Research Foundation Binghamton University Special Education Teacher Institute in Binghamton, New York
Special Education Teacher - Institute for Child Development -
Formulate, write, and implement Individual Education Plans.
Develop, construct, write and implement habilitative programs for children.
Objectively evaluate child behavior and performance.
Monitor and objectively evaluate child behavior and performance and modify programs as required.
Conduct and Consult on program analyses to determine effectiveness.
Prepare written reports as needed.
Maintain frequent contact with parents or guardians of children, in oral and written forms, regarding child progress on IEP goals.
Participate orally and by providing written material in multiple weekly staff meetings.
Provide support, in vivo supervision and performance feedback to paraprofessional staff as directed.
Provide support, in vivo supervision and performance feedback to undergraduate practicum students as directed.
Provide direct child instruction and care for 5-days a week as determined by the Unit calendar. Meetings, preparation, parent contact, etc. will occur outside direct child attendance times
Be available for ad hoc meetings and consultation during work hours as specified by Director of Educational Services, which may vary.
Participate in all habilitative, self-help and emotional development programs as requested.
Maintain appropriate cleanliness, organization and decoration of classroom.
Assist children to and from bus stop and monitor lunch period.
Demonstrated proficiency in analytical methods and written English expression.
LEVEL OF SUPERVISION
Special Education Teachers will be supervised by and work closely with the Director of Educational Services. In vivo supervision of instructional effectiveness will be provided. In addition, consultation on program development, data evaluation and related responsibilities will be held bi-weekly.
Bachelor's or Master's degree in Special Education
New York State teaching certification or eligibility
Must be fluent and easily understood in English with very good articulation to accommodate the communication and comprehension needs of the children served.
Must be able to proficiently read, write, and comprehend written text and communicate in written form in English as the primary means of understanding and implementing child education plans and providing required documentation.
Must have normative vision, hearing, strength, and agility in order to meet routine and emergency needs and safety of children and fellow staff.
Structured, professionally supervised service delivery with children with autism spectrum disorders.
Formal training in applied behavior analysis, which subsumes intervention, data collection, summary, and evaluation methods.
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Three letters of recommendation are required prior to employment
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