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

• Provide effective instructional strategies to secondary students in Career and Technical and New Visions ACE English Course Curriculum
• Plan and implement a curriculum that meets the NYS ELA standards.
• Be able to plan and implement an English Course Curriculum
• Administer tests and use data to identify student learning gaps in order to improve student achievement and instruction.
• Implement 504 plans and IEP’s (Individualized Education Plans) for students with diverse learning needs.
• Use effective classroom management skills to provide students with a safe and conducive learning environment. 
• Draft appropriate annual goals and short-term objectives on a regular basis throughout the school year.
• Monitor student progress.
• Consult with parents, counselors, consultant teachers, CSE's and others involved in the students’ education.  
• Keep current on changes and developments in the teaching field and in the specific subject area.
• Assist with scoring January and June Regents exams in English.
• Carry out all other duties as assigned.

6:1:1 ASD Special Class

Full-time (1.0 FTE), 7.25-Hour day, 10-month, School Calendar Year Position

Therapeutic Crisis Intervention (TCI) is required for all Special Education Teaching Assistant positions.

• Providing educational services to students with Autism
• Exemplifies the GST BOCES values of service; leadership; collaboration; and integrity
• Responsible for complying with state and federal regulations and delivering specially designed instruction in the special class setting
• Responsible for aligning unit plans/lessons with the NYS standards/Common Core Standards
• Promotes positive and cooperative working relationships
• Administers standardized tests to assess the strengths, skills, and present levels of the student
• Drafts appropriate annual goals and short term objectives to present at CSE meetings
• Evaluates and re-evaluates short-term objectives on a regular basis throughout the school year
• Keeps anecdotal records on student behaviors or events which may be needed for local CSE decision-making
• Adapts and provides educational activities to differentiate instruction and meet the individual needs of students
• Collaborates with all related service and support personnel to provide an integrated program that addresses students’ individual academic, behavioral and emotional development
• Keeps abreast of changes and developments in the field by attending professional meetings, reading professional journals and other publications
• Consults regularly with parents, teachers, home school counselors and all others involved with the education of the student
• Plans and coordinates classroom teaching assistant’s or teacher aide’s schedule
• Follows the schedule and procedures of the building/district of assignment
• Carries out all other duties as assigned

6:1:1 Special Class (2 Positions)

Full-time (.93 FTE), 6.00-hour day, 10 months per year, school calendar position

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

Heavy lifting (50 pounds or more), feeding, assisting with toileting, diapering, physical restraints, escorting, behavior management plans, getting up and down from the floor, walking with the students and getting into the swimming pool with the students. 

Therapeutic Crisis Intervention (TCI) is required for all Special Education Teaching Assistant positions.

• 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.
• Carries out all other duties as assigned.

12:1:3 MD Special Class

Full-time (.93 FTE), 6.00-hour day, 10 months per year, school calendar position

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

Heavy lifting (50 pounds or more), feeding, assisting with toileting, diapering, physical restraints, escorting, behavior management plans, getting up and down from the floor, walking with the students and getting into the swimming pool with the students. 

Therapeutic Crisis Intervention (TCI) is required for all Special Education Teaching Assistant positions.

• 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.
• Carries out all other duties as assigned.

6:1:1 ED ASD Special Class

Full-time (.93 FTE), 6.00-hour day, 10 months per year, school calendar position

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

Heavy lifting (50 pounds or more), feeding, assisting with toileting, diapering, physical restraints, escorting, behavior management plans, getting up and down from the floor, walking with the students and getting into the swimming pool with the students. 

Therapeutic Crisis Intervention (TCI) is required for all Special Education Teaching Assistant positions.

• 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.
• Carries out all other duties as assigned.

Full-time, (1.0 FTE) 7.25-hour day, 10-month, school calendar year position 

• Assist in promoting a positive environment within the classrooms and program and in promoting positive and cooperative working relationships
• Assist school psychologist with the development of a social history of each student by obtaining information from parents and/or guardians and appropriate agencies
• 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
• Develop and maintain communication with the students’ teachers, school psychologist, parents, school guidance counselors, social workers and other appropriate agencies
• Maintain files on students.  Documentation should include time spent and general content of session and progress
• 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
• Assist with Therapeutic Crisis Intervention techniques (TCI) as needed
• Carry out all other duties as assigned

LOCATION:  ELMIRA HEIGHTS SCHOOL DISTRICT AND ELMIRA CITY SCHOOL DISTRICT

Full-time (1.0 FTE), 10-month school calendar position; work hours depend on location

• To assist in preventing educational and behavioral problems of students through early identification and consultation.
• To identify special needs of students through consultation, observation and other psychological and education assessments.
• To analyze, integrate and report psychological and educational information about child behavior and conditions related to learning.
• To consult with school and agency personnel, parents, other caretakers and/or children and youth planning, implementing and evaluating school programs and interventions to meet the identified psychological and educational needs of students.
• To assist in planning and managing a program of psychological services for local school districts including pre-referral, referral and assessment services; early identification services; intervention and counseling for students; parent counseling and training; program evaluation and applied educational research.
• Keep professional skills and knowledge updated and current, especially with respect to laws, regulations affecting the provision of School Psychological Services.
• Carry out all other duties as assigned.

12:1:2 Preschool, Special Class

Full-time (1.0 FTE), 7.25-Hour day, 10-month, School Calendar Year Position

Therapeutic Crisis Intervention (TCI) is required for all Special Education Teaching Assistant positions.

• Providing educational services to students with Autism
• Exemplifies the GST BOCES values of service; leadership; collaboration; and integrity
• Responsible for complying with state and federal regulations and delivering specially designed instruction in the special class setting
• Responsible for aligning unit plans/lessons with the NYS standards/Common Core Standards
• Promotes positive and cooperative working relationships
• Administers standardized tests to assess the strengths, skills, and present levels of the student
• Drafts appropriate annual goals and short term objectives to present at CSE meetings
• Evaluates and re-evaluates short-term objectives on a regular basis throughout the school year
• Keeps anecdotal records on student behaviors or events which may be needed for local CSE decision-making
• Adapts and provides educational activities to differentiate instruction and meet the individual needs of students
• Collaborates with all related service and support personnel to provide an integrated program that addresses students’ individual academic, behavioral and emotional development
• Keeps abreast of changes and developments in the field by attending professional meetings, reading professional journals and other publications
• Consults regularly with parents, teachers, home school counselors and all others involved with the education of the student
• Plans and coordinates classroom teaching assistant’s or teacher aide’s schedule
• Follows the schedule and procedures of the building/district of assignment
• Carries out all other duties as assigned

Full-time, (1.0 FTE) 7.25-hour day, 10-month, school calendar year position 

• Assist in promoting a positive environment within the classrooms and program and in promoting positive and cooperative working relationships
• Assist school psychologist with the development of a social history of each student by obtaining information from parents and/or guardians and appropriate agencies
• 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
• Develop and maintain communication with the students’ teachers, school psychologist, parents, school guidance counselors, social workers and other appropriate agencies
• Maintain files on students.  Documentation should include time spent and general content of session and progress
• 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
• Assist with Therapeutic Crisis Intervention techniques (TCI) as needed
• Carry out all other duties as assigned

8:1:1 ED Special Class

Full-time (1.0 FTE), 7.25-Hour day, 10-month, School Calendar Year Position

Therapeutic Crisis Intervention (TCI) is required for all Special Education Teaching Assistant positions.

• Providing educational services to students with Autism
• Exemplifies the GST BOCES values of service; leadership; collaboration; and integrity
• Responsible for complying with state and federal regulations and delivering specially designed instruction in the special class setting
• Responsible for aligning unit plans/lessons with the NYS standards/Common Core Standards
• Promotes positive and cooperative working relationships
• Administers standardized tests to assess the strengths, skills, and present levels of the student
• Drafts appropriate annual goals and short term objectives to present at CSE meetings
• Evaluates and re-evaluates short-term objectives on a regular basis throughout the school year
• Keeps anecdotal records on student behaviors or events which may be needed for local CSE decision-making
• Adapts and provides educational activities to differentiate instruction and meet the individual needs of students
• Collaborates with all related service and support personnel to provide an integrated program that addresses students’ individual academic, behavioral and emotional development
• Keeps abreast of changes and developments in the field by attending professional meetings, reading professional journals and other publications
• Consults regularly with parents, teachers, home school counselors and all others involved with the education of the student
• Plans and coordinates classroom teaching assistant’s or teacher aide’s schedule
• Follows the schedule and procedures of the building/district of assignment
• Carries out all other duties as assigned

8:1:1 ED Special Class

Full-time (1.0 FTE), 7.25-Hour day, 10-month, School Calendar Year Position

Therapeutic Crisis Intervention (TCI) is required for all Special Education Teaching Assistant positions.

• Providing educational services to students with Autism
• Exemplifies the GST BOCES values of service; leadership; collaboration; and integrity
• Responsible for complying with state and federal regulations and delivering specially designed instruction in the special class setting
• Responsible for aligning unit plans/lessons with the NYS standards/Common Core Standards
• Promotes positive and cooperative working relationships
• Administers standardized tests to assess the strengths, skills, and present levels of the student
• Drafts appropriate annual goals and short term objectives to present at CSE meetings
• Evaluates and re-evaluates short-term objectives on a regular basis throughout the school year
• Keeps anecdotal records on student behaviors or events which may be needed for local CSE decision-making
• Adapts and provides educational activities to differentiate instruction and meet the individual needs of students
• Collaborates with all related service and support personnel to provide an integrated program that addresses students’ individual academic, behavioral and emotional development
• Keeps abreast of changes and developments in the field by attending professional meetings, reading professional journals and other publications
• Consults regularly with parents, teachers, home school counselors and all others involved with the education of the student
• Plans and coordinates classroom teaching assistant’s or teacher aide’s schedule
• Follows the schedule and procedures of the building/district of assignment
• Carries out all other duties as assigned

8:1:1 ED Special Class

Full-time (1.0 FTE), 7-Hour day, 10-month, School Calendar Year Position

Therapeutic Crisis Intervention (TCI) is required for all Special Education Teaching Assistant positions.

• Providing educational services to students with Autism
• Exemplifies the GST BOCES values of service; leadership; collaboration; and integrity
• Responsible for complying with state and federal regulations and delivering specially designed instruction in the special class setting
• Responsible for aligning unit plans/lessons with the NYS standards/Common Core Standards
• Promotes positive and cooperative working relationships
• Administers standardized tests to assess the strengths, skills, and present levels of the student
• Drafts appropriate annual goals and short term objectives to present at CSE meetings
• Evaluates and re-evaluates short-term objectives on a regular basis throughout the school year
• Keeps anecdotal records on student behaviors or events which may be needed for local CSE decision-making
• Adapts and provides educational activities to differentiate instruction and meet the individual needs of students
• Collaborates with all related service and support personnel to provide an integrated program that addresses students’ individual academic, behavioral and emotional development
• Keeps abreast of changes and developments in the field by attending professional meetings, reading professional journals and other publications
• Consults regularly with parents, teachers, home school counselors and all others involved with the education of the student
• Plans and coordinates classroom teaching assistant’s or teacher aide’s schedule
• Follows the schedule and procedures of the building/district of assignment
• Carries out all other duties as assigned

8:1:1 ED Special Class

Full-time (1.0 FTE), 7-Hour day, 10-month, School Calendar Year Position

Therapeutic Crisis Intervention (TCI) is required for all Special Education Teaching Assistant positions.

• Providing educational services to students with Autism
• Exemplifies the GST BOCES values of service; leadership; collaboration; and integrity
• Responsible for complying with state and federal regulations and delivering specially designed instruction in the special class setting
• Responsible for aligning unit plans/lessons with the NYS standards/Common Core Standards
• Promotes positive and cooperative working relationships
• Administers standardized tests to assess the strengths, skills, and present levels of the student
• Drafts appropriate annual goals and short term objectives to present at CSE meetings
• Evaluates and re-evaluates short-term objectives on a regular basis throughout the school year
• Keeps anecdotal records on student behaviors or events which may be needed for local CSE decision-making
• Adapts and provides educational activities to differentiate instruction and meet the individual needs of students
• Collaborates with all related service and support personnel to provide an integrated program that addresses students’ individual academic, behavioral and emotional development
• Keeps abreast of changes and developments in the field by attending professional meetings, reading professional journals and other publications
• Consults regularly with parents, teachers, home school counselors and all others involved with the education of the student
• Plans and coordinates classroom teaching assistant’s or teacher aide’s schedule
• Follows the schedule and procedures of the building/district of assignment
• Carries out all other duties as assigned

6:1:1 ED ASD Special Class

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

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

Heavy lifting (50 pounds or more), feeding, assisting with toileting, diapering, physical restraints, escorting, behavior management plans, getting up and down from the floor, walking with the students and getting into the swimming pool with the students. 

Therapeutic Crisis Intervention (TCI) is required for all Special Education Teaching Assistant positions.

• 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.
• Carries out all other duties as assigned.

6:1:1 ED ASD Special Class

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

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

Heavy lifting (50 pounds or more), feeding, assisting with toileting, diapering, physical restraints, escorting, behavior management plans, getting up and down from the floor, walking with the students and getting into the swimming pool with the students. 

Therapeutic Crisis Intervention (TCI) is required for all Special Education Teaching Assistant positions.

• 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.
• Carries out all other duties as assigned.

6:1:1 ASD Special Class (3 Positions)

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

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

Heavy lifting (50 pounds or more), feeding, assisting with toileting, diapering, physical restraints, escorting, behavior management plans, getting up and down from the floor, walking with the students and getting into the swimming pool with the students. 

Therapeutic Crisis Intervention (TCI) is required for all Special Education Teaching Assistant positions.

• 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.
• Carries out all other duties as assigned.

8:1:1 ED Special Class

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

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

Heavy lifting (50 pounds or more), feeding, assisting with toileting, diapering, physical restraints, escorting, behavior management plans, getting up and down from the floor, walking with the students and getting into the swimming pool with the students. 

Therapeutic Crisis Intervention (TCI) is required for all Special Education Teaching Assistant positions.

• 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.
• Carries out all other duties as assigned.

6:1:1 ED Special Class

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

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

Heavy lifting (50 pounds or more), feeding, assisting with toileting, diapering, physical restraints, escorting, behavior management plans, getting up and down from the floor, walking with the students and getting into the swimming pool with the students. 

Therapeutic Crisis Intervention (TCI) is required for all Special Education Teaching Assistant positions.

• 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.
• Carries out all other duties as assigned.

12:1:3 MD Special Class

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

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

Heavy lifting (50 pounds or more), feeding, assisting with toileting, diapering, physical restraints, escorting, behavior management plans, getting up and down from the floor, walking with the students and getting into the swimming pool with the students. 

Therapeutic Crisis Intervention (TCI) is required for all Special Education Teaching Assistant positions.

• 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.
• Carries out all other duties as assigned.

8:1:1 ED Special Class

Full-time (1.0 FTE), 7-Hour day, 10-month, School Calendar Year Position

Therapeutic Crisis Intervention (TCI) is required for all Special Education Teaching Assistant positions.

• Exemplifies the GST BOCES values of service; leadership; collaboration; and integrity
• Responsible for complying with state and federal regulations and delivering specially designed instruction in the special class setting
• Responsible for aligning unit plans/lessons with the NYS standards/Common Core Standards
• Promotes positive and cooperative working relationships
• Administers standardized tests to assess the strengths, skills, and present levels of the student
• Drafts appropriate annual goals and short term objectives to present at CSE meetings
• Evaluates and re-evaluates short-term objectives on a regular basis throughout the school year
• Keeps anecdotal records on student behaviors or events which may be needed for local CSE decision-making
• Adapts and provides educational activities to differentiate instruction and meet the individual needs of students
• Collaborates with all related service and support personnel to provide an integrated program that addresses students’ individual academic, behavioral and emotional development
• Keeps abreast of changes and developments in the field by attending professional meetings, reading professional journals and other publications
• Consults regularly with parents, teachers, home school counselors and all others involved with the education of the student
• Plans and coordinates classroom teaching assistant’s or teacher aide’s schedule
• Follows the schedule and procedures of the building/district of assignment
• Carries out all other duties as assigned

LOCATION: STEM ACADEMY, CORNING COMMUNITY COLLEGE

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

• Assist with instructing all students with rigorous and engaging classroom instruction, project-based learning, and hands-on skills that will prepare students to be college and career ready
• Assist in monitoring students’ academic progress
• Assist with implementing 504 Accommodation Plans and IEPs (Individualized Education Plans) for students with diverse learning needs, including testing accommodations
• Assist with attendance and calling parents of absent students
• Collect work and provide direct instruction and supervision to students in need of academic support
• Assist in providing supervision and managing of student lunch activity
• Assist in communicating regularly with parents, teachers, home school counselors and all others involved with the education of students
• Assist with scheduling and supervision of work-based learning initiatives and college coursework
• Assist counseling department with student management needs
• Uphold the BOCES Values: Service, Collaboration, Leadership, and Integrity
• Carry out all other duties as assigned

6:1:1 ASD SPECIAL CLASS

LOCATION: BROADWAY ACADEMY, ELMIRA CITY SCHOOL DISTRICT

Full-time (1.0 FTE), 7.00-Hour day, 10-month, School Calendar Year Position

Therapeutic Crisis Intervention (TCI) is required for all Special Education Teaching Assistant positions.

• Exemplifies the GST BOCES values of service; leadership, collaboration, and integrity
• Responsible for complying with state and federal regulations and delivering specially designed instruction in the special class setting
• Responsible for aligning unit plans/lessons with the NYS standards/Common Core Standards
• Promotes positive and cooperative working relationships
• Administers standardized tests to assess the strengths, skills, and present levels of the student
• Drafts appropriate annual goals and short-term objectives to present at CSE meetings
• Evaluates and re-evaluates short term objectives on a regular basis throughout the school year
• Keeps anecdotal records on student behaviors or events which may be needed for local CSE decision-making
• Adapts and provides educational activities to differentiate instruction and meet individual needs of students
• Collaborates with all related service and support personnel to provide an integrated program that addresses students’ individual academic, behavioral and emotional development
• Keeps abreast of changes and developments in the field by attending professional meetings, reading professional journals and other publications
• Consults regularly with parents, teachers, home school counselors and all others involved with the education of the student
• Plans and coordinates classroom teaching assistant’s or teacher aide’s schedule
• Follows the schedule and procedures of the building/district of assignment
• Carries out all other duties as assigned

6:1:1 ASD SPECIAL CLASS

LOCATION: VERNON E. WIGHTMAN PRIMARY, BATH HIGH SCHOOL

Full-time (1.0 FTE), 7.25-Hour day, 10-month, School Calendar Year Position

• Providing educational services to students with Autism
• Exemplifies the GST BOCES values of service; leadership, collaboration, and integrity
• Responsible for complying with state and federal regulations and delivering specially designed instruction in the special class setting
• Responsible for aligning unit plans/lessons with the NYS standards/Common Core Standards
• Promotes positive and cooperative working relationships
• Administers standardized tests to assess the strengths, skills, and present levels of the student
• Drafts appropriate annual goals and short-term objectives to present at CSE meetings
• Evaluates and re-evaluates short term objectives on a regular basis throughout the school year
• Keeps anecdotal records on student behaviors or events which may be needed for local CSE decision-making
• Adapts and provides educational activities to differentiate instruction and meet individual needs of students
• Collaborates with all related service and support personnel to provide an integrated program that addresses students’ individual academic, behavioral and emotional development
• Keeps abreast of changes and developments in the field by attending professional meetings, reading professional journals and other publications
• Consults regularly with parents, teachers, home school counselors and all others involved with the education of the student
• Plans and coordinates classroom teaching assistant’s or teacher aide’s schedule
• Follows the schedule and procedures of the building/district of assignment
• Carries out all other duties as assigned

6:1:1 ASD SPECIAL CLASS

LOCATION: VERNON E. WIGHTMAN PRIMARY, BATH HIGH SCHOOL

Full-time (1.0 FTE), 7.25-Hour day, 10-month, School Calendar Year Position

• Providing educational services to students with Autism
• Exemplifies the GST BOCES values of service; leadership, collaboration, and integrity
• Responsible for complying with state and federal regulations and delivering specially designed instruction in the special class setting
• Responsible for aligning unit plans/lessons with the NYS standards/Common Core Standards
• Promotes positive and cooperative working relationships
• Administers standardized tests to assess the strengths, skills, and present levels of the student
• Drafts appropriate annual goals and short-term objectives to present at CSE meetings
• Evaluates and re-evaluates short term objectives on a regular basis throughout the school year
• Keeps anecdotal records on student behaviors or events which may be needed for local CSE decision-making
• Adapts and provides educational activities to differentiate instruction and meet individual needs of students
• Collaborates with all related service and support personnel to provide an integrated program that addresses students’ individual academic, behavioral and emotional development
• Keeps abreast of changes and developments in the field by attending professional meetings, reading professional journals and other publications
• Consults regularly with parents, teachers, home school counselors and all others involved with the education of the student
• Plans and coordinates classroom teaching assistant’s or teacher aide’s schedule
• Follows the schedule and procedures of the building/district of assignment
• Carries out all other duties as assigned

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

• Provide instruction to Alternative Education middle school students in core subject areas
• Administer state assessments
• Provide engaging and diversified instructional strategies to meet the learning styles of all students
• Use assessment data to identify the learning gaps of students
• Monitor students’ academic progress including, but not limited to progress/marking period grades, and attendance
• Implement 504 plans and IEPs (Individualized Education Plans) for students with divers learning needs
• Provide effective classroom management and supervision
• Work as a team with the other teachers and counselors in Alternative Education
• Consult regularly with parents, teachers, home school counselors and all others involved with the education of each student
• Carry out all other duties as assigned

Full-time (1.0 FTE), 7-hour day, 10-month, School Calendar Year Position

• Provide physical education instruction for special education students and alternative students on Bush Campus as well as off-site locations as needed
• Flexible and creative execution of lessons in structure, setting, grading, and content
• Some students have behavioral management needs and/or special needs
• Administer assessments to gauge the strengths and skills of the students
• Consult regularly with parents, teachers, home school counselors and all others involved with the education of the student
• Assist secondary students in developing appropriate learning attitudes
• Keep abreast of changes and developments in the field by attending professional meetings, reading professional journals, and other publications
• Maintain discipline during physical education class (both on and off-campus
• Collaborate with counterpart PE instructors on the direction of the program
• Monitor students’ academic progress including, but not limited to, progress/marking period grades, attendance, hands-on performance skills
• Implement IEP's (Individualized Education Plans) for students with diverse learning needs
• Uphold the BOCES’ Values: Service, Collaboration, Leadership, and Integrity
• Carry out all other duties as assigned

Full-time positions, hours per day are dependent upon work location, 10 months per year, school calendar positions

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

Heavy lifting (50 pounds or more), feeding, assisting with toileting, diapering, physical restraints, escorting, behavior management plans, getting up and down from the floor, walking with the students and getting into the swimming pool with the students. 

Therapeutic Crisis Intervention (TCI) is required for all Special Education Teaching Assistant positions.

• 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.

LOCATION:  COOPERS CAMPUS - FULL TIME (1.0 FTE) POSITION

• Analyzing specification charts, samples, and drawings to gain a thorough understanding of requirements
• Developing a plan of action to manufacture parts according to specifications
• Measuring and marking raw materials needed to manufacture parts
• Setting up equipment required to complete each step of the manufacturing planning, and operating equipment to carry out each step correctly
• Monitoring the production process and intervening when necessary
• Inspecting finished parts for flaws and defects
• Familiarity with Computer Numerical Control (CNC) software and machinery used for computer-aided manufacturing
• Knowledge of how to operate grinders, lathes, and milling machines
• Problem-solving skills to troubleshoot issues that may arise during the manufacturing process
• Ability to move roughly 50 to 75 pounds and remain stationary throughout a shift
• Understanding of health and safety regulations to reduce the risk of workplace injuries

Full-time (1.0 FTE), 7-hour day, 10-month, School Calendar Position

The Career Connections program is designed to introduce students to careers and help them develop job-specific skills that could enable them to successfully transition into a 2-year CTE program of their choice.  Duties include, but are not limited to;

• Provide students with rigorous and engaging classroom instruction, project-based learning, and hands-on skills
• Assisting secondary students in developing appropriate learning attitudes
• Assisting with adapting educational equipment and materials to best fit the learning style of the individual students
• Supporting students in progressing with appropriate annual goals throughout the school year (e.g., following directions, safety, getting along with peers/adults)
• Keeping abreast of changes and developments in the field by attending professional meetings, reading professional journals, and other publications
• Consulting, as needed with parents, teachers, home school counselors and all others involved with the education of the students
• Maintaining discipline in the classroom and work sites
• Collaborating with the classroom teaching assistant on the direction of the program 
• Monitor students' academic progress, including but not limited to, progress/marking period grades, attendance, hands-on performance skills
• Implementing 504 plans and IEPs (Individualized Education Plans) for students with diverse learning needs
• Upholding the BOCES' Values: Service, Collaboration, Leadership, and Integrity
• Carrying out all other duties as assigned

Full-time (1.0 FTE), 7- Hour Day, 10-month, School Calendar Year Position

• Providing Social Work services to elementary and middle school 8:1:1 ED classrooms in Columbian School in Hornell City School District.  
• Assist in promoting a positive environment within the classrooms and program and in promoting positive and cooperative working relationships.
• Assist school psychologist with the development of a social history of each student by obtaining information from parents and/or guardians and appropriate agencies.
• Evaluate and re-evaluate short-term behavioral and academic objectives on a regular basis throughout the school year.
• Provide counseling services to students in BOCES classrooms.
• Develop and maintain communication with the students’ teachers, school psychologists, parents, school guidance counselors, social workers, and other appropriate agencies.
• Maintain files on students.  Documentation should include time spent and the general content of the session and progress.
• Attend CSE meetings or other student support meetings as needed.
• Refer as necessary to Mental Health Services outside the school environment.
• Develop solution-focused outcomes for social, emotional, behavioral, and academic issues as they arise.
• Assist with Therapeutic Crisis Intervention techniques as needed.
• Carry out all other duties as assigned.

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.

8:1:1 ED SPECIAL CLASS

Full-time (1.0 FTE), 7.25-Hour day, 10-month, School Calendar Year Position

*NOTE: 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.  Which may consist of the following: heavy lifting (50 lbs or more), physical interventions, feeding, assisting with toileting, diapering, physical restraints, escorting, behavior management plans, getting up and down from the floor and walking with the students.  TCI is required for all Special Education Teaching positions. 

• Exemplifies the GST BOCES values of service; leadership, collaboration, and integrity
• Responsible for complying with state and federal regulations and delivering specially designed instruction in the special class setting
• Responsible for aligning unit plans/lessons with the NYS standards/Common Core Standards
• Promotes positive and cooperative working relationships
• Administers standardized tests to assess the strengths, skills, and present levels of the student
• Drafts appropriate annual goals and short-term objectives to present at CSE meetings
• Evaluates and re-evaluates short term objectives on a regular basis throughout the school year
• Keeps anecdotal records on student behaviors or events which may be needed for local CSE decision-making
• Adapts and provides educational activities to differentiate instruction and meet individual needs of students
• Collaborates with all related service and support personnel to provide an integrated program that addresses students’ individual academic, behavioral and emotional development
• Keeps abreast of changes and developments in the field by attending professional meetings, reading professional journals and other publications
• Consults regularly with parents, teachers, home school counselors and all others involved with the education of the student
• Plans and coordinates classroom teaching assistant’s or teacher aide’s schedule
• Follows the schedule and procedures of the building/district of assignment
• Carries out all other duties as assigned

Applications are continuously being accepted for this position

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

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

• Evaluate students cognitive functioning as it applies to language.
• Determine present level of receptive and expressive language.
• Develop short term objectives as they relate to language for meeting annual goals.
• Evaluate and re-evaluate short term objectives on a regular basis.
• Keep anecdotal records on student’s behaviors or events which may be needed for local COH decision making.
• Consult with all individuals involved with the education of the student.
• Carry out treatment program as identified through evaluation and IEP, and maintains appropriate and accurate documentation regarding assessment, planning and treatment outcome.
• Implement use of supplementary equipment or modes of communications or supplement existing communications.
• Instructs parents and school personnel regarding follow-up of therapy goals.
• Proficient in sign language systems.
• Follow the schedule and procedures of the building of assignment.
• Keep abreast of changes and developments in the field by attending professional meetings, reading professional journals and other publications.
• Carry out all other duties as assigned.

Applications are continuously being accepted for this position

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

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

• Evaluate students’ cognitive functioning as it applies to language.
• Determine present level of receptive and expressive language.
• Develop short term objectives as they relate to language for meeting annual goals.
• Evaluate and re-evaluate short term objectives on a regular basis.
• Keep anecdotal records on student behaviors or events which may be needed for local COH decision making.
• Consult with all individuals involved with the education of the student.
• Implement use of supplementary equipment or modes of communications or supplement existing communication.
• Proficient in Sign Language Systems.
• Opportunity to work extended school year. 
• Carry out all other duties as assigned.

Applications are continuously being accepted for this position

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

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

• Administer standardized and informal diagnostic tests to assess the strength and skills of individual students for education prescriptive purposes and for evaluation and achievement purposes.
• Draft appropriate annual goals and short-term objectives to present at the annual CSE meeting, evaluating and re-evaluating the short-term objectives on a regular basis.
• Keep anecdotal records on student’s behaviors or events which may be needed for local COH decision making.
• Collect medical information from nurses, physicians, ophthalmologists, low vision clinics, etc. on individual students and interpret this information to others involved with the student(s).
• Identify and order educational materials and special equipment that are indicated from medical land educational assessment to be needed by individual students to meet individual students’ individualized educational program goals.
• Order large print textbooks and Braille books and materials as required.
• Teach special subject areas such as body image optacon, Braille, abacus, orientation concepts, typing and visual techniques to individual students as indicated on the IEP’s.
• Carry out all other duties as assigned.

Applications are continuously being accepted for this position

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

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

Applications are continuously being accepted for this position

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

10-month School Calendar Position, Hours Per Day Vary By Location

Duties include, but are not limited to:

• Assisting the classroom teacher to provide students with rigorous and engaging classroom instruction, project-based learning, and hands-on skills
• Assisting secondary students in developing appropriate learning attitudes
• Assisting with adapting educational equipment and materials to best fit the learning style of the individual students
• Supporting students in progressing with appropriate annual goals throughout the school year (e.g., following directions, safety, getting along with peers/adults)
• Keeping abreast of changes and developments in the field by attending professional meetings, reading professional journals, and other publications
• Consulting, as needed with parents, teachers, home school counselors and all others involved with the education of the student
• Maintaining discipline in the classroom and work site
• Collaborating with the classroom teacher and counterpart B&E instructors on the direction of the program
• Assisting the classroom teacher to monitor students’ academic progress, including but not limited to, progress/marking period grades, attendance, hands-on performance skills
• Assisting the classroom teacher to implement 504 plans and IEPs (Individualized Education Plans) for students with diverse learning needs
• Upholding the BOCES’ Values: Service, Collaboration, Leadership, and Integrity
• Carrying out all other duties as assigned

Applications are continuously being accepted for this position

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

Hours per day vary by location and school calendar

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

• Heavy lifting (50 pounds or more)
• Physical interventions.
• Escorting
• Behavior management
• Plans
• Getting up and down from the floor

Therapeutic Crisis Intervention (TCI) is required for all Special Education teaching assistant positions.

• 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 recordsanecdotal 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.

Applications are continuously being accepted for this position

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

10-Month School Calendar Position, Hours Per Day Vary by Location

Students have a variety of management needs.  The teacher must be physically able and willing to meet the academic, emotional and physical needs of all students within the classroom, which may consist of the following:

TCI is required for all Special Education Teacher positions

• Responsible for complying with State and Federal regulations
• Responsible for aligning unit plans/lessons with the NYS standards
• Promote positive and cooperative working relationships
• Administer standardized tests to assess the strength and skills of the student
• Draft appropriate annual goals and short term objectives to present at the annual CSE meeting
• Evaluate and re-evaluate short term objectives on a regular basis throughout the school year
• Keep anecdotal records on student behaviors or events which may be needed for local CSE decision-making
• Adapts and provides educational materials and activities to meet individual needs of students
• Collaborates with all related service and support personnel to provide an integrated program that addresses students’ individual academic, behavioral and emotional development
• Keep abreast of changes and developments in the field by attending professional meetings, reading professional journals and other publications
• Consult regularly with parents, teachers, home school counselors and all others involved with the education of the student
• Plan and coordinate classroom teaching assistant’s time and evaluate performance(s)
• Follows the schedule and building procedures of the building of assignment
• Carry out all other duties as assigned

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.

Applications are continuously being accepted for this position

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

Full-time (1.0 FTE), 6 to 7.5 hours/day; 10-month school calendar position

A Teacher Aide must be physically able and willing to meet the needs of all the students within the classroom, which may consist of the following:

• 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 (50 lbs 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)

8:1:1 ED SPECIAL CLASS

Full-time (1.0 FTE), 7-Hour day, 10-month, School Calendar Year Position

*NOTE: 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.  Which may consist of the following: heavy lifting (50 lbs or more), physical interventions, feeding, assisting with toileting, diapering, physical restraints, escorting, behavior management plans, getting up and down from the floor and walking with the students.  TCI is required for all Special Education Teaching positions. 

• Exemplifies the GST BOCES values of service; leadership; collaboration; and integrity
• Responsible for complying with state and federal regulations and delivering specially designed instruction in the special class setting
• Responsible for aligning unit plans/lessons with the NYS standards/Common Core Standards
• Promotes positive and cooperative working relationships
• Administers standardized tests to assess the strengths, skills, and present levels of the student
• Drafts appropriate annual goals and short term objectives to present at CSE meetings
• Evaluates and re-evaluates short-term objectives on a regular basis throughout the school year
• Keeps anecdotal records on student behaviors or events which may be needed for local CSE decision-making
• Adapts and provides educational activities to differentiate instruction and meet the individual needs of students
• Collaborates with all related service and support personnel to provide an integrated program that addresses students’ individual academic, behavioral and emotional development
• Keeps abreast of changes and developments in the field by attending professional meetings, reading professional journals and other publications
• Consults regularly with parents, teachers, home school counselors and all others involved with the education of the student
• Plans and coordinates classroom teaching assistant’s or teacher aide’s schedule
• Follows the schedule and procedures of the building/district of assignment
• Carries out all other duties as assigned

THOMAS EDISON HIGH SCHOOL  

6:1:1 ASD HIGH SCHOOL SPECIAL CLASS

Full-time (1.0 FTE), 7-Hour day, 10-month, School Calendar Year Position

*NOTE: 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.  Which may consist of the following: heavy lifting (50 lbs or more), physical interventions, feeding, assisting with toileting, diapering, physical restraints, escorting, behavior management plans, getting up and down from the floor and walking with the students.  TCI is required for all Special Education Teaching positions. 

• Exemplifies the GST BOCES values of service; leadership; collaboration; and integrity
• Responsible for complying with state and federal regulations and delivering specially designed instruction in the special class setting
• Responsible for aligning unit plans/lessons with the NYS standards/Common Core Standards
• Promotes positive and cooperative working relationships
• Administers standardized tests to assess the strengths, skills, and present levels of the student
• Drafts appropriate annual goals and short term objectives to present at CSE meetings
• Evaluates and re-evaluates short-term objectives on a regular basis throughout the school year
• Keeps anecdotal records on student behaviors or events which may be needed for local CSE decision-making
• Adapts and provides educational activities to differentiate instruction and meet the individual needs of students
• Collaborates with all related service and support personnel to provide an integrated program that addresses students’ individual academic, behavioral and emotional development
• Keeps abreast of changes and developments in the field by attending professional meetings, reading professional journals and other publications
• Consults regularly with parents, teachers, home school counselors and all others involved with the education of the student
• Plans and coordinates classroom teaching assistant’s or teacher aide’s schedule
• Follows the schedule and procedures of the building/district of assignment
• Carries out all other duties as assigned

JASPER TROUPSBURG CENTRAL SCHOOL DISTRICT; LOCATED AT GREENWOOD CENTRAL HIGH SCHOOL  

8:1:1 ED DIVERSE NEEDS SPECIAL CLASS

Full-time (1.0 FTE), 7-Hour day, 10-month, School Calendar Year Position

*NOTE: 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.  Which may consist of the following: heavy lifting (50 lbs or more), physical interventions, feeding, assisting with toileting, diapering, physical restraints, escorting, behavior management plans, getting up and down from the floor and walking with the students.  TCI is required for all Special Education Teaching positions. 

• Exemplifies the GST BOCES values of service; leadership; collaboration; and integrity
• Responsible for complying with state and federal regulations and delivering specially designed instruction in the special class setting
• Responsible for aligning unit plans/lessons with the NYS standards/Common Core Standards
• Promotes positive and cooperative working relationships
• Administers standardized tests to assess the strengths, skills, and present levels of the student
• Drafts appropriate annual goals and short term objectives to present at CSE meetings
• Evaluates and re-evaluates short-term objectives on a regular basis throughout the school year
• Keeps anecdotal records on student behaviors or events which may be needed for local CSE decision-making
• Adapts and provides educational activities to differentiate instruction and meet the individual needs of students
• Collaborates with all related service and support personnel to provide an integrated program that addresses students’ individual academic, behavioral and emotional development
• Keeps abreast of changes and developments in the field by attending professional meetings, reading professional journals and other publications
• Consults regularly with parents, teachers, home school counselors and all others involved with the education of the student
• Plans and coordinates classroom teaching assistant’s or teacher aide’s schedule
• Follows the schedule and procedures of the building/district of assignment
• Carries out all other duties as assigned

ERNIE DAVIS ACADEMY 8:1:1 ED MIDDLE SCHOOL SPECIAL CLASS

Full-time (1.0 FTE), 7-Hour day, 10-month, School Calendar Year Position

*NOTE: 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.  Which may consist of the following: heavy lifting (50 lbs or more), physical interventions, feeding, assisting with toileting, diapering, physical restraints, escorting, behavior management plans, getting up and down from the floor and walking with the students.  TCI is required for all Special Education Teaching positions. 

• Exemplifies the GST BOCES values of service; leadership; collaboration; and integrity
• Responsible for complying with state and federal regulations and delivering specially designed instruction in the special class setting
• Responsible for aligning unit plans/lessons with the NYS standards/Common Core Standards
• Promotes positive and cooperative working relationships
• Administers standardized tests to assess the strengths, skills, and present levels of the student
• Drafts appropriate annual goals and short term objectives to present at CSE meetings
• Evaluates and re-evaluates short-term objectives on a regular basis throughout the school year
• Keeps anecdotal records on student behaviors or events which may be needed for local CSE decision-making
• Adapts and provides educational activities to differentiate instruction and meet the individual needs of students
• Collaborates with all related service and support personnel to provide an integrated program that addresses students’ individual academic, behavioral and emotional development
• Keeps abreast of changes and developments in the field by attending professional meetings, reading professional journals and other publications
• Consults regularly with parents, teachers, home school counselors and all others involved with the education of the student
• Plans and coordinates classroom teaching assistant’s or teacher aide’s schedule
• Follows the schedule and procedures of the building/district of assignment
• Carries out all other duties as assigned

COLUMBIAN ELEMENTARY 6:1:2 PRESCHOOL SPECIAL CLASS

Full-time (1.0 FTE), 7-Hour day, 10-month, School Calendar Year Position

*NOTE: 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.  Which may consist of the following: heavy lifting (50 lbs or more), physical interventions, feeding, assisting with toileting, diapering, physical restraints, escorting, behavior management plans, getting up and down from the floor and walking with the students.  TCI is required for all Special Education Teaching positions. 

• Exemplifies the GST BOCES values of service; leadership; collaboration; and integrity
• Responsible for complying with state and federal regulations and delivering specially designed instruction in the special class setting
• Responsible for aligning unit plans/lessons with the NYS standards/Common Core Standards
• Promotes positive and cooperative working relationships
• Administers standardized tests to assess the strengths, skills, and present levels of the student
• Drafts appropriate annual goals and short term objectives to present at CSE meetings
• Evaluates and re-evaluates short-term objectives on a regular basis throughout the school year
• Keeps anecdotal records on student behaviors or events which may be needed for local CSE decision-making
• Adapts and provides educational activities to differentiate instruction and meet the individual needs of students
• Collaborates with all related service and support personnel to provide an integrated program that addresses students’ individual academic, behavioral and emotional development
• Keeps abreast of changes and developments in the field by attending professional meetings, reading professional journals and other publications
• Consults regularly with parents, teachers, home school counselors and all others involved with the education of the student
• Plans and coordinates classroom teaching assistant’s or teacher aide’s schedule
• Follows the schedule and procedures of the building/district of assignment
• Carries out all other duties as assigned

COLUMBIAN ELEMENTARY 12:1:2 PRESCHOOL SPECIAL CLASS

Full-time (1.0 FTE), 7-Hour day, 10-month, School Calendar Year Position

*NOTE: 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.  Which may consist of the following: heavy lifting (50 lbs or more), physical interventions, feeding, assisting with toileting, diapering, physical restraints, escorting, behavior management plans, getting up and down from the floor and walking with the students.  TCI is required for all Special Education Teaching positions. 

• Exemplifies the GST BOCES values of service; leadership; collaboration; and integrity
• Responsible for complying with state and federal regulations and delivering specially designed instruction in the special class setting
• Responsible for aligning unit plans/lessons with the NYS standards/Common Core Standards
• Promotes positive and cooperative working relationships
• Administers standardized tests to assess the strengths, skills, and present levels of the student
• Drafts appropriate annual goals and short term objectives to present at CSE meetings
• Evaluates and re-evaluates short-term objectives on a regular basis throughout the school year
• Keeps anecdotal records on student behaviors or events which may be needed for local CSE decision-making
• Adapts and provides educational activities to differentiate instruction and meet the individual needs of students
• Collaborates with all related service and support personnel to provide an integrated program that addresses students’ individual academic, behavioral and emotional development
• Keeps abreast of changes and developments in the field by attending professional meetings, reading professional journals and other publications
• Consults regularly with parents, teachers, home school counselors and all others involved with the education of the student
• Plans and coordinates classroom teaching assistant’s or teacher aide’s schedule
• Follows the schedule and procedures of the building/district of assignment
• Carries out all other duties as assigned

6:1:1 ED HIGH SCHOOL SPECIAL CLASS

Full-time (1.0 FTE), 7-Hour day, 10-month, School Calendar Year Position

*NOTE: 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.  Which may consist of the following: heavy lifting (50 lbs or more), physical interventions, feeding, assisting with toileting, diapering, physical restraints, escorting, behavior management plans, getting up and down from the floor and walking with the students.  TCI is required for all Special Education Teaching positions. 

• Exemplifies the GST BOCES values of service; leadership; collaboration; and integrity
• Responsible for complying with state and federal regulations and delivering specially designed instruction in the special class setting
• Responsible for aligning unit plans/lessons with the NYS standards/Common Core Standards
• Promotes positive and cooperative working relationships
• Administers standardized tests to assess the strengths, skills, and present levels of the student
• Drafts appropriate annual goals and short term objectives to present at CSE meetings
• Evaluates and re-evaluates short-term objectives on a regular basis throughout the school year
• Keeps anecdotal records on student behaviors or events which may be needed for local CSE decision-making
• Adapts and provides educational activities to differentiate instruction and meet the individual needs of students
• Collaborates with all related service and support personnel to provide an integrated program that addresses students’ individual academic, behavioral and emotional development
• Keeps abreast of changes and developments in the field by attending professional meetings, reading professional journals and other publications
• Consults regularly with parents, teachers, home school counselors and all others involved with the education of the student
• Plans and coordinates classroom teaching assistant’s or teacher aide’s schedule
• Follows the schedule and procedures of the building/district of assignment
• Carries out all other duties as assigned

6:1:1 ASD MIDDLE SCHOOL SPECIAL CLASS

Full-time (1.0 FTE), 7-Hour day, 10-month, School Calendar Year Position

*NOTE: 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.  Which may consist of the following: heavy lifting (50 lbs or more), physical interventions, feeding, assisting with toileting, diapering, physical restraints, escorting, behavior management plans, getting up and down from the floor and walking with the students.  TCI is required for all Special Education Teaching positions. 

• Exemplifies the GST BOCES values of service; leadership; collaboration; and integrity
• Responsible for complying with state and federal regulations and delivering specially designed instruction in the special class setting
• Responsible for aligning unit plans/lessons with the NYS standards/Common Core Standards
• Promotes positive and cooperative working relationships
• Administers standardized tests to assess the strengths, skills, and present levels of the student
• Drafts appropriate annual goals and short term objectives to present at CSE meetings
• Evaluates and re-evaluates short-term objectives on a regular basis throughout the school year
• Keeps anecdotal records on student behaviors or events which may be needed for local CSE decision-making
• Adapts and provides educational activities to differentiate instruction and meet the individual needs of students
• Collaborates with all related service and support personnel to provide an integrated program that addresses students’ individual academic, behavioral and emotional development
• Keeps abreast of changes and developments in the field by attending professional meetings, reading professional journals and other publications
• Consults regularly with parents, teachers, home school counselors and all others involved with the education of the student
• Plans and coordinates classroom teaching assistant’s or teacher aide’s schedule
• Follows the schedule and procedures of the building/district of assignment
• Carries out all other duties as assigned