Exceptional package including but not limited to:

Full-time (1.0 FTE), 10-month, school calendar position

• Provide engaging and rigorous ELA instruction to high school students in CTE programs • Plan and implement a curriculum that aligns with NYSED Next Generation ELA Standards & develop literacy skills in students so that they can be college or career ready
• Collaborate with CTE instructors on integrating ELA lesson into CTE program curriculums
• Monitor students’ academic progress including, but not limited to, progress/marking period grades and attendance
• Use data to identify student learning gaps in order to improve student achievement and instruction
• Implement 504 plans and IEPs (Individualized Education Plans) for students with diverse learning needs
• Consult regularly with parents, teachers, home school counselors and all others involved with the education of the student
• Use effective classroom management skills to provide students with a safe and conducive learning environment
• Carry out all other duties as assigned

Exceptional package including but not limited to:

Full-time (1.0 FTE), 10-month school calendar position, Hours per day vary upon location

• Instruct students in English to Speakers of Other Languages
• Administers standardized tests to assess the strength and skills of the student
• Keeps abreast of changes and developments in the field by attending professional meetings, reading profession journals and other publications
• Consults regularly with parents, teachers, home school counselors and all others involved with the education of the student
• Collaborates with district personnel to provide an integrated program that addresses individual academic, emotional and behavioral development
• Adapts and provides educational materials and activities to meet individual language and cultural needs of students
• Follows the schedule and building procedures of the building of assignment
• Carries out all other duties as assigned

Exceptional package including but not limited to:

Full-time (1.0 FTE), 7-hour day, 10-month school calendar position

• Provide engaging and rigorous Science instruction to high school students in our Alternative Education program.
• Plan and implement a curriculum that aligns with NYSED Next Generation Science 7-12 Standards & develop literacy skills in students to ensure college or career readiness.
• Provide engaging and diversified instructional strategies to meet the learning styles of all students.
• Monitor students’ academic progress including, but not limited to, progress/marking period grades and attendance.
• Use data to identify student learning gaps to improve student achievement.
• Implement 504 plans and IEPs (Individualized Education Plans) for students with diverse learning needs.
• Collaborate regularly with teachers, counselors, and all others involved with the education of students.
• Use effective classroom management skills to provide students with a safe and conducive learning environment.
• Communicate as needed with parents, teachers, counselors, and all others involved with the education of the student.
• Carry out all other duties as assigned.

Exceptional package including but not limited to:

Two (2) Full-time (1.0 FTE), 7.00 hour day, 10 months per year, school calendar position

Students have behavioral management needs.  The teaching assistant must be physically able and willing to meet the academic and emotional needs of all students within the classroom which may consist of the following:

• Exemplifies the GST BOCES values of service; leadership; collaboration; and integrity.
• Assists with the instruction of students.
• Possesses the stills and demonstrate the ability to instruct the unit plans/lesson plans provided by the teacher in the classroom.
• Demonstrates the knowledge of Functional Behavior Assessments and Behavioral Intervention Plans. (writing and implementing).
• Possesses the overall ability to make good decisions. 
• Has the ability to take the role of the teacher in his/her absence.
• Demonstrates the ability to be a team player and promote positive and cooperative working relationships.
• Possesses knowledge of State and Federal Special Education regulations. 
• Possesses good problem-solving and communication skills.
• Able to provide instruction following the New York State Common Core Learning Standards.
• Keeps and records anecdotal records and data on student behavior and academics.
• Collaborates with all staff involved in the education of the students.
• Possesses the ability to provide a safe, positive and caring learning environment for all students.
• Demonstrates knowledge of NYS graduation and CDOS requirements.  
• Carries out all other duties as assigned.

Exceptional package including but not limited to:

Full-time (1.0 FTE), hours per day dependent upon location, 10-month school calendar position

• Evaluates the degree of function and disability and completes and submits appropriate documentation to CSE, Administrative staff or principal.
• Drafts appropriate annual goals and short-term objectives to present at the annual CSE meeting.
• Evaluates and re-evaluates short-term objectives on a quarterly basis throughout the school year.
• Keeps abreast of changes and developments in the field by attending professional meetings, reading professional journals and other publications.
• Performs Occupational Therapy procedures upon the written order or referral of a licensed physician in accordance with state law.
• Participates with other personnel in the formation of student's Individual Educational Program (IEP)
• Instructs and participates in faculty in-service educational program.
• Utilizes adaptive equipment, materials, and seating to permit the student to function more independently in the school environment.
• Carries out the treatment program as identified through evaluation and IEP, and maintains appropriate and accurate documentation regarding assessment, planning and treatment outcome.
• Instructs parents and school personnel regarding follow-up of therapy goals.
• Supervises therapist assistant and documents in accordance with state law.
• Identifies assistive technologies that will enhance student's functional performance and provides required documentation for funding.
• Develops and refines gross motor skills to improve functional activities.
• Follows the schedule and building procedures of the building assignment.
• Carries out all other duties as assigned.

Exceptional package including but not limited to:

Please note that applicants will be reviewed and will be filled on a continuing basis based on program needs.

Hours very depending on position and location

Position and Locations:

Depending on location, this position may involve direct work with students with autism, emotional and/or developmental disabilities which may include, but are not limited to, oppositional and aggressive behaviors; mood disorders; and potentially severe and unpredictable physical and/or verbal outbursts. Teacher Aides are expected to:

• Helps teacher monitor class
• Aids students in travel from bus to classroom and return
• Assists student on a one-to-one basis or in small groups, following teacher's instructions
• Helps students during lunch periods, gym, music, etc
• Helps students to carry out prescribed physical exercises
• Helps with daily living skills/hygiene
• Follows medical protocols put in place
• Carries out all other teacher designed and supervised activities
• May require heavy lifting (50lbs or more), feeding, assisting with toileting, diapering, physical restraints, escorting and behavior management plans, getting up and down from the floor, walking with the student(s), getting into the swimming pool with the student(s)
• Job responsibility may require individual to do one and two-person lifts and/or physical interventions on a daily basis. Position requires the successful completion of all elements of Therapeutic Crisis Intervention for schools (TCIS) training. Initial and refresher TCIS training is provided by GST BOCES.

Exceptional package including but not limited to:

Full-time (1.0 FTE), Hours Per Day Dependent Upon Work Location, 10-month, School Calendar Year Position

• Evaluates the degree of function and disability and completes and submits appropriate documentation to CSE, Administrative staff or principal.
• Drafts appropriate annual goals and short-term objectives to present at the annual CSE meeting.
• Evaluates and re-evaluates short-term objectives on a quarterly basis throughout the school year.
• Keeps abreast of changes and developments in the field by attending professional meetings, reading professional journals and other publications.
• Performs Physical Therapy procedures upon the written order or referral of a licensed physician in accordance with state law.
• Participates with other personnel in the formation of student's Individual Educational Program (IEP)
• Instructs and participates in the faculty in-service educational program.
• Utilizes adaptive equipment, materials, and seating to permit the student to function more independently in the school environment.
• Carries out the treatment program as identified through evaluation and IEP, and maintains appropriate and accurate documentation regarding assessment, planning and treatment outcome.
• Instructs parents and school personnel regarding follow-up of therapy goals.
• Supervises therapist assistant and documents in accordance with state law.
• Identifies assistive technologies that will enhance student's functional performance and provides required documentation for funding.
• Develops and refines gross motor skills to improve functional activities.
• Follows the schedule and building procedures of the building assignment.
• Carries out all other duties as assigned.

Exceptional package including but not limited to:

Please note that applicants will be reviewed and will be filled on a continuing basis based on program needs.

Hours vary depending on position and location (7 - 7.5 hours)

Position and Locations: 

• Corning/ Horseheads Region

Depending on location, this position may involve direct work with students with autism, emotional and/or developmental disabilities which may include, but are not limited to, oppositional and aggressive behaviors; mood disorders; and potentially severe and unpredictable physical and/or verbal outbursts. Deaf/Hearing Impaired Teachers are expected to:

• Have the ability to work with a diverse population of students
• Administer standardized and informal diagnostic tests to assess the strength and skills of individual students for education prescriptive purposes and for goal setting, evaluation and assessment purposes
• Consult and collaborate with all individuals involved with the education of the student
• Record and report student progress
• Carry out treatment program as identified through evaluation and IEP, maintain appropriate and accurate documentation regarding assessment, planning and treatment outcome
• Implement use of supplementary equipment or modes of communications or supplement exiting communications
• Carry out all other duties as assigned
• Job responsibility may require individual to do one and two-person lifts and/or physical interventions on a daily basis. Position requires the successful completion of all elements of Therapeutic Crisis Intervention for schools (TCIS) training. Initial and refresher TCIS training is provided by GST BOCES.

Exceptional package including but not limited to:

Please note that applicants will be reviewed and will be filled on a continuing basis based on program needs.

Hours vary depending on position and location (7 - 7.5 hours)

Position and Locations: 

• Elmira, Horseheads SVE

Depending on location, this position may involve direct work with students with autism, emotional and/or developmental disabilities which may include, but are not limited to, oppositional and aggressive behaviors; mood disorders; and potentially severe and unpredictable physical and/or verbal outbursts. Blind/Visually Impaired Teachers are expected to:

• Identify, order, create, and/or teach with and on the following concepts: Braille, large print books/materials, abacus, orientation concepts, typing and visual techniques/software as indicated on student IEP's
• Administer standardized and informal diagnostic tests to assess the strength and skills of individual students for education prescriptive purposes and for goal setting, evaluation and assessment purposes
• Consult and collaborate with all individuals involved with the education of the student
• Record and report student progress
• Carry out treatment program as identified through evaluation and IEP, maintain appropriate and accurate documentation regarding assessment, planning and treatment outcome
• Carry out all other duties as assigned
• Job responsibility may require individual to do one and two-person lifts and/or physical interventions on a daily basis. Position requires the successful completion of all elements of Therapeutic Crisis Intervention for schools (TCIS) training. Initial and refresher TCIS training is provided by GST BOCES.

Exceptional package including but not limited to:

Please note that applicants will be reviewed and will be filled on a continuing basis based on program needs.

Hours vary depending on position and location (7 - 7.5 hours)

Position and Locations:

• Elmira/Elmira Heights
• Bath/Hornell

Depending on location, this position may involve direct work with students with autism, emotional and/or developmental disabilities which may include, but are not limited to, oppositional and aggressive behaviors; mood disorders; and potentially severe and unpredictable physical and/or verbal outbursts. Speech Teachers are expected to:

• Have the ability to work with a diverse population of students
• Administer standardized and informal diagnostic tests to assess the strength and skills of individual students for education prescriptive purposes and for goal setting, evaluation and assessment purposes
• Consult and collaborate with all individuals involved with the education of the student
• Record and report student progress
• Carry out treatment program as identified through evaluation and IEP, maintain appropriate and accurate documentation regarding assessment, planning and treatment outcome
• Implement use of supplementary equipment or modes of communications or supplement exiting communications
• Carry out all other duties as assigned
• Job responsibility may require individual to do one and two-person lifts and/or physical interventions on a daily basis. Position requires the successful completion of all elements of Therapeutic Crisis Intervention for schools (TCIS) training. Initial and refresher TCIS training is provided by GST BOCES.

Exceptional package including but not limited to:

Please note that applicants will be reviewed and will be filled on a continuing basis based on program needs.

Hours vary depending position and location (7, 7.25 or 7.5 hours)

Position and Locations:

6:1:1 ED Bush - Phoenix Academy

8:1:1 ED Bush - Phoenix Academy

8:1:1 ED Bath School District

Depending on location, this position may involve direct work with students with autism, emotional and/or developmental disabilities which may include, but are not limited to, oppositional and aggressive behaviors; mood disorders; and potentially severe and unpredictable physical and/or verbal outbursts. Social Workers are expected to:

• Evaluate and re-evaluate short-term behavioral and academic objectives on a regular basis throughout the school year
• Provide counseling services for students in BOCES classrooms
• Attend CSE meetings or other student support meetings as needed
• Refer as necessary to Mental Health Services outside the school environment
• Develop solutions focused outcomes for social, emotional, behavioral, and academic issues as they arise
• Carries out all other duties as assigned
• Job responsibility may require individual to do one and two-person lifts and/or physical interventions on a daily basis. Position requires the successful completion of all elements of Therapeutic Crisis Intervention for schools (TCIS) training. Initial and refresher TCIS training is provided by GST BOCES.

Exceptional package including but not limited to:

Please note that applicants will be reviewed and will be filled on a continuing basis based on program needs.

Hours vary depending position and location (6 - 7.5 hours)

Position and Locations:

• 8:1:1 ID/ED- Classroom Teaching Assistant – Elmira High School
• 6:1:1 – Classroom Teaching Assistant- Spencer Van Etten Elementary School
• 12:1+3- Classroom Teaching Assistant - Bush Campus

6:1:1 – 1:1 Teaching Assistant Positions

•  Ernie Davis Academy ED, VEW Elementary School ASD, Broadway Academy ASD

8:1:1 – 1:1 Teaching Assistant Positions

•  VEW Elementary School ED, Bath Havering Middle School ED, Bush Campus ED

12:1:2 – 1:1 Teaching Assistant Positions

•  Diven Elementary Preschool Classroom

12:1:3 – Teaching Assistant Positions

• Bath Havering Elementary School– 2 Positions, Bush Campus

8:1:1 – Classroom Teaching Assistant

•  Ernie Davis Academy ED

Depending on location, this position may involve direct work with students with autism, emotional and/or developmental disabilities which may include, but are not limited to, oppositional and aggressive behaviors; mood disorders; and potentially severe and unpredictable physical and/or verbal outbursts. Teaching Assistants are expected to:

• Have the ability to work with a diverse population of students
• Provide students with a safe, orderly environment that is conducive to teaching and learning
• Provide specialized instruction to students with disabilities, under supervision of teacher
• Collaborate with colleagues and provide resources to meet student learning needs
• Communicate regularly and effectively with stakeholders
• Record student progress
• Carries out all other duties as assigned
• Job responsibility may require individual to do one and two-person lifts and/or physical interventions on a daily basis. Position requires the successful completion of all elements of Therapeutic Crisis Intervention for schools (TCIS) training. Initial and refresher TCIS training is provided by GST BOCES.

Applications are continuously being accepted for this position

and may be used to fill vacancies which may occur within GST BOCES Region

Exceptional package including but not limited to:

Full-time (1.0 FTE), 10-month, school calendar year position, hours per day vary with location

• Translate or interpret into sign language all academic and non-academic activities and reverse interpret as needed
• Instruct students with the use of an interpreter
• Document student behavior and use an interpreter on a daily basis
• Tutor hearing impaired student in subject area of mainstreaming
• Meet consistently with classroom teacher to determine vocabulary which may need prior explanation
• Meet on a regular basis with appropriate teacher/consultant of the hearing impaired
• Assist classroom teacher with normal classroom routine when not interpreting
• Dress in a manner which will assist the student with reading signs
• Communicate directly to the teacher/consultant of the hearing impaired regarding mainstream situational concerns
• Collect data for the IEP interpreting goals
• Participate in parent conference and IEP development under the direction of a teacher/consultant for the hearing impaired
• Interpret all situations including testing situations (e.g.: psychological & counseling sessions)
• Troubleshoot auditory training equipment
• Carry out all other duties as assigned

Exceptional package including but not limited to:

Full-time (1.0 FTE), Hours Per Day Dependent Upon Location, 10-month, School Calendar Year Position

Students may have behavioral management needs and/or social and emotional needs.  The Teacher must be physically able and willing to meet the academic, emotional, and physical needs of all students within the classroom.  TCI is required for all positions. 

Instruct students in the area of Art;

• Implements instruction through inquiry, project, and performance-based experiences.
• Understands blended learning and interdisciplinary instruction.
• Stimulates innovation, creativity and problem-solving.
• Committed to a workplace culture that encourages innovation and collaboration.
• Believes the power of learning resides in the student.
• Visionary, ambitious and having experience in writing and designing curriculum.
• Consults regularly with parents, teachers, school counselors and all others involved with the education of the student.
• Carries out all other duties as assigned.

Exceptional package including but not limited to:

Positions and Locations

Hours very depending on position and location (7, 7.25 or 7.5 hours), 10 months school year calendar 

Please note that applicants will be reviewed and will be filled on a continuing basis based on program needs.

Depending on location, this position may involve direct work with students with autism, emotional and/or developmental disabilities which may include, but are not limited to, oppositional and aggressive behaviors; mood disorders; and potentially severe and unpredictable physical and/or verbal outbursts. Teachers are expected to:

• Have the ability to work with a diverse population of students
• Provide students with a safe, orderly environment that is conducive to teaching and learning
• Provide specialized instruction to students with disabilities
• Collaborate with colleagues and provide resources to meet student learning needs
• Communicate regularly and effectively with parents
• Record and report student progress
• Carries out all other duties as assigned

2026 EXTENDED SCHOOL YEAR PROGRAM

SESSION DATES: July 6, 2026, through August 14, 2026

PROGRAMS:

• 1:6:1 DAY TREATMENT
• 1:6:1 EMOTIONALLY DELAYED
• 1:6:1 AUTISM SPECTRUM DISORDER
• 1:8:1 EMOTIONALLY DELAYED
• 1:8:1 INTELLECTUALLY DISABLED/EMOTIONALLY DELAYED/DIVERSE NEEDS
• 1:12:1 ACADEMICALLY DELAYED
• 12:1(3+1)
• 12:1:2 PRESCHOOL
• 6:1:1 PRESCHOOL

LOCATIONS:

• BUSH EDUCATION CENTER
• THOMAS EDISON HIGH SCHOOL
• DIVEN ELEMENTARY
• BATH HIGH SCHOOL
• COLUMBIAN ELEMENTARY

OTHER INFORMATION:

• APPOINTMENTS ARE CONTINGENT UPON SUFFICIENT ENROLLMENT.
• A SIX-WEEK COMMITMENT IS A CONDITION OF EMPLOYMENT IN THE EXTENDED SCHOOL YEAR (ESY) PROGRAM.  LEAVE WITHOUT PAY WILL NOT BE APPROVED DURING THE ESY PROGRAM.
• APPLICANTS MUST BE ABLE TO ASSIST WITH THERAPEUTIC PHYSICAL RESTRAINTS.
• APPLICANTS MUST BE WILLING AND ABLE TO FULLY PARTICIPATE WITH THE STUDENTS AND THEIR ACTIVITIES, INCLUDING BUT NOT LIMITED TO SWIMMING, BIKING, HIKING, ETC.

 Those who can work the full six weeks will have first preference.  If a job share is arranged between two employees, it will be considered.  If you are applying for multiple positions, please complete an application for each position.
Staff Planning Days for Teachers, Classroom Teaching Assistants and Related Services/Itinerant Providers are July 6 and/or August 14, 2026, on a timesheet basis only for a TOTAL of six hours.  In the event of an emergency closing, students and staff will have a normal school day on August 19.

Applications are continuously being accepted for this position 

and may be used to fill vacancies which may occure within the GST BOCES Region

Per-Diem, Temporary Position, Hourly Employee

• Provides supervision and hands on training to Practical Nursing students at various clinical sites throughout the region;
• Responsible for ensuring the fulfillment of clinical goals and objectives of the Practical Nursing program;
• Creates a clinical/lab environment which fosters students' academic growth and guides their professional development;
• Supports students by providing demonstration of clinical skills in relation to theory, encourages critical thinking, and acts as a mentor/role model to the students;
• Evaluates students' competence based upon the program philosophy and objectives;
• Exemplifies professionalism and acts as the standard for students throughout the Practical Nursing program and once the students enter the field after graduation;
• Acts as a liaison between GST BOCES and clinical site;
• Performs other duties as assigned by the program coordinator.