NAPSEC JOB SITE
Jobs Opportunities at NAPSEC Member Programs
For additional job resources try our affiliate
Site Updated 5-8-13
Special Education Teacher
School Teacher Non-Ac 7613-30
Orthogenic School , University of Chicago
Reports to Principal
General Summary: Teach children with severe social-emotional problems by utilizing curriculum material adopted by the school as well as appropriate supplemental and teacher-made materials. Develop appropriate lesson plans that accommodate the range of learning styles and specialized needs of students in the classroom. Create a learning environment that encourages positive social interaction, active engagement, and self-motivation. Actively participate with colleagues in school improvement activities, curriculum development, teaming, and collaboration. Maintain all appropriate special education forms, Individual Education Programs (IEP's), and records mandated by regulation and district policy. Document progress on academic and social-emotional goals and objectives.
50% Planning and Preparation/Instructional Methods/Assessment of Learning: Develop lesson plans, according to acceptable models of teaching, taking into account school policies, state guidelines, school district curriculum, philosophy, subject matter requirements, student classroom composition, societal need and resources which accommodate a range of learning styles and specialized needs of students. Plan for individual lessons, considering effective practices and instructional methods. Present subject matter to students using various instructional techniques. Develop interdisciplinary approaches to instruction. Plan with faculty and staff. Analyze lesson presentation and anticipate how learning occurs through reflective practices. Identify curricular skills and concepts when developing and implementing instructional plans. Participate in faculty meetings, parent conferences, and transition activities for students preparing to return to their home school. Prepare instructional objectives. Show understanding of learning theory. Organize learning experiences and achieve school objectives. Identify pupil needs and work with professional staff members in assessing and helping students in all areas of their development. Identify and communicate performance expectations and document the degree to which the students meet expectation. Teach utilizing curriculum material adopted by the school and appropriate supplemental and teacher-made materials. Employ specialized instructional techniques appropriate to the disabled students' learning needs. Administer and interpret standardized and informal assessment instruments. Demonstrate various teaching techniques that address the multiple intelligences and learning styles. Evaluate the success of lessons by determining how students transfer and apply their knowledge base to new information. Utilize assessment instruments and procedures. Use assessment data to diagnose student needs and plan appropriate instruction. Implement testing procedures in accordance with school policies and state guidelines. Use current technology for instruction, assessment, and instructional management. Create instructional opportunities adapted to diverse learners. Apply curriculum integration. Provide learning opportunities that support their development.
30% Classroom Management/Communications: Anticipate needs and demonstrate efficiency and organization when transitioning from one activity to another. Facilitate the development of classroom rules, which establish and maintain a safe and secure environment that is conducive to learning. Maintain an efficient classroom through organized management of supplies. Handle student-related problems and show evidence of seeking supportive help. Communicate with Principal, Co-Director, support staff, or parent when necessary. Supervise teaching assistant. Enforce Board policies and regulations and building procedures. Utilize strategies for classroom management that emphasize working relationships and cooperation and encourages students to resolve disagreements using problem-solving strategies. Set-up the environment so that students and teacher gain mutual trust. Create a learning environment that encourages social interaction, active engagement, and self-motivation. Actively participate with colleagues in school improvement activities, curriculum development, teaming, and collaboration. Participate in activities to communicate with and include the community at large when appropriate. Demonstrate the ability to read, write, and speak clearly and accurately in the English language at a professional level. Function as a reliable and dependable staff member.
15% Reports and Record Keeping: Maintain regular attendance as documented by the number of days present and attends required meetings. Exhibit punctuality as observed in arrival and departure times from building and required meetings. Evaluate each pupil's progress and accurately report and record such progress. Maintain a record of pupil attendance in order to provide appropriately for students who may be absent. Complete all required paperwork, including achievement testing, reporting, and school progress reports for clinical meetings. Collaborate with other teachers and administrative staff to complete transcripts for high school students. Maintain all appropriate special education forms, Individual Education Programs (IEP's), and records mandated by regulation and district policy. Document progress on academic and social-emotional goals and objectives in classroom file.
5% Ongoing professional Growth: Keep up to date and knowledgeable about the assigned subject areas as well as in other core curriculum disciplines that directly relate to pupil learning. Maintain professional competence through such activities as reviewing research journals, attending in-service workshops and university classes, and sharing that information with other educators when appropriate. Practice self-assessments, and devise plans for professional improvement. Observe others, have others observe self, and communicate and incorporate suggestions for improvement. Assume responsibility for upgrading technology skills. Demonstrate support for extra curricular activities. Possess personal characteristics, which provide a positive role model for students. Maintain appearance appropriate to teaching duties. Assume other reasonable responsibilities as assigned, which shall not be in conflict with the School Code of Illinois or Board policy. Assist in evaluating application for admission.
Qualifications: Bachelor's degree required; Master's degree preferred; Special Education Certification required; strong academic background in elementary education and/or a core content in a secondary education area required.
Mental Demands: Must be able to plan and implement lesson plans appropriate for students with severe emotional problems and identify and use appropriate instructional methodologies to meet the needs of children with learning disabilities. Must be able to implement appropriate classroom management and control and effectively communicate with the students, parents, and other professionals. Must be able to develop reports and maintain records. Applicants should possess a strong commitment to strength perspective, empowering families and a willingness to work in a high demanding work situation that requires flexibility and innovativeness; applicants must possess cultural competency.
Physical Demands: Must be able to lift a minimum of twenty pounds. Light moving is required from time to time. Must be able to supervise children, ages six through twenty-one, inside and outside of the school.
The above statements are intended to describe the general nature and level of the work being performed by people assigned to this job. They are not an exhaustive list of all duties and responsibilities associated with it.
Interested candidates must apply through the University of Chicago’s Job Opportunities Website (jobopportunities.uchicago.edu). To apply for this position search for requisition 092447 for full details. Candidates will have to create a profile (application), attach resume, cover letter and a brief sample of their writing.
Teacher: Secondary Mathematics
Division/Department:The Sonia Shankman Orthogenic School, Educational Program
Reports to: Academic Coordinator
General Summary:Teach secondary level courses in Mathematics including but not limited to: Algebra, Geometry, Pre-Calculus, Calculus & Physics. Work in collaboration with a certified special education teacher and under the supervision of the Academic Coordinator.
50% Teach selected mathematic classes to secondary classes.
15% Establish and maintain a safe and secure classroom environment that is conducive to learning.
10% Design, prepare, and implement lessons in coordination with the Special Education teacher and/or Academic Coordinator.
10% Attend and participate in staff meetings, educational planning meetings, and clinical meetings.
5% Document student progress in a variety of formats.
5% Collaborate with educational staff to develop innovative curriculum that also addresses the needs of the individual students with a variety of learning styles.
5% Complete any other duties as assigned by the Academic Coordinator.
Qualifications:Bachelor’s degree in Liberal Arts, Education, or a related field required; Illinois State Special Education (Type 10) or Secondary Certificate in Mathematics required (Type 09: Math). Three years of classroom experience teaching secondary Mathematics highly preferred; ability to relate to special needs students in a constructive and therapeutic manner required; excellent oral and written communication skills required; capacity to cooperate effectively with school team required. Applicants should possess a strong commitment to strength perspective, empowering families and a willingness to work in a highly demanding work situation that requires flexibility and innovativeness; applicants must possess cultural competency.
Mental Demands:Capacity to solve problems, and exhibit patience throughout the day. Capacity to multi-task in order to meet the needs of more than one student, if necessary. Strong interest in academics across the curriculum. Understanding of the rules of confidentiality.
Physical Demands:Must be able to lift minimum of twenty pounds. Light moving is required from time to time. Must be able to supervise children of various ages. Must be able to participate, as necessary, in physical education activities.
Interested candidates must apply through the University of Chicago's Job Opportunities Web Site at www.jobopportunities.uchicago.edu. Search for requisition 092349. Candidates will need to create a profile (application), attach a resume, cover letter and a brief sample of their writing.
Special Education Teachers, Aides, and Substitutes
Looking for experienced, licensed candidates certified in ED and /or LD to work in supportive teaching environment with low staff/student ratios. Experience in differentiated instruction at the middle – high school level required. Classroom experience required. Full-time benefit package included. Salaries start at $46,695 with a Master’s Degree. Phone: 434-295-0457, Fax: 434-977-1892 www.littlekeswickschool.net
Residential Counselors Full and Part Time
Energized and creative people wanted to work with adolescent boys with learning and social issues. Counselors are responsible for building therapeutic relationships, planning social skills and leisure activities, and involved with life space counseling. Experience, a team spirit, and organizational skills required. Salaries range $30,000 - $34,000 with benefits for full time. Phone: 434-295-0457, Fax: 434-977-1892 email@example.com / www.littlekeswickschool.net
School Admissions Supervisor
The School Admissions Supervisor will be an exciting opportunity for an experienced Special Education Professional to provide improved access to services for students with disabilities in private schools working under the auspices of The Deron School of NJ, Inc.. Successful candidates must have experience working in a special education setting, the ability to interact with diverse populations, excellent organization skills, and excellent follow through.
PRIMARY DUTIES AND RESPONSIBILITIES
Deron School is an EOE and seeks candidates from diverse backgrounds.
Interested candidates should send a cover letter and resume to Kenneth Alter, Director 1140 Commerce Avenue Union NJ 07083 or email information to firstname.lastname@example.org. Job will remain posted for 90 days from 2-11-13.
Two FT Positions Open at St. Elizabeth School
Transition Specialist and Transition Leadership Positions
St. Elizabeth School has two positions open in the Transition Office which is responsible primarily for developing on and off campus work-study job opportunities for students with a broad range of abilities and disabilities. St. Elizabeth School is a nonpublic special education school serving students in grades 1-12 ages 6-21 located in Baltimore City.
Transition Specialist Opening - effective immediately
Transition Coordinator/Leadership Opening is July 1, 2013.
We are currently taking interviews for both positions.
1. Transition Specialist Responsibilities (immediate position opening):
With a team of three other transition specialists, develop and oversee work-study opportunities for high school students.
Provide training for staff who serve as job coaches for student worker.
Work with students, parents, and other school staff to develop students’ ongoing transition plans, and to assist in the process of transitioning high school students from school to special adult services and employment after graduation.
Bachelor’s or Master’s degree in transition or certification in special education or related field.
One or more years’ experience in job training, transition services, or special education.
Strong interpersonal skills; ability to work with a variety of people including academic and clinical staff, students, parents, local school liaisons, and community agencies.
2. Transition Coordinator/Leadership Responsibilities (position open 7/1/13:
Supervise a team of three transition specialists.
Provide hands-on transition coordination and leadership in the transition office and school-wide.
Develop and supervise work-study opportunities for high school students.
Provide community outreach to businesses for placement of students and future employment of students.
Provide training for staff who serve as job coaches for student workers.
Work with students, parents, and other school staff to develop students’ ongoing transition plans, and to assist in the process of transitioning high school students from school to special adult services, and employment after graduation.
Master’s degree in transition or certification in special education or related field.
5+ years’ experience in job training, transition services, special education, and/or with business experience and training.
Creative thinker with strong problem solving skills.
Entrepreneurial spirit with ability to establish work opportunities and creative employment and training of our student population and their ability to perform in the business community.
Understand the needs of employers for effective placement of students.
Excellent interpersonal skills; ability to work with a variety of people including academic and clinical staff, students, parents, local school liaisons and community agencies.
Competitive compensation and benefit package.
Candidates interested in either position should send resumes to email@example.com, fax 410-889-2356, or mail Judy Malin, St. Elizabeth School, 801 Argonne Dr., Baltimore, MD 21218. See our web-site at www.stelizabeth-school.org for additional information. http://www.facebook.com/sesbmore
Associate Chief School Administrator/Principal
The Day School at the Children’s Institute of Pittsburgh
For over 50 years The Day School at The Children’s Institute of Pittsburgh (The Day School) has cultivated a learning environment for students and their families in which teachers, parents and community partners collaborate to ensure that a dynamic and progressive educational program is provided. The Day School is an Approved Private School, licensed by the Pennsylvania Bureau of Private Academic Schools and approved as a Special Education School by the Pennsylvania Department of Education, Bureau of Special Education.
The school is fully accredited by the National Commission for the Accreditation of Special Education Services and serves approximately 190 students from Allegheny and surrounding counties in 26 beautifully designed and maintained classrooms. With a pervasive and palpable culture that is kids-first, students from ages five to 21 call The Day School “their school.”
Presently, two primary programs exist at the school: elementary and secondary programs for students with Autism and Multiple Disabilities. To ensure a focus on students, the student-teacher ratios are kept low, with typically six to eight students in a classroom with one teacher and two full-time paraprofessionals.
All of The Day School students are offered the “specials” — classes of adapted physical education, art, library and music — taught by certified teachers in those subject areas. Each of the “specials” teachers is assisted by one paraprofessional dedicated to that classroom.
Student progress in classrooms is enhanced and reinforced by a full complement of related services in the areas of Occupational, Physical and Speech and Language therapies. Also provided are behavioral support, social work and psychological services, and play and social skills training.
All of the teaching and administrative staff members hold credentials appropriate to their positions, and all certifications meet the requirements needed to serve in either public or private schools in Pennsylvania.
In addition to newly renovated classrooms, students enjoy a large gymnasium, a full-size swimming pool, a student library, treatment areas for occupational, physical and speech/language therapy, a fully equipped sensory room and a multi-purpose room used for lunches and other activities.
The Day School shares a strong commitment to quality. On an ongoing basis, new methods and materials are explored, best practices use is encouraged and the staff has opportunities to develop and maintain their skills and increase their knowledge for the benefit of student progress.
What every visitor to The Day School notices first above all else is the focus on children first. The care and concern extended to the children and young adults permeates the culture and results in dedicated staff, low turnover, and high quality outcomes. Staff describes the environment as collaborative, energetic, family-like, supportive and nurturing. Furthermore, innovation drives the pedagogy with the development of a leading edge transition curriculum for 18-21 year olds, requests to share institutional knowledge with other organizations, and a dedication to staff growth and skill development.
Please visit amazingkids.org for additional information on this remarkable organization.
The Day School seeks an experienced, dynamic educational leader to serve as its Associate Chief School Administrator/Principal (Principal) to work as part of a dynamic administrative team to carry on the tradition of excellence in education. This position is open due to the Spring 2012 retirement of the current Principal after many years of dedicated and excellent service. The Principal directs all aspects of teaching and learning, ensuring standards and practices that promote academic and behavioral excellence. The Principal provides leadership for the curriculum, instructional practices, teaching staff, and student learning and success. The Principal reports to the Chief School Administrator and works alongside The Children’s Institute of Pittsburgh’s (CI) Leadership Council and The Day School Leadership Team to maintain effective stakeholder communications and relations, as well as school practices aligned with the CI and The Day School’s mission, vision, and core beliefs; the CI Board policies; and the Pennsylvania Department of Education regulations and legal statutes. The Principal provides general supervision of all Day School employees. The current Chief School Administrator will mentor and groom the successful Associate Chief School Administrator/Principal to foster a smooth transition. Candidates with a career goal of leading an approved private school at some point in their career are encouraged to apply.
The Principal is primarily responsible for cultivating a learning environment in which teachers and community partners collaborate to develop the best teaching practices which will allow our students to excel and realize their full potential. This includes:
? Providing leadership, management and monitoring needed to ensure that the educational mission is fulfilled for all students
? Assisting in the direction of school operations, the maintenance of services and the implementation of new programs and/or processes (e.g. disciplinary measures, curriculum, placement procedures, Extended School Year, plant operations, community-based instruction, etc.) for the purposes of providing services within established time frames and in compliance with Federal, State, and local requirements
? Facilitating and coordinating personnel activities in The Day School such as hiring/dismissing staff, providing general supervision, enhancing productivity of personnel and conducting evaluations of The Day School staff.
? Describing and assigning specific duties and accountabilities to all staff in The Day School
? Assisting in preparation of budget and salary schedules for all staff. Assisting in monitoring budget allocations, expenditures, and related financial activities for the purpose of ensuring that allocations are accurate, expenses are within budget and fiscal practices are followed.
? Directing and approving grouping and scheduling of The Day School students
? Completing or supervising the completion of all license forms, reports, etc. required by the state or other agencies
? Chairing or facilitating meetings (e.g. curriculum, safety, committees, IEP’s, staff, special education parent groups, etc.) for the purpose of identifying issues, coordinating activities, and ensuring that outcomes are achieved.
? Collaborating with internal and external personnel (e.g. within The Day School and The Children’s Institute of Pittsburgh; school districts) in order to fulfill the needs and expectations of The Day School and The Children’s Institute of Pittsburgh
? Serving as a liaison with parents, local school districts, the PA Department of Education and other outside agencies
? Assuring that The Day School conforms and complies with all applicable laws, regulations, mandated requirements, and standards regarding program, students, and staff
? Participating in and/or assisting in the development of marketing events as required by The Day School and/or CI
? Serving on local, national, etc. committees as required by The Day School and/or CI
KNOWLEDGE, SKILLS AND COMPETENCIES
The successful Associate Chief School Administrator/Principal candidate will be an experienced and tested special education leader who possesses a combination of the following:
? Minimum of five (5) years of recent special education teaching or related service in special education programs and services
? Minimum of three (3) years of school administration/experience, Special Education Administration preferred
? A Master's Degree in Special Education from an approved college or university mandatory; PhD a plus
? Certification in the State of Pennsylvania K – 12 Principal, or someone who is certified in another state who could quickly become certified in PA
? Certification in the State of Pennsylvania in Special Education Supervision, or someone who is certified in another state who could quickly become certified in PA
? Current and valid certification in CPR and First Aid is required
? Action oriented: identifies and seizes opportunities
? Decision quality: makes good, timely decisions based upon a mixture of analysis, wisdom, experience, and judgment
? Ethics and values: has unwavering ethical and moral judgment and behavior
? Integrity and trust: is seen as a direct, trustworthy and honest individual
? Motivating others: creates a climate in which individuals want to do their best, makes those around them feel that their work is important
? Manages vision and purpose: can motivate and inspire excellence in daily management and future thinking
This position offers an attractive salary, defined contribution retirement savings plan, and a generous benefits package, consistent with other nonprofit organizations of similar size, scope and scale.
The need to fill this position is immediate. Individuals wishing to speak confidentially about this opportunity may contact Todd Owens, Partner, Vantagen at firstname.lastname@example.org or 412.315.6341. Qualified individuals may apply confidentially until Noon on Monday, December 10, 2012 and must submit resume, cover letter, copies of all professional certificates and compensation requirements as MS Word attachments to: email@example.com. Please reference the following in the subject line of your email: The Day School, ACSA/Principal, #235-MH687
If you do not receive an email confirmation of your submission within 3 business days, please contact
Dawn Kopp at Dawn.Kopp@VantagenLLC.com or 412-315-6332.
Please direct all inquiries related to this position to Vantagen and do not contact The Day School
at the Children’s Institute.
The Day School at the Children’s Institute is an equal opportunity employer.
St. Elizabeth School, Baltimore, MD
·1 full-time position working approximately 35 hours per week. Immediate
need to fill this position.
·1 full-time or part-time position working approximately 20 to 35 hours per week.
Conduct assessments, treatment planning and therapeutic
interventions in an interdisciplinary environment,
integrated into classrooms and other activities as well as
by using the pull-out model.
School is a special education school for students ages 6 to
21 located at 801 Argonne Drive in Baltimore, MD. If you
wish to learn more about our school see our web-site at
DERON SCHOOL of NEW JERSEY
School Social Worker
The Deron School of New Jersey (Montclair), a private school for students with disabilities seeks: FT School Social Worker to head our Mental Health Team. Must hold LCSW (or higher), NJ School Social Worker Certificate and have a minimum of 5 years experience in a school setting. Should have a strong background with Special Education population. Experience with case management, knowledge of Child Study Team evaluations and IEP's required. EOE.
Send/fax resume to Helene Spruck, The Deron School, 130 Grove Street, Montclair, NJ 07042 Fax (973) 509-2515 or firstname.lastname@example.org.
LITTLE KESWICK SCHOOL
Special Education Teachers and Substitutes for 2012-13
We are currently seeking high school teachers with experience in differentiated instruction. Candidates must be licensed by the State of Virginia and certified in Emotional Disturbance and/or Learning Disabilities. Minimum certification at the graduate level is preferred. Advanced math (geometry & Algebra II), science (Earth Science & Chemistry) and literacy experience is a plus. Little Keswick offers a small supportive teaching environment (2:8), with an emphasis on academic success and social-emotional development. Teachers at Little Keswick work in a collaborative environment with communication being an essential skill. Salaries start at $45,818 with a Master’s Degree and benefits.
Residential Counselors Full and Part Time for 2012 -13
The Residential program offers students a setting to learn and practice interpersonal “life skills.” Counselors are responsible for building therapeutic relationships, planning social skills and leisure activities, and involved in life space counseling. Through the use of every day interactions such as team sports, dorm meetings, off-grounds trips and leisure skills classes, the residential program helps to foster problem-solving skills, positive self-image, empathy toward others and recognition of one’s role in a larger group. Experience, a team spirit, and organizational skills required. Salary range $30,000-$34,000 with benefits for full time.
Claudia Hildebrand, Office Manager
Little Keswick School
Keswick, VA 22947
Enjoy a rewarding career with The Benedictine School
The mission of Benedictine School is “to assist individuals with disabilities in becoming as independent or semi-independent as possible; to make wise use of leisure time; and to live and work in a community setting.” It provides day and residential services so that these individuals can travel along the five steps of “Learning, Living, Transforming, Working and (ultimately) Independence.” Along this “path”, Benedictine offers among other programs and services: functional academics, speech therapy, psychological and psychiatric services, counseling, social services, case management, physical and operational therapy and vocational and transitional services. It also provides intensive programs designed for individuals who fall within the Autism and Related Disorders Spectrum. The School calls the path which develops the whole person, “the road to victory in learning and living.”
SPEECH LANGUAGE PATHOLOGIST - FT
CLASSROOM TEACHER – FT
Fully certified, experienced SLP will evaluate and diagnose students, formulate individualized treatment plans and monitor student progress. Collaborative work with clinical professionals in a team approach is required to provide comprehensive rehab services. Master’s degree from an accredited university and current state certification/license is required.
Experienced Special Education Teacher will instruct students in academics, life skills/vocational skills. Experience working with autistic students preferred. Graduation from an accredited university and current state certification/license is required.
Please forward resume and cover letter to:
The Benedictine School,
Attn: Human Resources,
Ridgely MD 21660 o
14299 Benedictine Lane
Ridgely, MD 21660
FAX to 410-634-1825 or Email: email@example.com
KENNEDY KRIEGER SCHOOL
Kennedy Krieger Institute, an internationally recognized institution dedicated to improving the lives of children and adolescents with disabilities through patient care, special education, research and professional training, has three openings for a Psychologist III in three separate locations of the Department of Special Education. This department offers services to students with disabilities, aged 3 to 21, in a nonpublic special education facility in a variety of settings in and around Baltimore, MD. Responsibilities include:
The Psychologist III must possess a doctoral degree in psychology from an APA-accredited program, with a predoctoral internship from an APA-accredited program and a postdoctoral fellowship with strong behavioral training. Two to four years of previous experience is preferred and psychological assessment skills are highly desirable. The successful candidate will be a licensed psychologist or license eligible in Maryland.
To apply, please visit our employment website at:
www.jobs.kennedykrieger.org Job ID 61054
Kennedy Krieger Institute is an Equal Opportunity Employer and does not discriminate against its employees or applicants for employment because of race, color, sex, religion, national origin, disability, veteran status, age, marital status or any other protected group status.
Kennedy Krieger Institute, Baltimore, MD,
Salary - Commensurate with experience.
Web Site - www.KennedyKrieger.org
Great Barrington, MA
We are a residential program that helps boys between the ages of nine and twenty-two who are living with emotional, behavioral, learning and developmental disabilities. At Eagleton School, traditional care meets innovative therapy in a values- driven, team oriented system.
The education and innovative care offered at Eagleton School is a result of the dedication and commitment of our qualified staff. Eagleton School Strives to maintain a work environment that encourages growth, teamwork, communication, recognition of achievement, and positive staff relationships.
Current Employment Opportunities
Certified Special Education Teacherto provide leadership, enthusiasm and nurture a superior learning environment in the classroom. Previous experience teaching in a residential school environment preferred. Teacher certification required. Salary based on experience.
Teachers Aidesto work under the direct supervision of a certified special education teacher. Assist in carrying out the goals of the individual students IEP’s and classroom management associates or bachelors degree and 3- 5 years previous experience in a related field preferred.
Child Development Counselors to ensure the safety of students, attend to their individual needs and maintain the physical care of the residential homes, being a positive role model to the students at all times. Related experience required. Evenings, weekends and overnight shifts available.
Resumes can be sent to:
HMS SCHOOL FOR CHILDREN WITH CEREBRAL PALSY
Director of Admissions
Qualified candidates will have a minimum of 5+ years private or public school experience in special education, school admissions with a minimum of a Bachelor's degree (advanced degree preferred). Experience preferred includes special education administration, social work, or work in special education related services, marketing, or human services administration. Must be familiar with special education legal and funding processes for PA and willing to learn same for NJ/NY and other states. Willingness to travel is essential to educate families, educators, therapists, physicians in positions to refer potential students with very specialized education needs.
S/he will work with the Executive Director, Director of Education, Nursing, Finance and Residential Services to establish and implement the Admissions Program and with Marketing and Public Relations for recruitment.
Must have exceptional interpersonal skills, background, compassion and aptitude for working with students with severe disabilities and their families, as well as strong skills in written and verbal communication and making compelling presentations. In order to be a candidate, s/he must be professional, organized and approachable, and capable of effectively engaging others as a representative of the school.
Development Coordinator (part-time)
Development Coordinator (part-time)
Qualified candidates will have 5+ years progressive experience in all aspects of Development, including donor cultivation, grant writing and special events.
S/he works with the board, executive director and school
leadership in raising funds to enhance school and residential
projects and programs, generating support among the community
for the school and its mission
Must have exceptional interpersonal and persuasive skills along with strong written and verbal communication and presentation skills and a history of successfully funded grant applications. In order to be a candidate, s/he must be professional, organized and approachable, and capable of effectively engaging others.
To apply, please:
Mail: HMS School for Children with Cerebral Palsy
4400 Baltimore Avenue
Philadelphia, PA 19104
attn: Judy Bonghi, HR Manager
Des Plaines, IL
At a recent Joseph Academy Board of Directors’ meeting it was determined that there is a need for a new position in the organization. For Joseph Academy to grow and become more financially sustainable, the Executive Director envisions certain potentials requiring a significant time commitment. This has been a discussion for some time and will be a priority in the next five months. Accordingly, the following represents the ideal set of leadership skills that a person would possess in order to become the Associate Director of Joseph Academy.
THE IDEAL SKILL SET FOR AN ASSOCIATE DIRECTOR
A successful candidate for the position of Associate Director must be capable of following the moral, educational, and philosophical characteristics established over 28 years by the Executive Director. The candidate must be able and willing to recruit, train, hire and develop a faculty that can sustain and maintain the greatness which is the character and strength of Joseph Academy and the various alternate programs such as STAR and TAAP. The successful candidate must have demonstrated the resources to keep the vision alive, master the art of innovation within the motivational system seek new markets and increase the cutting- edge performance which is the Joseph Academy brand and competitive advantage. Listed below are a number of key qualities essential for considerations and ultimately success:
EDUCATIONAL LEADERSHIP OPPORTUNITY
Associate Executive Directorship
Joseph Academy Incorporated, a nationally acclaimed special educational organization in Illinois, is creating a dynamic new position for a unique candidate. In its 30th year this vibrant cutting-edge educational system seeks an Associate Executive Director. The attached list of skills addresses the expertise that each candidate must possess. The founder and current CEO will mentor and groom the successful Associate to foster a smooth transition. Joseph Academy invites energetic applicants who display passion for and commitment to serving marginalized children and leading a talented faculty at four locations into the future.
Applications will be accepted via e-mail only addressed to: firstname.lastname@example.org and must include the following documents:
· A cover letter of introduction and expressed interest.
· A professional resume/CV.
· Copies of all professional certificates.
· Three current letters of recommendation from supervisors.
· The Joseph Academy application form which can be found under the Contact Us link on the website at www.josephacademy.org
BERKSHIRE HILLS MUSIC ACADEMY
South Hadley, MA
Berkshire Hills Music Academy, a post secondary school serving people with learning and intellectual disabilities (including Autism spectrum disorder, Asperser's syndrome, PDD-NOS, blindness and visual impairments, Williams syndrome, Down’s syndrome…) is looking for a strong leader to fill the position of Program Director.
The Program Director serves as the educational leader to provide the highest quality education. S/he will be responsible for developing, managing, reviewing and refining the academic, life skills, music and vocational skills programs for all the Academy programs. S/he will be responsible for integrating instructional, residential, recreational and vocational aspects of the program under one cohesive program and ensure that it meets policy and regulation guidelines.
S/he will report to the Executive Director.
Experience in curriculum development, preferably incorporating life skills program
Five-plus years in special education with students who have learning and intellectual disabilities
Several years experience in a supervisory role including: hiring and evaluation of staff, programming systems, budgetary oversight, design and implementation, and licensing or accreditation responsibilities
Formal training or experience in music or performing arts strongly preferred
Skill in developing curricula that uses music as a medium to teaching other social, life, and academic skills strongly preferred
Belief in, and knowledge of, the potential abilities and skills of people with learning and intellectual disabilities, especially in the area of musical accomplishments
Experience presenting at workshops and conferences preferred
Published curriculum or literature for workshops, conferences, and publications preferred
Certification in Administration (School Principal, Head of Private school, SPED Administrator, etc.) preferred
Please email resumes in application to email@example.com
Mental Health Therapist
The Utah Youth Village is a very
stable agency that has been providing care to children and their
families for over 35 years. We are currently looking for a
full time Mental Health Therapist (LCSW, LMFT, LPC) to provide
individual, family, and group therapy to adolescent girls and their
families in our residential treatment center located in the Tooele
area. Alpine Academy is a division of the Utah Youth Village
that is a small, family-style environment with an emphasis on
individualized treatment through the use of a highly researched
method for treating troubled teens. We work with adolescent
girls between the ages of 12 and 18. Our girls come from all
over the nation and from a variety of backgrounds.
This position offers a competitive salary and benefits package.
Please visit our website
more information about our program. Please send resumes to Nikki
Preece at fax 435-843-5416 or call 435-228-0106.
HILLCREST EDUCATIONAL CENTERS
Director of Education
·Experience in Sped administration and/or as a public school principal required.
·Knowledge/background in New York State preferred.
·Master’s degree required in School Administration.
Special Education Teacher
Must have certification in MA or waiver eligible in Moderate Disabilities.
Youth Development Counselor
Job Description: Ensures the safety, security and well-being of all students in the assigned area; seek opportunities to teach and facilitate growth of inner control through choices and decision making; function as member of the Treatment team (though not making decisions or representations pertaining to treatment issues, discharge planning or post-discharge arrangements).
Type: Full Time, Residential shifts
Salary: starting salary is $10.25 with no direct experience working with our population of students and they have a High School diploma.
Education requirements: High School Diploma/GED, Bachelors degree preferred but not required.
Language requirements: Proficient in the English language
Population served: Students with Behavioral disorders.
Candidates may apply via our website
or via fax 413-445-2693
ATTENTION Kristen Elcox, Employment Manager.
Hillcrest Educational Centers, Inc.
PO Box 4699
Pittsfield, MA 01202
Private early intervention services, schools, residential therapeutic centers, and
adult living programs serving individuals with disabilities and their families since 1971.