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 

• Providing Social Work services to at risk students in  Alternative Education Program on the Wildwood Campus
• 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

6:1:1 Diverse Needs 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 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, hours vary, 12-month position

• Conduct classes, workshops, and demonstrations to teach principles, techniques or methods in subjects such as Reading, Writing, Math, Science and Social Studies (to help prepare students for the GED to achieve a High School Equivalency Diploma), life skills and workforce entry skills;
• Prepare students for further education by encouraging them to explore learning opportunities and to persevere with challenging tasks;
• Adapt teaching methods and instructional materials to meet students’ varying needs, abilities and interests;
• Observe and evaluate students’ work to determine progress and make suggestions for improvement;
• Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question and investigate.
• Instruct students individually and in groups, using various teaching methods such as lectures, discussions and demonstrations.
• Maintain accurate and complete student records as required by policies;
• Prepare materials and classrooms for class activities;
• Establish clear objectives for all lessons, units and projects, and communicates those objectives to students;
• Carry out all other duties as assigned.

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

• Assisting in the instruction of students in Digital Media Arts
• Ability to work with high school students in a highly technical, fast-paced setting
• Technical knowledge and experience a MUST in the following areas:
• Image editing and compositing using Adobe Photoshop
• Logo design and typography using Adobe Illustrator
• Layout and design of print products using Adobe In-Design
• Animated graphics and Web component creation using Adobe Animate
• Website development using Adobe Dreamweaver and HTML coding
• Non-linear video editing using Final Cut Pro and Adobe Premier on an Apple Mac platform
• Visual effects including green screen compositing of video clips using Adobe After-Effects on Mac platform
• Audio sound editing and compositing using Adobe Audition and Avid ProTools on Mac platform
• 3D animation and modeling using 3D Studio Max, Maya, Blender
• Application of design principles to creative projects
• Use of vinyl cutting software and equipment
• Video game development and programming using Unity
• DSLR camera operation and photo editing using Adobe Lightroom
• Experience with professional grade video camcorder
• Familiarity with Google Drive and Schoology preferred
• Excellent communication skills and work ethic
• Implement 504 plans and IEP’s (Individualized Education Plans) for students with diverse learning needs.
• Carry out all other duties as assigned by the Principal

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

• Knowledge and successful employment experience in the Criminal Justice field.
• Be able to clearly articulate key concepts and support students with CJ vocabulary, report writing and ELA lessons, forensic science, NYS Penal Law, and CPL.
• Demonstrate attention to detail; able to keep attendance, calculate grades, track student work hours, monitor classroom inventory, and maintain accurate records on a daily basis.
• Willing to collaborate with the instructor and other campus staff to conduct complex lessons including reality-based training scenarios and student skill practice.
• Demonstrate leadership; support chain of command within the classroom, able to demonstrate calm command presence during crisis/discipline situations and also offer kindness/ESL for students in need.
• Assist with special event planning and serve as professional and respected liaison with criminal justice agencies in our GST area.
• Willing to participate in class fitness activities, substitute for instructor(s) as needed, and complete other duties as assigned.
• Excellent communication skills and work ethic.
• Implement 504 plans and IEP’s (Individualized Education Plans) for students with diverse learning needs.
• Carry out all other duties as assigned by the Principal.

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
• Know mig, tig and stick welding
• Uphold the BOCES’ Values: Service, Collaboration, Leadership, and Integrity
• 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), Hours Per Day Dependent Upon Location, 10-month, School Calendar Year Position

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

Instruct students in the area of Art;

• Implements instruction through inquiry, project, and performance-based experiences.
• Understands blended learning and interdisciplinary instruction.
• Stimulates innovation, creativity and problem-solving.
• Committed to a workplace culture that encourages innovation and collaboration.
• Believes the power of learning resides in the student.
• Visionary, ambitious and having experience in writing and designing curriculum.
• 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.

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

8:1:1 Project Search Classroom

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.

• Work closely with the hospital and community agencies to provide a work-based experience to help students 12-18 years old achieve full-time employment after graduation.
• 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 (1.0 FTE), 10-month, school calendar year position, hours per day vary with location

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

• 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

LOCATION: HORSEHEADS SCHOOL DISTRICT AND ELMIRA CITY SCHOOL DISTRICT

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

• 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.

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

• 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.

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. 

• Providing educational services to students with behavioral and mental health needs
• 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

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. 

• Providing educational services to students with behavioral and mental health needs
• 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

ANTICIPATED VACANCY FOR 2025-2026 SCHOOL YEAR

LOCATION: GST BOCES EASTERN REGION; Elmira, Horseheads, Odessa-Montour

Full time (1.0 FTE), 10-month school calendar position; hours per day dependent upon site 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-Hr Day, 10-month, School Calendar Year Position

8:1:1 ED Special Class

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 (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), 7-Hr Day, 10-month, School Calendar Year Position

8:1:1 ED Special Class

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 (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

Full-time (1.0 FTE), 7.0 hours per day, 10-month school calendar position

• Collaborate with CTE instructors on integrating math lessons into program curriculum
• Create dynamic, hands-on lessons that align to the Next Generation Math Standards
• Provide effective instructional strategies to 11th and 12th grade students in a CTE program
• Implement 504 plans and IEPs for students with diverse learning needs
• Use effective classroom management skills to provide students with a safe and conducive learning environment
• Keep current with changes to the requirements for New York State Math Standards
• Communicate as needed with parents, teachers, counselors and all others involved with the education of the student
• Assist with scoring January and June Regents exams in Algebra I CC
• Collaborate with the Integrated Math teacher at the Bush Campus on curriculum and lessons of shared programs
• Carry out all other duties as assigned

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

• 7 hours per day, 10 months per year, school calendar
• Instructing secondary students in the area of conservation, including the use of heavy equipment
• Monitoring student progress
• Maintaining discipline in the classroom and work sites
• Heavy lifting, walking distances on hilly terrain, working outside in all-weather elements throughout the year
• Visit and supervise students at internships and job sites
• Involvement in items such as Future Farmers of America, Envirothon, Conservation contests, encouraged
• Carry out all other duties as assigned by Administration

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

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

Instruct students in the area of Art;

• Implements instruction through inquiry, project, and performance-based experiences.
• Understands blended learning and interdisciplinary instruction.
• Stimulates innovation, creativity and problem-solving.
• Committed to a workplace culture that encourages innovation and collaboration.
• Believes the power of learning resides in the student.
• Visionary, ambitious and having experience in writing and designing curriculum.
• 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

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

8:1:1 ED HIGH SCHOOL SPECIAL CLASS

Full-time (1.0 FTE), 10-month, School Calendar Year Position, Hours Per Day Dependent upon work location

*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

2025 EXTENDED SCHOOL YEAR PROGRAM

SESSION DATES: July 7, 2025, through August 15, 2025

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 between two employees, it will be considered.  If you are applying for multiple positions, please complete an application for each position.
Staff Planning Days for Teachers, Classroom Teaching Assistants and Related Services/Itinerant Providers are July 7 and/or August 15, 2025, on a timesheet basis only for a TOTAL of six hours.  In the event of an emergency closing, students and staff will have a normal school day on August 19.