically developing students in each session to provide peer modeling for students with special education needs.

3. Prepare and deliver kindergarten transition reports to receive elementary buildings in spring of each school year.

WORKING CONDITIONS / PHYSICAL REQUIREMENTS

1. May be required to travel between buildings and occasionally attend workshops and conferences with the region or state.

2. Required to work flexible hours and schedule which may include some evenings. Expected to prepare classroom for the start of school and prepare workspace or room for summer cleaning after the last day of school.

3. Classroom/office environment which includes frequently walking, occasional lifting, and bending, stooping, kneeling and keyboarding.

TERMS OF EMPLOYMENT:

Contract Term: 180 days

Salary: Based on the 2016-17 state salary schedule. Additional compensation based on Longview Education Association Agreement with the Longview School District.

Benefits: Medical, dental, vision and other board approved benefits.

APPLICATION PROCEDURE:

Current LEA, please submit updated resume, cover letter and 3 confidential professional references.

Apply online at www.longviewschools.com, and provide the following documents electronically:

  • Electronic application
  • Electronic Resume
  • Scanned copies of University or college transcripts. Original transcripts will be required if hired.
  • Scanned copy of current teaching certificate and teaching endorsements
  • Scanned copies of state assessments (West B, West E, Praxis I&II)
  • Three (3) electronic references

Applications will be accepted until filled by a qualified applicant.

The Longview School District is a Drug & Tobacco Free workplace.

Immigration Reform and Control Act Requirement: New employees will be required to complete an INS 1-9 form and must provide proof of employment eligibility.

Disclosure Statement and Background Check: Pursuant to RCW 43.43.830 through RCW 43.43.840, new employees will be required to complete a disclosure form indicating any convictions of crimes against persons as listed in the law. In addition, a background check based on fingerprints will be requested from the Washington State Patrol and the Federal Bureau of Investigation.

Job Sharing: Pursuant to RCW 28A.405.070, the district will accept applications from individuals wishing to share a position.

NOTICE OF NONDISCRIMINATION

The Longview School District is an Equal Opportunity district in education programs, activities, services, and employment. Longview School District does not discriminate on the basis of sex, race, creed, religion, color, national origin, age, veteran, or military status, sexual orientation, gender expression or identity, disability, or the use of a trained dog guide or service animal. We provide equal access to the Boy Scouts of America and other designated youth groups. If you have a physical or mental disability that causes you to need assistance to access school facilities, programs, or services, please notify the school principal. This district endeavors to maintain an atmosphere free from discrimination and harassment. Any person who believes he or she has been discriminated against should contact the school principal. In addition, the following district employees, located at 2715 Lilac Street, Longview, have been designated to handle questions and complaints of alleged discrimination: Title IX Coordinator and Civil Rights Compliance Coordinator: Ron Kramer, Director of Human Resources, (360) 575-7004, rkramer@longview.k12.wa.us; Section 504/Student ADA Coordinator: Rod McHattie, Director of Special Services, (360) 575-7008, rmchattie@longview.k12.wa.us

______________________________________________________________________

Middle School/ High School Inclusive Specialist (Special Education) Teacher

Los Angeles, CA or Panorama City, CA

Job Category: Full Time

Posted on Thursday, 08. of June 2017

Description:

Bright Star Schools is seeking a certified Inclusive Specialist (Special Education) Teacher to join our family! The selected candidate will collaborate with the Special Education Team to differentiate lesson plans for a variety of learners (kinesthetic, gifted students, English Language Learners, and/or students with IEPs, etc.) while upholding Bright Star’s mission and values. In addition to salary and benefits (listed below) we are currently offering a $5,000 signing bonus to all new 2017-18 Inclusive Specialist Teachers.

Bright Star Schools is a free, publicly funded and open enrollment non-profit organization with seven public charters in urban Los Angeles. Across all of our Bright Star sites, over 90% of our students are eligible for free and reduced lunch.

We are people-first as an organization, and students-first across all of our school sites. Bright Star students achieve academic excellence, accept responsibility for their futures, and embrace school as family. We offer students the opportunity to develop their unique talents and ambitions in a supportive, collaborative environment, so they are prepared to be lifelong learners and leaders — to discover ways to create positive change for themselves, their families and their communities.

We make it a high priority to create a safe and inclusive environment for our students and staff. We offer small class sizes, comprehensive teacher support, and numerous collaboration opportunities across the organization and within school sites. We strongly believe in teacher voice, and we work to increase teaching practice and effectiveness through our data-driven and feedback-derived professional development.

Qualifications & Experience:

  • Bachelor’s degree
  • CA Education Specialist Credential
  • Candidates with an intern credential considered
  • Two years of urban teaching experience preferred
  • Bilingual Spanish or Korean desirable
  • Possession of either Bilingual, Cross-Cultural, Language and Academic Development (BCLAD) certificate; Cross-Cultural, Language and Academic Development (CLAD) certificate; Bilingual Certificate of Competence (BCC); or Language Development Specialist (LDS) certificate desirable

Teacher Traits:

  • Belief that every child is deserving an excellent education which prepares him/her for college and life beyond
  • Demonstrated ability to teach whole child in an inclusive setting using modifications and accommodations
  • Willingness to receive feedback, engage in frequent dialogue and ability to self-reflect
  • Life-long learner
  • Collaborative
  • Belief in data-driven instruction
  • Firm, kind approach to managing student behavior
  • Technologically competent
  • Entrepreneurial spirit and creative problem solver
  • Sense of humor and love of teaching

 

Benefits:

  • Competitive salary based on experience and education (see here for salary scale)
  • $5,000 signing bonus for all new Inclusive Specialist Teachers
  • Health, dental, vision, STRS retirement matching, life insurance, short-term disability, optional 403b plan, sick and vacation paid time off, and holidays
  • Laptop
  • No-Cost New Teacher Development Program for those with a preliminary teaching credential
  • Instructional Leaders as Principals
  • School Connectors to support with family engagement and communication

 

Apply:

All teacher applications may be submitted online via our website.  Completed applications include: cover letter, resume, two letters of recommendation, and three professional references.

Contact:

Leslie Nguyen, Talent Manager

lnguyen@brightstarschools.org

______________________________________________________________________

Special Education Teacher

Redwood City, CA

Job Category: Full Time Teaching

Posted on Thursday, 08. of June 2017

Description:

Summit Public Schools is hiring Special Education teachers in Redwood City, San Jose, and Richmond, CA, as well as Tacoma, WA.

To learn more and apply online, click here: http://grnh.se/d0hwx31

Requirements:

  • Commitment to uphold Summit's values and belief that all children deserve a rigorous, college-preparatory education
  • A California Teaching Credential or one from any other US state (or a commitment to obtain one)
  • At least a Bachelor's Degree (a Master's Degree in Education is preferred but not required);
  • Meet health clearance, and pass the reference, background/criminal checks, per education code

Benefits:

Generous retirement, as well as health, vision and dental benefits.

Contact:

Jenn Pollock
Manager of Selection
talent@summitps.org

Apply online at http://grnh.se/d0hwx31

______________________________________________________________________

Teaching in New York City

New York City, NY

Job Category: Full Time Teaching

Posted on Friday, 14. of April 2017

DESCRIPTION:

The New York City Department of Education is looking for bright, motivated, and dedicated teachers who are passionate about sparking opportunity for all students. With over 1,800 schools and 1.1 million students, New York City provides endless opportunities for you to hone your craft and build your career.

Whether in Coney Island or the South Bronx, our team of exceptional educators is passionate about urban education and is fiercely committed to success for all students.  Our schools range in size (from 200-4,000 students) and are as diverse as our students and the neighborhoods we serve, allowing you to choose a school community that fits your needs as an educator.  And with more than 200 innovative partnerships with leading arts, science and cultural organizations around the city, you will never run out of ways to expand your curriculum and pique students’ interest.

New York City public schools are committed to fostering curiosity and confidence in all students, and jumpstarting the next generation of innovators, leaders and citizens. Now is your chance to help us make that happen.

COMPENSATION AND BENEFITS:

New York City public schools offer competitive starting salaries ranging from $54,000 to $81,694, based on prior teaching experience as well as your undergraduate and graduate education.

You may also become eligible for additional income through a wide array of incentives and school positions that will stretch and challenge you as an educator.  You might earn additional grants by teaching in a select, high-need school as part of our Teachers of Tomorrow program, or by helping your colleagues develop in one of our many teacher leadership roles .

REQUIREMENTS:

To apply to teach in New York City, candidates must first meet the following requirements:

  • Possess or be on track to earn a New York State Department of Education (NYSED) teaching certification by the start of the 2017-18 school year. If you are not already NYSED-certified, there are several ways to obtain certification .
  • Complete an online teacher application at TeachNYC.net


Learn more about our application requirements and deadlines and apply to teach in New York City today!

APPLY:

http://teachnyc.net/?utm_source=job-board&utm_medium=job-posting&utm_campaign=2017-applications&utm_term=Spark&utm_content=Naset

______________________________________________________________________

Special Education Specialist

Multiple Locations

Job Category:

Posted on Monday, 24. of October 2016

Description:

The primary responsibility of the Special Education Specialist is to provide instruction and other related services to Special Education students. The Special Education Specialist will also facilitate diagnostic assessment including administration, scoring and interpretation. Will review and revise IEP's as needed. Will support instruction in reading, math, and written language for students, tutor individual and small groups of students, administer and score academic testing, write individualized education plans and support other academic programs as needed. The Special Education Specialist will work under the leadership of the Program Specialist and the Director of Special Education. This position will be available to provide direct instruction to students 6 hours a day.

Essential Functions include, but are not limited to the following:*

  • Provide instruction to students with special needs and identified learning disabilities in a special education program.
  • Tutor individual and small groups of students, reinforcing language and reading concepts.
  • Administer and score individual and group tests.
  • Schedule IEP meetings, coordinating schedules with parents, general education teacher(s), administrator, and all appropriate special education staff.
  • Conduct IEP meetings.
  • Communicate and coordinate special needs evaluation and testing with speech teacher, psychologist, and other service providers.
  • Communicate with parents regarding individual student progress and conduct.
  • Maintain progress records and record progress toward IEP goals.
  • Record progress within the independent study program.
  • Perform other duties in support of the Special Education Specialist program.
  • Support other academic programs offered within the independent study program.

Various openings in Burbank region, San Gabriel region, Victor Valley region, Inland Empire region, San Bernardino region, and San Juan region.

Knowledge, Skills and Abilities Required:

  • Special Education Specialist Certificate or ability to obtain Mild/Moderate Certificate.
  • Ability to teach students of grades K-12.
  • Ability to work with children of all ages.
  • Ability to understand, adopt, and support the independent study program, concepts and their philosophies.
  • Ability to organize and present ideas effectively in oral and written form.
  • Ability to make skillful decisions.
  • Ability to work under pressure and meet deadlines.
  • Ability to operate a PC computer, word processor, copier, FAX, and other office machines.

Education and Experience:

  • BA/BS Degree
  • Valid California Teaching Credential in Special Education (Mild/Moderate)

Contact:

Nehia Hearn
Human Resources Assistant
Direct: 626) 204-2552 Fax: 626) 685-9316
nhearn@ofy.org

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Acknowledgements

Portions of this month’s NASET’s Special Educator e-Journal were excerpted from:

  • Center for Parent Information and Resources
  • Committee on Education and the Workforce
  • FirstGov.gov-The Official U.S. Government Web Portal
  • Journal of the American Academy of Special Education Professionals (JAASEP)
  • National Collaborative on Workforce and Disability for Youth
  • National Institute of Health
  • National Organization on Disability
  • Substance Abuse and Mental Health Services Administration
  • U.S. Department of Education
  • U.S. Department of Education-The Achiever
  • U.S. Department of Education-The Education Innovator
  • U.S. Department of Health and Human Services
  • U.S. Department of Labor
  • U.S. Food and Drug Administration
  • U.S. Office of Special Education

The National Association of Special Education Teachers (NASET) thanks all of the above for the information provided for this edition of the NASET Special Educator e-Journal.


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