Table of Contents

• Action Research Report:  The Use of Occupational Therapy Toys to Increase On-Task Behaviors.  By Louris Otero

• Book Review: A Force for Change (Author: John Paul Kotter).  By Maria Ibarra

• Montessori for Children with Learning Differences.  By Joyce Pickering, MA, SLP/CCC, HumD

• Book Review: What Great Principals Do Differently: 18 Things that Matter the Most (Author: Todd Whitaker).  By Norma Samburgo

• An Investigation of Whether Teachers Find Technology or Manipulatives More Effective For Teaching Students With Special Needs.  By Shari Caranante

• Book Review: Strengths Based Leadership – Great Leaders, Teams, and Why People Follow (Author: Tom Rath).  By Rebecca A. Timmer

• A Survey of Special Educational Services Delivered to the Individuals with Disabilities at Special Education Institutes and Centers in  Kingdom of Jordan. By Mezyed A. S. Adwan, Ph.D.

• Special Education Legal Alert.  By Perry A. Zirkel

• Latest Employment Opportunities Posted on NASET

• Acknowledgements

• Download a PDF or XPS Version of This Issue (NASET Members - Login to Access Files)

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Action Research Report:  The Use of Occupational Therapy Toys to Increase On-Task Behaviors

By Louris Otero

Young students are lively and active and need movement while they learn (Moyles, 2015).  However, there are certain learning activities that require students to remain seated or keep their physical motions to a minimum. Many of today’s classrooms offer alternative learning activities and seating solutions for students with and without diagnosed sensory integration issues. Many new techniques have been found to useful for students with specific needs and also help to serve the needs of the wider population. The use of fidget toys, wiggle seats and other tools based on occupational therapy offer students a possible solution to the need for movement while remaining attentive.

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Book Review: A Force for Change (Author: John Paul Kotter)

By Maria Ibarra

Kotter, P. John. A Force for Change: How Leadership Differs from Management. New York: The Free Press, 1990. 177 pp. $ 17.00.

Introduction

Dr. John Paul Kotter has been recognized as a well-known expert on leadership.  He is a professor of Organizational Behavior at Harvard Business School in Cambridge, MA. He has conducted intensive research in organizational change and he is the author of twenty successful books. Twelve of his books have been business bestsellers and two overall New York Times bestsellers.

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Montessori for Children with Learning Differences

By Joyce Pickering, MA, SLP/CCC, HumD

Abstract

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Book Review: What Great Principals Do Differently: 18 Things that Matter the Most (Author: Todd Whitaker)

By Norma Samburgo

Whitaker, T. (2013). What Great Principals Do Differently: 18 Things That Matter the Most. New York: Routledge. 146 pp. $39.90.

“Great principals never forget that is people, not programs, who determine the quality of a school” declares the author of this book while explaining the qualities that distinguish great school leaders.  Todd Whitaker started his career as math teacher in Missouri and years later became a principal serving middle school, junior high, and high schools levels. Currently, Whitaker is professor of educational leadership at Indiana State University.  His passion for education motivated him to research and study effective teachers and principals which made the basis for writing more than forty publications about staff motivation, teacher leadership, and principal effectiveness.

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An Investigation of Whether Teachers Find Technology or Manipulatives More Effective For Teaching Students With Special Needs

By Shari Caranante

Manhattanville College

Abstract

This study examines the field of education and the varying viewpoints on how manipulatives, technology and assistive technology impact the learning of students with special needs.   This study summarizes the results of a survey that was administered to elementary school teachers in a district located in a suburb of Westchester County, New York.  The purpose of this research is to find out whether teachers find technology or manipulatives more effective for these students, and to get a better understanding of strategies that teachers find successful in promoting academic growth and success in their classroom. The results of the survey will be used to learn what teachers find most effective for their students: manipulatives or technology, and what strategies they find effective so that they can be implemented in a classroom to accommodate the learning needs of students.

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Book Review: Strengths Based Leadership – Great Leaders, Teams, and Why People Follow (Author: Tom Rath)

By Rebecca A. Timmer

Rath, T. (20208). Strengths Based Leadership-Great Leaders, Teams and Why People Follow. New York, NY: Gallup Press. 256pp. $10.95.

Good Leadership does not require an individual to be well rounded and good at everything.  In fact, according to Tom Rath, effective leaders are individuals who focus on their strengths, surround themselves with a well-rounded team of individuals and understand the needs of their followers.

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A Survey of Special Educational Services Delivered to the Individuals with Disabilities at Special Education Institutes and Centers in  Kingdom of Jordan.

By Mezyed A. S. Adwan, Ph.D., Special edu.M.A SPL.BSc Nurs.

Balqa Applied University, Zarqa University College, Department of Basic and Applied Science/ Jordan

Abstract

This recent study has aimed at identifying the special educational services available in Jordan governorates during the time period of 2015/2016. The study involved data collection related to the services available in 294 special education centers in all Jordan governorates which are 14 province area. To achieve the purpose of this study a special tool was built by the researcher and judge by a group experts individuals from different specialized areas in the field of special education in Jordan Kingdom. . Data were obtain from the web site of the Higher Council For Individual with Disabilities In Jordan (HCD, 2016),and a group diploma students in my college had interviewed the principals of  these  special education institutions.

Data were analyzed by using SPSS (Version 21). Results indicated that some severe physical therapy is present in all governorates but speech and language therapy is not available in Al tafeelah governorates. However support service and integration is present in all govern governorates except Madaba governorates.

Finally, the study confirms that there is a shortage in special education in most of the Jordanian governorates. Furthermore, the type of service is needed to be studied in details. This study is not enough. The types of all programs included in the services should be explored and evaluated.

Results indicated that there was significant correlation between disability and the service available in  Balqa , Amman which means that the services provided meet the needs of the disability of Population ( p<0.05)

Also results indicate that there was correlation between governorates and institutionalization.  Though Amman governorate provides the highest level of institutionalization services. And there was marginal significant correlation between the governorates and the early intervention services (p= 0.058), Moreover, there was significant correlation between governorates and physiotherapy service. Though Amman has the highest   indicators.  Support service was significant in Amman, Irbid, Zarqa , Mafraq, Balqa.

In general there was a significant correlation between service provided by special education centers and the type of disability.

Key words: Special education service, Disability, Jordan

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SPECIAL EDUCATION LEGAL ALERT

Perry A. Zirkel

© September 2017

This latest monthly legal alert summarizes two recent officially published federal court decisions that respectively illustrate (a) a novel issue under the IDEA, and (b) a set of continuing issues, including procedural FAPE (e.g., parental participation), substantive FAPE (e.g., Endrew F.), and eligibility for extended school year (ESY).  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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Latest Employment Opportunities Posted on NASET

Director of Special Education

Grand Rapids, Michigan

Job Category: Director of Special Education

Description:

National Heritage Academies (NHA), one of the nation's leading charter school management organizations, currently operates 84 schools across nine states serving over 58,000 students in Kindergarten through 8th grade. Founded in 1995 and based in Grand Rapids, Michigan, NHA is a for-profit organization with nearly 5,000 employees.

National Heritage Academies is seeking an experienced and knowledgeable Director of Special Education to lead a department in meeting the needs of NHA's student population nationwide. NHA's vision is to transform the lives of students and enrich communities by delivering high-quality educational choice to families. This vision relies on both differentiation and Special Education to meet the needs of each student by ensuring all achieve to their fullest academic, personal, and social emotional capabilities. The Director of Special Education will lead a dedicated team of regional supervisors who collaborate with schools to create customized programs and standardized reporting and data collection. Building on a strong foundation of Special Education curriculum and effective placement practices, the team will continue to raise the caliber of services provided.

Reporting directly to the Vice President of Operations and collaborating with other NHA leaders, the Director of Special Education will have the opportunity to work within a vibrant, results-oriented, professional culture filled with other thought leaders. The Director of Special Education will be part of a team that is focused on sharpening best practices and sharing best ideas with the goal of better educating more students. The Director will manage several regional experts and act as the resident expert in practice, procedures, federal and state law, and regulations related to Special Education. This is a full-time role based in Grand Rapids, Michigan.

NHA's system of schools is designed to eliminate the achievement gap and provide a public school choice to families so that their children are prepared for success. NHA has the highest renewal rate among charter schools, a key indicator of value and prominence in the market. NHA offers a rigorous and challenging curriculum designed to prepare students for high academic achievement in successive schooling environments. The NHA goal is to graduate students who have not only had the opportunity to achieve academic excellence, but who have also acquired the knowledge and skills necessary to thrive in high school, college, and beyond. A passion and dedication to the mission of serving children and partnering with communities to provide an excellent educational experience permeates the culture of the organization.

For more information about National Heritage Academies, please visit www.nhaschools.com.

Qualifications:

• Deep knowledge of Special Education law and practice; experience leading Special Education at a district-level
• Prior experience leading a department serving student needs at multiple locations dispersed geographically; management experience, with the ability to build trust within the team
• Strategic, systems-orientation with the ability to formulate and promote the future structure of NHA's Special Education department; experience building processes to increase effectiveness
• Comfort with funding sources and the associated reporting requirements
• Solutions-orientation with the ability to learn quickly and incorporate new and nuanced information into strategy and practice
• Demonstrated relationship building skills with the ability to collaborate with various internal and external stakeholders
• Strong written and verbal communication skills
• Previous experience as a 504/ADA Coordinator for a large school district or EMO a plus
• Passion for education and dedication to the vision and values of NHA
• Master's degree or higher in the field of education or a related field

Benefits:

Salary is competitive and commensurate with experience.

Contact:

National Heritage Academies has engaged Koya Leadership Partners to help in this hire. Please submit a compelling cover letter and resume to Alena Guerra here: https://koya.refineapp.com/jobPosting/apply/1796.

National Heritage Academies is an equal opportunity employer.

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ESE Preschool Teacher

Sunrise, Florida

Job Category: Education

We have an opening in our Preschool for an ESE Preschool Teacher to provide high quality, comprehensive and developmentally-appropriate instruction and child care to meet the individual needs of children and their families.

Ideal candidates will have some experience teaching preschool students with disabilities, possess exceptional interpersonal and communication skills and have a passion for teaching young children.

Duties include but are not limited to:

• Provide a safe, healthy stimulating educational and therapeutic environment, which support each child's growth and independence.
• Provide leadership in the classroom and individualized instruction to children.
• Provide a stimulating, safe and healthy learning environment.
• Develop learning strategies to meet the varied individual needs of the children.
• Implement teaching procedures and behavioral strategies.
• Ensure engagement in meaningful activities at all times.
• Develop appropriate lesson plans and activity schedules.
• Write Individualized Educational Plans (IEP) and keep accurate data on goals and objectives.
• Provide individual and group instruction to meet the needs of the classroom population.
• Complete, maintain and submit all required documentation in a timely manner.
• Ensure compliance with all health, safety and security SOPs.
• Ensure that children served are free from abuse and neglect.
• Respond to incidents, accidents and health concerns.
• Function as a member of a person-centered team.
• Provide leadership and training to the classroom team.
• Keep required licensure up to date.

Requirements

• Experience working with developmentally disabled children.
• Florida Certification ESE K-12/Letter of Eligibility in Special Education.
• Bachelor's Degree in Special Education, Education or related field required.
• Certification in an area of Special Education and Pre-K/ Primary.
• Reliable, consistent attendance is a requirement and essential function of all positions. Employees are expected to be punctual and dependable in order to meet the needs of their department.

Salary

$37,000 Per Year

Benefits

• We offer an employee-friendly working environment that provides for professional enrichment and growth.
• We offer competitive salary and benefits package.
• Generous Paid Time Off Policy.
• Employer subsidized health insurance.
• Voluntary Dental, Hospital confinement, Short-term, Long-term disability, and Life Insurance plans.
• Tax-Sheltered Annuity Retirement Plan with employer contribution after six months of employment.
• Employee Assistance Plan.
• Submit resume via e-mail to recruiter@arcbroward.com
• Apply in person at 10250 NW 53rd Street, Sunrise, FL. 33351
• Apply online at www.arcbroward.com

How to apply

We are a Drug Free Work Place and an Equal Opportunity Employer.

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Special Education Teacher

Philadelphia, PA

Job Category: Full Time Certified Special Education Teachers

The Opportunity:

We are seeking inspired and dynamic educators to join our team and provide a top quality education for all of our students. Whether you are starting your teaching career or are looking to launch a new chapter, your passion and experience will be deeply valued and your opportunities for growth and impact will be limitless. Your natural talents will be fostered and we will provide the training and support to help you be an incredibly effective teacher. As a Mastery team member, you will be trusted to make decisions and held accountable for critical results. You will engage in a positive and professional workplace embedded in a warm, joyful, student-centered, and welcoming school culture.

Qualifications:

• Genuine interest, belief, and care for students' personal and academic success
• The ability to motivate, support, and challenge students in a student-centered, standards-driven classroom community
• Commitment to professional growth, self-reflection, receptiveness to feedback, and a desire to continuously improve
• A positive mindset and a drive for personal excellence
• A strong sense of professional responsibility as well as personal accountability for student achievement
• Solutions-oriented resiliency to respond positively and effectively to challenges
• Outstanding instructional skills driven by data and delivered through rigorous and engaging strategies
• Commit to ongoing professional development in the spirit of continuous improvement
• Develop rigorous and appropriate lesson plans, assignments, and assessments in cooperation with Mastery school-based leadership and curricular resources developed by Mastery's Central Office Academic Team
• Work closely with school leaders to analyze student assessment data to measure progress and use data to inform instruction
• Collaborate in grade level teams to discuss student work, share best practices, plan events for joy and humor, and ensure student mastery of standards
• Engage families in their children's education by building relationships and maintaining regular communication
• Bachelor's degree required with a record of personal, professional, and/or academic achievement
• Teacher certification- completed or in process
• Commitment to and experience working with underserved communities
• Determination to drive student achievement and set high expectations for all students
• Demonstrated expertise in subject area

Duties and Responsibilities:

• Bachelor's degree required with a record of personal, professional, and/or academic achievement
• Teacher certification- completed or in process
• Commitment to and experience working with underserved communities
• Determination to drive student achievement and set high expectations for all students
• Demonstrated expertise in subject area

Education and Experience:

• Bachelor's degree required with a record of personal, professional, and/or academic achievement
• Teacher certification- completed or in process
• Commitment to and experience working with underserved communities
• Determination to drive student achievement and set high expectations for all students
• Demonstrated expertise in subject area

About Mastery:

Mastery Charter Schools, founded in 2001, is a nationally-recognized non-profit charter school network of 20+ schools serving over 13,000 students in Philadelphia, PA and Camden, NJ. Mastery Schools are free, neighborhood public charter schools open to all students living within the schools' respective catchment zone. Mastery schools are organized around a common vision: "Mastery schools are joyful, authentic communities where students learn how to think critically and act independently so they are truly prepared for post-secondary success." Mastery's work is rooted in an unwavering belief that all students can achieve at the highest levels. To fulfill this vision, Mastery recognizes that it must attend to the whole child – Mastery values personal as well as academic skills, and schools match high expectations for students with high levels of support.

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

Contact:

Please apply online athttp://masterycharter.org/careers

Reach out to us at recruitment@masterycharter.org if you have any questions!

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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

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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Special Education Teacher

West Rogers Park, IL

Job Category: Therapeutic Day School

Description

Jewish Child & Family Services (JCFS) provides vital, individualized, results-driven, therapeutic and supportive services for thousands of children, adults and families of all backgrounds each year.

JCFS is currently seeking a Special Education Teacher to work with individuals and small groups of children (K - 12) with emotional and behavior disorders, which may include aggressive behaviors, in a therapeutic special education classroom. The students attending the Therapeutic Day School have been referred from their home districts to our School to receive an individualized and intensive educational program in our supportive and therapeutic environment. The Therapeutic Day School is located in West Rogers Park, Chicago, IL.

Are you someone who?

• Is flexible and able to shift gears quickly based on situations or changing priorities?
• Is independent with sound professional judgment and the ability to establish and maintain boundaries?
• Demonstrates the ability to remain calm in high-stress situations while maintaining an understanding and supportive demeanor?
• Strongly desires to work with those students who have not been able to achieve success in the public/private educational system?
• Has developed efficient and effective time management skills?

What will you do?

SPECIAL EDUCATION TEACHING

• Develops and implements individualized curriculum and therapeutic programming in accordance with each student's Individualized Education Plan (IEP).
• Provides classroom management that recognizes, and includes consideration of, the characteristics of and the methodology of the student population.
• Collaborates with team members to develop and execute an IEP-driven, multidisciplinary program for each student.
• Prepares and maintains a safe, healthy, academic, and behaviorally-effective classroom environment appropriate to ongoing and changing classroom activities.
• Uses therapeutic and general education materials and methods, and plans for their appropriate use.
• Tracks and records academic and behavior data to determine student progress.
• Completes a variety of tasks including, but not limited to, weekly lesson plans, weekly grade reports, IEP reports, surveys and assessments.

STUDENT SAFETY

• Must provide constant supervision to ensure the safety of students at all times.
• Effectively manage and intervene in disruptive student behavior, both verbal and physical; including use of Therapeutic Crisis Intervention (TCI) prescribed methods to de-escalate critical situations.
• Maintains records and writes agency required behavioral reports in timely manner.
• Participates in qualitative professional development activities.
• Maintains ongoing communication relationship with all members of the interdisciplinary team to achieve a social and educational benefit for the student.
• Successfully completes training in Therapeutic Crisis Intervention (TCI); successfully complete all requirements to maintain certification in TCI.

PROGRAM SUPPORT

• Maintains records and writes agency required behavioral reports in timely manner.
• Participates in qualitative professional development activities.
• Maintains ongoing communication relationship with all members of the interdisciplinary team to achieve a social and educational benefit for the student.
• Successfully completes training in Therapeutic Crisis Intervention (TCI); successfully complete all requirements to maintain certification in TCI.

Requirements

• Completed a Bachelor's Degree in Special Education from an accredited college or university.
• Obtained ISBE certification as a Special Education Teacher; LBS1/Type 10 certification
• Developed proficiency in Microsoft Office programs, e.g. Word, Excel, and Outlook.
• Experienced working with special needs students is strongly preferred.
• Experienced the Chicago Public School electronic IEP systems is preferred.
• Successfully complete the physical and testing requirements for the Therapeutic Crisis Intervention (TCI) training (Agency provided).

What does JCFS offer?

JCFS offers an array of benefits including Medical, Dental, Vision, Wellness, Paid sick, follow CPS schedule plus paid Agency holidays, Pension, 403(b), Flexible Spending Plans, Life Insurance, Long-Term Disability, Short-Term Disability, and Long-Term Care.

Want more information?

Follow us on Facebook! JCFS Chicago
Follow us on Twitter! JCFS Chicago (@JCFSChicago)
Please visit us at http://www.jcfs.org

To Apply:www.jcfs.org/careers and select Special Education Teacher position.

Jewish Child and Family Services (JCFS) is committed to serving the needs of the diverse Chicago metropolitan area. Accredited by COA. Charter member of CWLA. Licensed by DCFS.

JCFS is an Equal Opportunity Employer/Minority/Female/Disability/Veteran. JCFS provides a reasonable accommodation to those who need assistance in completing this application.
Equal Opportunity Employer/Protected Veterans/Individuals with Disabilities

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Chief Program Officer

St. Louis, MO

Job Category: Non-Profit Program Management

Description:

• FORWARD OUR MISSION (Executive Leadership): Serve as a key member of the Executive Team and partner closely with the Executive Director and CEO to further mission-specific and core competency goals. Interface with the Board of Directors in matters related to program operations. Participate in strategic planning and provide guidance necessary to assist the organization in setting vision, determining direction and implementing strategy.

• LEAD AN INNOVATIVE TEAM (Team Management): Provide oversight for a team of employees and directly manage our Program Director. Direct the full lifecycle of staff development including recruitment, hiring, training, managing, motivating, and terminating as appropriate. Provide supervision and ongoing guidance to our Program Director. Develop a culture that promotes employee engagement, teamwork and accountability, and, coach and enable program staff to effectively and productively interact with other departments.

• ENSURE EXCEPTIONAL PROGRAMMING (Program Development & Delivery): Provide leadership and vision for the creation, design, promotion, delivery, and quality of Variety's programs and services. Collaborate with Variety's Des Lee Endowed Professor and engage independent consultants as necessary to identify gaps in service and to resolve unmet programming needs.

• STEWARD OUR ASSETS (Fiscal Responsibility): Oversee the development and execution of all program budgets with profit and loss accountability. Ensure programs meet the objectives of Variety's strategic plan. Make recommendations to ensure effective and efficient service delivery processes for current activities and activities related to projected growth.

• MEASURE OUR SUCCESS (Outcome-Based Impact & Quality): Develop and implement program assessments that measure and validate established outcomes and goals for children with disabilities in core competency areas, including skill development, self-esteem, socialization and independence. Develop continuous improvement initiatives to identify program strengths, challenges, and, ROI based on measurable impact and revenue deployed.

Ensure all operations are carried out in compliance with the organization's policies and procedures, including applicable regulations and standards. Develop policies and procedures to assure compliance.

• ENGAGE OUR COMMUNITIES (Community Relations): Proactively seek opportunities to participate in committees, workgroups and task forces that will enhance our reputation and expand our recognition in the communities in which we serve to further our reputation as a leader in empowering children with disabilities. Advocate for our children by informing community groups, congregations, and others about Variety's services and how we foster core competencies for children.

• SERVE OUR CONSTITUENTS (Client Care & Service): The Chief Program Officer will believe in the organization's mission and that quality client service is of top priority. Respect for the clients, employees, Board members, and all other constituents, coupled with professional and ethical behavior is expected at all times.

Requirements:

• Minimum of 10+ years of experience in a social service, healthcare, and/or clinical environment, including a minimum of 5+ years senior management experience.
• In-depth knowledge, clinical foundation, and/or prior administrative experience in therapeutic recreation and education is strongly desired.
• Non-profit experience (working within or voluntary leadership) and familiarity in supporting a Board of Directors a plus.
• Familiarity with 3rd party insurance reimbursement systems and/or prior hospital experience also strongly desired.
• 4-year degree is required – graduate degree in business and/or related field is strongly preferred (M.B.A., M.Ed, M.S., M.S.W., or M.A.).

Contact:

Please apply at:http://www.csiapply.com.
With questions you can confidentially email application@csi-mail.com.

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Private Teacher

Lincoln Park, IL

Job Category: Full-time private teacher with travel

Description:

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. This position includes the opportunity to travel and an interest in sports is a plus! The family is willing to hire the right person immediately for a full-time role to perform tutoring until the 2018-19 school year. This is a full-time position with compensation of $90,000 to $110,000 offered, depending on experience, with benefits. Local candidates are preferred. For consideration, please apply for position #410 at www.mahlermatch.com for consideration. Qualified applicants will be contacted.

Requirements:

Local candidates are preferred.

Benefits:

This is a full-time position with compensation of $90,000 to $110,000 offered, depending on experience, with benefits.

Contact:

Apply for position #410 at - http://www.mahlermatch.com

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Special Education Teacher - LEAD Public Schools

Nashville, Tennessee

Job Category: Special Education Teacher

Description

Special Education (SPED) teachers are champions for the cause of equality within the school and make sure that their students' needs are being met. Our ideal SPED teacher is passionate about supporting our students with IEPs, loves working with students who need the most support, is flexible, is coachable, and wants to grow as a teacher.

The LEAD Environment

Our SPED teachers work relentlessly with their teammates to ensure that all of their students not only are receiving additional support to enhance their learning and understanding of classroom material, but also meet the established Tennessee standards by the end of the year. This incredible work is done through coaching and support from administration, implementing regular feedback, collaboration with colleagues, data analysis, and working to make sure that students who come in below grade level rise above the challenges they face.

Requirements

Above all else, we look for teachers with the belief that all students, regardless of background and current ability, can succeed in high school, college, and life. In addition, we seek individuals with a data-driven mindset, willing to reflect and continuously improve their practice through observations, coaching, and feedback. These beliefs must be coupled with current certification or ability to be certified for the 2017-18 school year in Tennessee (required) (SPED K-12 certification in mild/moderate or comprehensive).

Benefits

In addition to a competitive salary and full benefits, we offer a relocation stipend and the opportunity to improve your practice through coaching and support.

Contact

If interested, apply online at: https://www.applitrack.com/leadacademy/onlineapp/default.aspx?Category=Middle+School+Teaching

If you're curious about LEAD and want to learn more, please direct all questions to Krista Oleson at krista.oleson@leadpublicschools.org.

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Regional Special Education Teacher

Denver, CO

Job Category: Special Education Teacher

Essential Duties & Responsibilities:

• Create, review and implement Individualized Education Plans (IEPs) for students.
• Effectively progress monitor student achievement and gather evidence in order to deliver individualized instruction and supports that are aligned to students' goals.
• Plan and teach at least one section of reading, math, or English Language Development intervention, and/or plan and teach one section of PE (teacher's choice, i.e. yoga, crossfit, weightlifting etc.).
• Lead an advisory that assists in planning and supporting school-wide events including Morning Meetings and off-campus learning opportunities.
• Collaborate with general education teachers, school leaders, curriculum specialists and the special education team to ensure that instruction is always meeting the needs of all learners.
• Use network-aligned unit and interim assessments to track student growth.
• Analyze student assessment data and use it to determine next steps.
• Assist with necessary school-wide systems to ensure a successful school day including (but not limited to) supervisory duties on a rotating basis in the morning, during lunch and after school.
• Chaperone community service learning projects, college campus visits and local trips with students.
• Complete and submit all necessary paperwork in a timely and professional manner.
• Attend and participate in all staff meetings and professional development.
• Maintain a positive, safe and organized learning environment for all students.
• Learn and utilize Restorative Justice practices in the classroom.
• Communicate regularly and often with families (by phone, email and/or home visits) to both solicit their input and share student social/emotional and academic progress.
• Actively participate in all teams including grade-level, content, and other teams designated by the leadership at STRIVE Prep - RISE.
• Provide fair, accurate, and constructive feedback to students on their progress.
• Update gradebooks on a weekly basis.
• Participate in summer Culture Academy in June 2017 for a stipend, and attend STRIVE Prep's Summer Training Institute in July 2017, as well as other professional development throughout the school year.
• Additional duties as assigned.

Our Aspiring Teachers:

• Consciously choose to teach and transform the lives of high school scholars every day as a founding teacher at a growing school.
• Proudly hold a Bachelor of Arts or Science degree (required) and a license to teach Special Education in Colorado, or be able to:
  • Add a Special Education Endorsement to a current Colorado Teacher License; OR
  • Transfer a Special Education license from another state; OR
  • Enroll in an alternative licensure program to obtain a Special Education license.
  • Read more about the available pathways to becoming a Qualified Special Education Teacher.
  • Understand, appreciate and can pull from experience teaching in an urban setting (strongly preferred).
  • Speak Spanish or have experience working with bilingual students (strongly preferred).
  • Ongoing coaching and professional development.
  • 100 minutes of structured planning time built into the school day to plan the highest quality lessons.
  • A laptop and access to classrooms equipped with Smartboards and document cameras.
  • Competitive compensation package and annual performance based raises.
  • Participation in the Colorado PERA retirement program including a PERA 401k contribution option.
  • Funding of 100% of individual medical benefits and a wide range of insurance plans.
  • Additional stipends available for participation in athletic and extracurricular programs.

What we Offer our Teachers:

• Ongoing coaching and professional development.
• 100 minutes of structured planning time built into the school day to plan the highest quality lessons.
• A laptop and access to classrooms equipped with Smartboards and document cameras.
• Competitive compensation package and annual performance based raises.
• Participation in the Colorado PERA retirement program including a PERA 401k contribution option.
• Funding of 100% of individual medical benefits and a wide range of insurance plans.
• Additional stipends available for participation in athletic and extracurricular programs.

Contact:

Contact Rachel Medlock - Recruitment Manager at rmedlock@striveprep.org for more information

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Special Education Specialist

Multiple Locations

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.
• 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.

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-Journalwere 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 NASETSpecial Educator e-Journal.

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