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

Hours per day vary by location and school calendar

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

LOCATION:   LANGDON PLAZA, ELMIRA, NY & COOPERS EDUCATION CENTER

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.

Full-time (1.0 FTE), 7.0 hours per day, 10-month school calendar plus summer days position, as needed for Summer Bridge Program facilitation, professional development, and curriculum development

Instruct students in the area of Technology

• Implements instruction through inquiry, project and performance-based experiences;
• Understands blended learning and inter-disciplinary 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 has experience in writing and designing curriculum;
• Continuous learner and engages in professional development to keep abreast of changes and developments in the field;
• Consults regularly with parents, teachers, school counselors and all others involved with the education of the student;
• Embraces digital learning;
• Understands the importance of educating the whole child;
• 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

LOCATION:  Exact location based on need

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 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 any vacancies which may occur within GST BOCES Region

Hours per day vary by location and school calendar

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

LOCATION:  Exact location based on need

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

Part-time position

Various middle and high schools throughout the GST BOCES region.  The majority of the work can be done virtually (through email, phone calls) with some face-to-face or Zoom meetings as needed.

• Instruct students in grades 7 – 12 across the region in online academic courses
• Coursework is mostly supplied through a vendor
• In most cases, grading is required by the online teacher
• Online teacher will be responsible for contact with students, district, and/or parents-guardians on a regular basis and as needed by the student for individual support with the content area.

Part-time position

Various middle and high schools throughout the GST BOCES region.  The majority of the work can be done virtually (through email, phone calls) with some face-to-face or Zoom meetings as needed.

• Instruct students in grades 7 – 12 across the region in online academic courses
• Coursework is mostly supplied through a vendor
• In most cases, grading is required by the online teacher
• Online teacher will be responsible for contact with students, district, and/or parents-guardians on a regular basis and as needed by the student for individual support with the content area.

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

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

PART TIME POSITION

Various middle and high schools throughout the GST BOCES region.  The majority of the work can be done virtually (through email, phone calls) with some face-to-face or Zoom meetings as needed.

• Instruct students in grades 7 – 12 across the region in online academic courses
• Coursework is supplied through a vendor
• In most cases, grading is required by the online teacher
• Online teacher will be responsible for contact with students, district, and/or parents-guardians on a regular basis and as needed by the student for individual support with the content area.

Full-time position (1.0 FTE)

• Participate in professional development by updating Cisco or other content-related training as necessary; maintain Cisco Networking Academy status through Red River Educational Program.
• Utilize a variety of effective and professional teaching techniques and methods to assist students in attaining the performance objectives of the Cisco program.
• Plan and prepare lessons individually and collaboratively aligned with the Cisco Networking and curricula that outlines clear learning goals, assignments, and instructional materials that promote physical, mental and social development.
• Develop and maintain business and industry partnerships that enhance the student learning experience.
• Develop and maintain an appropriate learning environment/training site for student instruction, including a statement of the student performance objectives to be achieved.
• Provide supervision for all students while in the learning environment/training site.
• Accurately and punctually submit to the principal all forms and information needed for attendance accounting and grade reporting.
• Supervise students in a variety of school-related settings.
• Monitor and evaluate student outcomes.
• Communicate and interact with students, parents, staff, and the community.
• Develop, select, and modify instructional plans and materials to meet the needs of all students.
• Prepare students for entry-level employment, advanced training, and/or career advancement.
• Strive to improve professional competence through staff development.
• Maintain appropriate records and follow required procedures and practices.
• Monitor appropriate use and care of equipment, materials, and facilities.

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

• Assist with providing juniors and seniors with rigorous and engaging classroom instruction, project-based learning, and hands-on skills that would prepare students for a career in the cosmetology field
• Assist in preparing students for the NOCTI national assessment and the NYS Board exams for the purpose of attaining a New Your State cosmetology license
• Support and encourage students to fulfill the necessary 1000 hours needed to take the New York State Board exam
• Collaborate with counterpart cosmetology instructors on the direction of the program
• Assist in monitoring students’ academic progress including, but not limited to progress/marking period grades, attendance, hands-on performance skills
• Assist with implementing 504 plans and IEPs for students with diverse learning needs
• Keep current with changes and developments in the cosmetology field
• Communicate regularly with parents, teachers, home school counselors and all others involved with the education of all students
• Assist with providing supervision and discipline in the classroom
• Uphold the BOCES’ Values: Service, Collaboration, Leadership, and Integrity
• Carry out all other duties as assigned

LOCATION: GST BOCES REGION

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 in order to permit the student to function more independently in the school environment.
• Carries out 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 with regard to follow-up of therapy goals.
• Supervises occupational therapist assistant (OTA) 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 of assignment.
• Carries out other duties and responsibilities as assigned by the Supervisor/Director of Special Education and Itinerant Services.

THIS IS A COMPETITIVE POSTION PENDING THE CIVIL SERVICE TRAINING AND EXPERIENCE EXAM 

LOCATION: GST BOCES REGION

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 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 faculty in-service educational program
• Utilizes adaptive equipment, materials and seating in order to permit the student to function more independently in the school environment
• Carries out 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 with regard to 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 of assignment
• Carries out all other duties as assigned

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

Therapeutic Crisis Intervention is required for all Special Education positions

• Providing Social Work services to Middle School Alternative Education students.  
• 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 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 of 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), 10-month, school calendar year positions, hours per day dependent upon location

• Translate or interpret into sign language all academic and non-academic activities and reverse interpret as needed
• Instruct and aide student in the use of an interpreter
• Document student behavior and use of 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 in reading signs
• Communicate directly to the teacher/consultant of the hearing impaired regarding mainstreamed situational concerns
• Collect data for the IEP interpreting goals
• Participate in parent conference and IEP development under the direction of teacher/consultant of 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

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.

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

• Provide engaging and rigorous ELA instruction to high school students in our Alternative Education program.
• Plan and implement a curriculum that aligns with NYSED Next Generation ELA 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.

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

• Provide engaging and rigorous Social Studies instruction to high school students in our Alternative Education program.
• Plan and implement a curriculum that aligns with NYSED Next Generation Social Studies 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.

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.

Full-time (1.0 FTE), 7-hour day, 10-month school calendar 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 diverse 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 hr-day, 10-month school calendar 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 diverse 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), 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.

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

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.

2024 EXTENDED SCHOOL YEAR PROGRAM

SESSION DATES: July 8, 2024, through June 30, 2024

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

LOCATIONS:

• BUSH EDUCATION CENTER
• EASTERN END SITE - TO BE ANNOUNCED
• WESTERN END SITE - TO BE ANNOUNCED

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 among 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 2 and/or August 19, 2024, on a time-sheet 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.

Full-time (.86 FTE), 6-hour day, 10-month, 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.
• Demonstrates knowledge of NYS graduation and CDOS requirements.   
• Carries out all other duties as assigned.

Full-time, hours per day dependent upon work locations, 10-month, school calendar year positions

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

TCI is required for all Special Education Teacher 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

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

Therapeutic Crisis Intervention is required for all Special Education positions

• Providing Social Work services to a 6:1:2 Special Education classroom located in Spencer-VanEtten Elementary School.    
• 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 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), 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:

• 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 sites
• Collaborating with the classroom instructor 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 instructor 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

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

• Assist with instructing juniors and seniors with rigorous and engaging classroom instruction, project-based learning, and hands-on skills that would prepare students to be college and career ready in the Welding and/or Machining industry
• Collaborate with the Welding and Machining instructors to maintain high-quality programs
• Assist with providing supervision and classroom management to all students
• Assist in preparing students for the national technical assessment.
• Assist in monitoring students’ academic progress including, but not limited to progress/marking period grades, attendance, CDOS hours, hands-on performance skills
• Proficient computer/technology skills
• Assist with implementing 504 Accommodation Plans and IEPs (Individualized Education Plans) for students with diverse learning needs
• Keep current with changes and developments in the Welding and Machining industries
• Assist in communicating regularly with parents, teachers, home school counselors and all others involved with the education of all students
• Uphold the BOCES’ Values: Service, Collaboration, Leadership, and Integrity

• Carry out all other duties as assigned

2024 REGIONAL SUMMER SCHOOL YEAR PROGRAM

DATES:  July 8, 2024 through August 22, 2024

LOCATIONS:  MULTIPLE LOCATIONS ACROSS THE GST BOCES REGION

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 will enable them to earn career credentials and successfully transition into 2-year CTE programs of their choice.  Duties include, but are not limited to:

• Providing 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 relative fields by attending professional meetings, reading professional journals, and other publications
• Consulting regularly with parents, teachers, home school counselors and all others involved with the education of the student
• Maintaining discipline in the classroom and work sites

• Collaborating with counterpart B&E instructors on the direction of the program
• Monitoring 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 position 

• Provide juniors and seniors with rigorous and engaging classroom instruction, and hands-on skills that would prepare students to be college and career ready in the Welding industry
• Prepare students to be AWS (American Welding Society) Certified
• Communicate regularly with parents, teachers, home school counselors and all others involved with the education of the student
• Maintain discipline in the classroom and work sites
• Monitor students’ academic progress including, but not limited to, progress/marking period grades, attendance, hands-on performance skills
• Implement 504 plans and IEPs (Individualized Education Plans) for students with diverse learning needs
• Keep current with changes and developments in the Welding industry
• Uphold the BOCES’ Values: Service, Collaboration, Leadership, and Integrity
• Carry out all other duties as assigned

LOCATION: GST BOCES Alternative and Special Education Programs at the Bush and Coopers Education Centers. 

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

• Instruct secondary students in the area of Spanish
• Flexible and creative execution of lessons in structure, setting, grading and content
• 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 strengths and skills of the student
• Evaluate and re-evaluate short-term objectives on a regular basis throughout the school year
• Adapts and provides educational materials and activities to meet the individual needs of students
• Maintain discipline in the classroom
• Keep abreast of changes and developments in the field by attending professional meetings, reading professional journals and other publications
• Consult regularly with parents, teachers, school counselors and all others involved with the education of the student
• Carry out all other duties as assigned

Full-time (1.0 FTE), 7-hour day, 10-month, school calendar position plus summer days as needed for Summer Bridge Program Facilitation, professional and curriculum development.

• Exemplifies the GST BOCES values of service, leadership, collaboration, and integrity
• Plans and implements a curriculum that meets the Next Generation Science Standards (NGSS) with a complete understanding of and commitment to the “teacher as facilitator/coach” model;
• 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 has experience in writing and designing curriculum;
• Continuous learner and engages in professional development to keep abreast of changes and developments in the field;
• Consults regularly with parents, teachers, school counselors and all others involved with the education of the student;
• Embraces digital learning;
• Understands the importance of educating the whole child;
• Carries out all other duties as assigned.

LOCATION:   BUSH, COOPERS, AND WILDWOOD EDUCATION CENTER

Per-Diem, Temporary Position, Hourly Employee

• Provide adults with hands-on skills that pertain to the CDL A Licensure
• Prepare students for the CDL A Road Test Exam
• Collaborate with the other Drive Time CDL Instructors
• Monitor student progress
• Keep current with changes and developments in the field
• Communicate regularly with the students
• Maintain discipline in the on the road
• Perform other duties as assigned

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

• 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 diverse learning needs
• Provide effective classroom management and supervision
• Work as a team with the other teachers and counselors in Alternative Eduation
• 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