November 2017 - Special Educator e-Journal


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Escaping the School Leader’s Dunk Tank: How to Prevail When Others Want to See You Drown: Book Review

By Sara Gaines

Coda, Rebecca & Jetter, Rick. Escaping the School Leader’s Dunk Tank: How to Prevail When Others Want to See You Drown. San Diego: Dave Burgess Consulting. 2016. 252 pp. $23.77.

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Special Education Legal Alert

Perry A. Zirkel

© October 2017

This latest monthly legal alert summarizes two recent officially published federal court decisions that respectively illustrate (a) an unusually rigorous interpretation of the requirements for IEPs, and (b) the continuing relaxed application of the requirements for evaluations. The layout follows the usual format of a two-column table, with key rulings on the left and practical implications on the right. For automatic e-mailing of future legal alerts, sign up at perryzirkel.com; this website also provides free downloads of various related articles, including those specific to FAPE-parental participation.

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The Art of Coaching Teams: Building Resilient Communities that Transform Schools: Book Review

By Louris Otero

Purpose and Thesis

“Team building is hard work because there are few direct, prescriptive routes to take.” (Aguilar, 2016, p. 292).  The Art of Coaching Teams: Building Resilient Communities That Transform Schools is described by the author as a “manual for building teams” (Aguilar, 2016, p. xxii). The purpose of her book is to offer a path toward lasting, transformational change, much like Michael Fullan (2014) in his book, Leading in a Culture of Change. Aguilar’s book is more like a how-to manual with worksheets, questionnaires, and reflections that are tailor made for helping anyone in a leader or facilitator’s position build a team with purpose, a work plan, and an end-goal. Aguilar gives strategies to handle the problems and navigate team-building by looking at the systemic and operational aspects that affect team building. She looks at the big picture to help leaders solve the little problems that crop up.

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Parent Engagement Practices Improve Outcomes for Preschool Children

Supporting parents’ efforts to help their children develop during the preschool years improves child school readiness, reduces child behavior problems, enhances child social skills, and promotes academic success. Effective parent engagement programs can help close the gap in school readiness associated with family income.

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Buzz from the Hub

All articles below can be accessed through the following 2 links:

http://www.parentcenterhub.org/buzz-september2017-issue2/

http://www.parentcenterhub.org/buzz-october2017-issue1/

 

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Mindset: The New Psychology of Success. How Can We Learn to Fulfill Our Potential: Book Review

By Christine Williams

Is success reserved for the talented few, or can it be achieved by all, through hard work and perseverance?

Carol Dweck, in Mindset, the New Psychology of Success whose background is in Psychology, provides research and evidence to argue the latter is the case.  Dwerk suggests that individual success is not defined by how intelligent or talented you are. This premise, she identifies as a fixed mindset, because there is a belief that success is influenced by your talents and abilities which are fixed, or limited.

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Requesting Mediation: Model Letter Handout for Parents

Anytime you have a serious disagreement with the school and you feel it isn’t getting resolved, you may request mediation. In mediation, you and school personnel sit down with an impartial third person (called a mediator), talk openly about the areas where you disagree, and try to reach an agreement. Mediation is voluntary, so both parties must agree to meet with a mediator.

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Article from the Journal of the American Academy of Special Education Professionals (JAASEP)

Let’s Get Parents Ready for their Initial IEP Meeting

By Helen Hammond and Lawrence Ingalls

University of Texas at El Paso

Keywords: parental involvement, IEP meeting, special education, preparing parents for special education, parental perceptions regarding special education

 

Abstract

Parental participation in the initial Individual Education Program (IEP) meeting is a critical component of the process. Even though parents have rights to be equally involved in making decisions at the IEP meetings, frequently parents aren’t prepared to be equal members on the team with school personnel.  This study focused on a preparation program for parents who were to be attending their child’s first IEP meeting.  The research was conducted in three phases through an interview and training process with 298 parents.  Phase one consisted of asking parents a series of questions on their knowledge and perceptions regarding the meeting.  Phase two involved an intervention of preparing the parents for the meeting.  Phase three entailed asking the initial set of questions from phase one to determine gains parents had made in knowledge and attitudes about the meeting.  Results indicate parents benefited greatly from the preparation prior to the meeting.

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Latest Employment Opportunities Posted on NASET

Licensed Special Education Teacher

Memphis, TN

Job Category: Teaching

Description:

**Now Offering $2,000 sign on payment** and **$2,000 relocation allowance (if applicable)**

Program Overview:

Youth Villages’ Residential Treatment programs serve children with emotional and behavioral problems.  Our residential campuses provide the setting for an intensive treatment program that combines the unique balance of structure and freedom. This enables children and their families to identify, understand and cope with their individual needs and develop the skills necessary to succeed in less restrictive settings.  We have three different types of facilities—Intensive Residential Centers, Open Campuses, and Group Homes.  Located in Tennessee, Georgia, and Oregon, all of these facilities utilize the Re-Education of Emotionally Disturbed Children therapy model (Re-Ed). The majority of these youth attend the fully accredited schools which are located on our residential treatment campuses.

Position Overview

  • Plan for individual and group activities to stimulate growth in language, social, and other skills.
  • Participate in training and in-service activities.
  • Administer and interprets testing to determine academic needs.
  • Develop and uses a variety of teaching techniques.
  • Produce lesson plans that reflect the individual educational needs of students.
  • Prepare reports in compliance with school guidelines.
  • Maintain progress notes, attendance records, and grade scores in a timely manner.
  • Other essential duties as needed.
  • Candidates may have the opportunity to teach in specialized subjects
  • Monday – Friday, 7:30am to 3:30pm.

 

Additional Information:

Small Class Sizes to allow more one on one attention to individual students and their educational needs. The standard Youth Villages class size ranges from 8-15 children.Tuition & Licensure reimbursement, and training for your career growth and advancement. Our schools operate year-round

Requirements:

  • A Bachelor's degree in education with appropriate certification is required (K-12)
  • Active Licensure in TN with an endorsement in Special Education is required
  • Experience in special education or teaching experience in a clinical environment is preferred
  • Experience working with at-risk youth a major plus
  • Experience working with youth is required
  • Excellent written, verbal, and oral skills
  • Ability to manage multiple priorities simultaneously
  • Basic computer knowledge
  • Ability to maintain a flexible schedule

Benefits:

  • Medical, Dental, Prescription Drug Coverage and Vision
  • Retirement Savings Pension Plan
  • 403 (b)
  • 2 weeks paid vacation
  • 12 paid sick days per year
  • 10 paid holidays
  • Mileage & Cell Phone Reimbursement (when applicable)
  • EOE

 

Contact:

Pamela Gordon

901-251-4895

Pamela.gordon@youthvillages.org

 

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Director of Student Services

Peterborough NH

Job Category: Director

QUALIFICATIONS:

  • Master's Degree from an accredited college/university.
  • Three years successful teaching experience or equivalent.
  • Three years successful administrative experience or equivalent
  • NH State Certification #0006.
  • Demonstrated evidence of excellent written and oral communication skills.
  • Excellent interpersonal skills, including group facilitation.
  • Such alternatives to the above qualifications as the School Board may find appropriate and acceptable.

SUMMARY:

The Director of Student Services is a Central Office 12-month position. The Director plans, directs, and reviews the activities and operations of student services. The position is responsible for Special Education staff, Guidance, 504, and District Nursing, as well as assessing needs, developing programs and implementing services. The Director coordinates assigned activities with outside agencies, psychologists, speech language pathologists/therapists and speech assistants, OT/PT, social workers, nurses, Transition Coordinator, Crisis Prevention Counselor, and Section 504 accommodations. The Director is responsible for homeless, home education, ELL and provides support to the Assistant Superintendent for instructional services.

APPLY:

For more information, and to apply, please go to www.convalsd.net, click Careers and begin the application process.

BENEFITS:

Full Benefits Package

 

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Teacher of the Visually Impaired

New Orleans

Job Category: Teacher of the visually impaired

Description:

Help Lighthouse Louisiana to build a better tomorrow for our students with vision impairment, while living in an exciting city with food, fun, and festivals galore.

Lighthouse Louisiana is seeking a Certified Teacher of the Visually Impaired who is eager to use his/her skills and creativity to provide itinerant vision services and to develop youth programs for children with vision loss in the Greater New Orleans area.

Lighthouse Louisiana is dedicated to ensuring that our youth are receiving well-rounded opportunities to learn through quality instruction and play.  Our programs expand beyond the classroom to include Goal Ball, recreation, transition skills training, and a summer camp.  If you want to make a difference in the lives of children who are blind in a holistic environment with an interdisciplinary team, contact Lighthouse Louisiana today.

Applicants who do not meet the following requirements listed need not apply.

  • Education:  BA in Education or M.Ed. with VI certification from an accredited university.
  • Special Knowledge or Skills:  Proficiency with Braille, Assistive technology for the blind, magnification, and adaptations for children with varying degrees of vision loss; Able to screen for referral to O&M services; excellent written and verbal communications; proficient in use of Internet, email, and standard software applications (i.e. Microsoft Word, Excel, and PowerPoint); proficiency with Nemeth code Braille and methods of teaching math to blind students.
  • Experience:  At least 1-year teaching as a TVI.  Itinerant experience preferred.

Requirements:

See the job description.

Benefits:

Signing Bonus - $2000/ Health, Dental, Vision, Flexible Spending Account, Basic Life, Voluntary Life, Short and Long-Term Disability, Retirement, Vacation, Sick and Holiday.

Contact:

Terri J. Brown

HR Manager

P. 504-899-4501, x229

F. 504-895-4162

tbrown@lighthouselouisiana.org

 

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Private Teacher

Chicago, IL

Job Category: Education

Description:

Flexible start date between now and Spring/Summer of 2018! Family based in Lincoln Park, IL seeks a Private Teacher to co-develop, manage, and implement the education plan/home school program for an elite student athlete who is entering high school next year. Must have a four-year degree, with a special education or learning disability certification; advanced degree in special education strongly preferred. Experience with individualized education plans (IEPs) and at least two years of classroom teaching experience is required. The family is looking for someone who is excited about this opportunity and has a passion for what they do! If you have experience teaching at a Jesuit school or other private school environment, working as a private tutor or specialized camp counselor, or teaching in another unique learning environment, please apply! Must be happy to travel to Florida and Arizona during the winter months. The family is willing to hire the right person immediately for a full-time role to perform tutoring until the 2018-19 school year. The family is also willing to wait and hire the private teacher to start this Spring/Summer. This is a full-time position with compensation of $90,000 to $110,000 offered, depending on experience, with benefits. Relocation assistance is available; must be willing to live within a reasonable commute to Lincoln Park. For consideration, please apply for position #410 at www.mahlermatch.com. Qualified applicants will be contacted.

 

Benefits:

This is a full-time position with compensation of $90,000 to $110,000 offered, depending on experience, with benefits. Relocation assistance is available; must be willing to live within a reasonable commute to Lincoln Park.

Contact:

For consideration, please apply for position #410 at www.mahlermatch.com.

 

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Special Education - Bard High School Early College

New York City

Job Category: Teaching Position - Special Education in mathematic

Description:

Bard High School Early College (BHSEC) Queens, a ten-minute subway ride from central Manhattan, is founded on a partnership between Bard College and the New York City Department of Education. We invite applications for a full-time special education faculty position in mathematics and/or science beginning immediately. BHSEC, a national model in the field of public school reform, enables talented and highly motivated students to move in four years from the ninth grade through the first two years of college, earning an associate of arts (A.A.) degree from Bard College as well as a New York State Regents high school diploma. The academic program emphasizes small class size and a commitment to teaching a diverse student body in a liberal arts environment.

We seek to hire an individual with experience working with special education students who has significant background in mathematics and/or science. The successful candidate may work in one of our ninth or tenth grade integrative co-teaching classrooms and as a one-on-one special education teacher for a student with severe physical disabilities. The position allows close work with colleagues to find avenues for students to enjoy learning and to prepare students to enter the college curriculum at the end of the 10th grade.

Requirements:

The successful candidate must have either a Ph.D. in special education or certification to teach special education in any state, and be available to start as soon as possible.

Contact:

All applications are submitted through Interfolio com at: http://apply.interfolio.com/41835. To apply, upload a letter of interest, a curriculum vitae including contacts for references, and a brief (c. 250 word) description of an experience you had as a student or as a teacher that has influenced your teaching. For relatively recent graduates, please also include a copy of your undergraduate and graduate school transcripts.

Inquiries may be directed via email to: Valeri Thomson, at thomson@bard.edu

 

 

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Lead ED Special Education Teacher

Washington, DC

Job Category: Special Education Teacher - Secondary

Description

The Lead Special Education Teacher for Cornerstone is an integral member of the academics team whose focus is to guide students in their social-emotional and academic development.  In this role, the Cornerstone Lead Teacher will serve as a case manager for all students enrolled in the program (6-10 students), they will ensure compliance with all special education regulations and timelines and ensure all  students are receiving services. The ED teacher is responsible for all students engaged in academic experiences guided by high expectations, research-based pedagogy and care for each child’s developmental needs.

The Lead Special Education teacher is responsible for ensuring the services are delivered with fidelity. This teacher will collaborate with the academic, wellbeing and student life teams, external partners and services providers as well as parents to provide an unparalleled personalized academic experience.

Monument Academy values the personal well-being and professional growth of our staff. The Lead Special Education Cornerstone teacher will create a personalized development plan collaboratively with the Principal and will receive weekly coaching to ensure progress toward personal and professional growth.

Key responsibilities include, but are not limited to the following:

  • Promote Monument Academy’s core values and model the highest behavior standards for staff and student at all times
  • Create and implement personalized learning plans for each student that are data-informed and Common Core State Standards aligned.
  • Deliver grade level curricula identified by Monument Academy with fidelity and consult on strengths and challenges of the curricula
  • Collaborate with the Academic Team to improve lesson plans and instructional materials
  • Assist in the development of IEP goals and objectives and ensure appropriate implementation of student interventions through collaboration with the Classroom Teachers
  • Utilize provided supplemental resources for intervention and enrichment and identify or create additional resources, as necessary
  • Demonstrate commitment to the implementation of Positive Behavioral Supports and Interventions and Positive Action to maintain a positive, safe, productive, and child-centered learning environment
  • Utilize data to assess student learning and the effectiveness of teaching practices
  • Collaborate with academic team members as well as other teams within the school to share student information
  • Implement student-specific interventions and track related progress for both academic and social-emotional needs
  • Communicate regularly with parents and caregivers regarding student progress and challenges
  • Conduct home visits with another staff member as needed
  • Fully participate in professional development opportunities on and off property throughout the year
  • Provide and seek feedback from other members of the Academic Team and Monument Academy staff and leadership
  • Three or more years of classroom teaching experience in an upper elementary or middle school in an urban setting, inclusive classroom and/or co-teaching experience preferred
  • Experience working with at-risk youth, foster youth, or youth with high social emotional needs highly desired;
  • Demonstrated ability to set ambitious goals with students and data-supported evidence that these goals were met;
  • Experience with the IEP process from assessment to identification and creation to monitoring and review;
  • Thorough knowledge of special education laws and regulations;
  • Cultural competency in working with students and families from different racial, ethnic, linguistic, and sexual orientation backgrounds;
  • Ability to connect with families/caregivers;
  • Highly qualified designation as recognized by District of Columbia Public Schools
  • Bachelor’s degree required. Special Education certification required
  • Relocation package available plus a signing bonus of $1000
  • Competitive compensation commensurate with experience. Monument Academy is committed to its policy of full inclusion and does not discriminate on the basis of race, color, religion, gender, sexual orientation or national and ethnic origin in hiring and employment, nor in the administration of its educational policies, or admissions policies.

Requirements

  • Three or more years of classroom teaching experience in an upper elementary or middle school in an urban setting, inclusive classroom and/or co-teaching experience preferred
  • Experience working with at-risk youth, foster youth, or youth with high social emotional needs highly desired;
  • Demonstrated ability to set ambitious goals with students and data-supported evidence that these goals were met;
  • Experience with the IEP process from assessment to identification and creation to monitoring and review;
  • Thorough knowledge of special education laws and regulations;
  • Cultural competency in working with students and families from different racial, ethnic, linguistic, and sexual orientation backgrounds;
  • Ability to connect with families/caregivers;
  • Highly qualified designation as recognized by District of Columbia Public Schools
  • Bachelor’s degree required. Special Education certification required

 

Benefits

  • Relocation package available plus a signing bonus of $1000
  • Competitive compensation commensurate with experience. Monument Academy is committed to its policy of full inclusion and does not discriminate on the basis of race, color, religion, gender, sexual orientation or national and ethnic origin in hiring and employment, nor in the administration of its educational policies, or admissions policies.

Contact

Marcia Sandifer, Recruiter

Marcia.Sandifer@monumentacademydc.org

www.monumentacademy.org

 

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Assistant Professor of Education

Bethlehem, PA

Job Category: Assistant Professor in Special Education

Description

The Moravian College Education Department invites applications for a tenure-track position in educational psychology with a focus on special education, inclusive education, and/or disability studies in education, beginning the Fall Term 2018. Members of the Moravian College Education Department view and carry out their work in the context of the College’s liberal arts ethos.


Preference will be given to candidates who demonstrate expertise in and a commitment to inclusionary practices and critical disability studies. The Department seeks candidates with experience and knowledge in multicultural education and culturally and linguistically diverse students. Candidates must be ready to share in the work of a thriving Education Department with a clear commitment to social justice, critical perspectives in education, and strong communities of practice.

Requirements

Qualified applicants must have a record of at least three years of successful child-centered, public school teaching experience and hold an appropriate doctorate degree. ABD considered. In addition, successful candidates must demonstrate a genuine desire to participate fully in a liberal arts environment and be committed first to teaching and next to scholarship and service.
All positions are subject to budget availability.

Benefits

Successful candidates will have opportunities to teach additional undergraduate courses in early childhood/elementary, middle level and secondary education Other instructional opportunities exist, including the teaching of foundations, Social Studies methods, and educational research. The undergraduate program offers certificates in early childhood education (PreK-Grade 4), middle level education (Grade s 4-8), most areas in secondary education (Grades 7-12), as well as certification in the PreK-12 areas of art, music, and world language.


Opportunities to teach in other undergraduate areas in support of the liberal arts curriculum,as well as within the graduate education program, are also available. In addition to awarding the Master of Education and Master of Arts in Teaching degrees, the graduate education program offers certification for principals, supervisors of curriculum and instruction, reading specialists, ESL teachers, and special educators.

Contact:

Dr. Joseph Shosh

search.education@moravian.edu

 

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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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