Special Educator (Brookville)

Brookville Center for Children's Services; Glen Head (NY); On-site; USD 50,000 - 70,000; Full time

Job summary

A specialized educational institution is looking for a Special Educator to implement individualized curriculums and manage the educational needs of students. Responsibilities include developing education plans, communicating with parents, and ensuring a safe environment for learning. This role requires a Bachelor’s degree in Special Education and New York State certification. The ideal candidate will have experience in special education and be skilled in communication and behavior management.

Qualifications

• New York State Certification in Special Education required.
• Minimum one year related experience preferred.
• Experience in developing individual education plans is essential.

Responsibilities

• Implement curriculum based on children’s individualized needs.
• Evaluate assigned children and update IEP goals.
• Communicate with parents about child’s progress.

Skills

Communication

Behavior management

Lesson planning

Team collaboration

Education

Bachelor's Degree in Special Education

Master's Degree in Special Education

Job description

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Responsibilities

Standard 1: Professional Duties

Implement curriculum based on children’s individualized needs; ensure health and safety of classroom environment.

• Plans daily lessons for large and small group activities based on IEP goals.
• Screen incoming children and prepare educational observation forms.
• Complete annual update of each child including current levels of performance, recommended goals for upcoming school year developmental check lists.
• Attend case conference CPSE/CSE to coordinate therapeutic and educational interventions either by teleconference or on-site at school district.
• Communicate with parents in writing, by phone, and in person regarding child’s progress.
• Establish and implement appropriate education strategies to meet needs of assigned students.
• Perform related duties as required.
• Evaluate assigned children.
• Address significant behavioral situations through the use of positive reinforcement behavioral management plans and/or seek assistance from the school psychologist.
• Maintain data for each goal on the IEP.
• Perform small and large group activities daily as appropriate. Comply with state regulations for students, including daily logs, attendance, progress reports and annual reports.
• Complete plan books a minimum of two weeks in advance.
• Complete substitute kits within two weeks from the start of school. Update as needed.
• Submit progress reports on each child quarterly.
• Impart information regarding child’s function and progress.
• Inform classroom staff and team members of each child’s priority goals to be carried over into the classroom activities.
• Follow-up concerning concerns raised by team members.
• Update IEP goals.
• Outline (demonstrate when necessary) individualized strategies used to obtain objectives.
• Provide or adapt materials to facilitate language and speech production in the classroom.
• Integrate information and strategies offered by team members and other professionals.

Standard 2: Classroom Environment Management

• Oversee and manage assigned teacher assistant/aides in all areas of educational day.
• Responsible for health and safety of classroom environment.
• Establish appropriate and effective communication with parents of assigned children.
• Conduct weekly meetings with classroom staff.
• Comply with daycare license regulations (where applicable), SED regulations and agency policies and procedures.
• Clearly post allergies and medication for each student as per regulations and agency policies and ensure all staff working with students are informed of all allergies and medications.
• Evaluate teacher aides/assistants in classroom.

Standard 3: Professional Behavior

• Cooperate and conduct self at all times in a manner appropriate to an education setting.
• Adhere to program specific policies and procedures.
• Participate in program-wide activities and act in an appropriate manner.
• Participate in activities and seek support to enhance knowledge in areas pertinent to children in assigned class and in program.
• Assist student teachers in learning to be effective educators.

Standard 4: Professional Development

• Attend and participate in required in‑services.
• Attend and participate in supervisory sessions as requested. May need to fulfill hours outside of agency hours.
• Be proficient in administering standardized testing for the purpose of assessing student ability level.
• Lead IDT meetings with student’s parents, therapist to discuss progress, strategies, behaviors, updates, concerns, medical, etc. as well as goals.

Standard 5: General Policies and Regulations

• Code of Ethical Conduct.
• Emergency/disaster preparedness protocols.
• Fire/Safety prevention protocols.
• In‑service education program requirements.
• Policies and procedures (attendance, punctuality, appearance, professional attitude, etc.).
• Job related self‑development education activities.
• Infection control practices and procedures.
• Physical examination and Mantoux regulatory requirements.

Standard 6: Additional Duties

• Demonstrate understanding of the needs of children and visitors for each specific age group.
• Address safety and psychological needs of the special age groups, as appropriate, in the performance of work activities.
• Address the needs of special groups, hearing impaired, physically challenged and various issues relating to the program and facility.
• Maintain child and family confidentiality. Refrain from discussing the child in front of him/her.
• Is consistently courteous and considerate, in person and on the telephone, in interactions with children and others such as family, visitors, vendors, and other employees.
• Exhibit the "At Your Service" attitude, i.e., smiles, uses positive eye contact, friendly, open and approachable.
• Respond quickly to children and/or parent/guardian’s request, refers to appropriate member of the care team, if necessary, and informs supervisor of actions taken.
• Promote positive co‑worker relationships, teamwork and cooperation.
• Work collaboratively and is respectful of others.
• Take individual responsibility for providing outstanding service quality.

Standard 7: Cultural Competencies

• Demonstrate the ability to communicate and effectively interact with people across cultures, ranges of disability, genders, ethnicity and races.
• Demonstrate the ability to recognize and manage personal behaviors to create an inclusive, equitable and welcoming environment.
• Demonstrate the ability to successfully deliver culturally responsive services to students and families.

Education & Credentials

• Special Educator I: Bachelor’s Degree Required.
• Special Educator II: Master’s Degree Required.

Knowledge of

• Early Childhood Education, Students with Disabilities B-2 years.
• Childhood Education, Students with Disabilities (Grades 1‑6).
• Childhood Education, Students with Disabilities (Grades 5‑9).
• Childhood Education, Students with Disabilities (Grades 7‑12).
• Childhood Education, Students with Disabilities (All Grades).

Experience & Special Skills

• New York State Certification in Special Education required.
• Minimum one (1) year related experience to plan individual education plans to meet the special needs of each child preferred.
• Prior Special Education Teaching Experience Preferred.

Physical aspects may include but are not limited to lifting and transferring of a student.