LUGL provides instruction on independent living skills for one or more weeks of a 10 week program.  The program is held evenings, with dates/hours TBD.  Program dates to be determined.  Additional planning meetings may be required.

TYPICAL DUTIES:

1. Plan units of instruction related to independent living skills including cooking, arts/crafts, leisure activities, recreation, fine arts, and computers.  Develop activities consistent with the interests and needs of students.

2. Monitor response to instruction and report to parents and administrators on the progress of students.     

3. Maintain appropriate records on attendance and performance as directed.

4. Perform other such duties as may be assigned by the Special Education Supervisor.

Responsible for designing and teaching a comprehensive science curriculum that is aligned with the New York State science learning standards. The instructional program is directed toward maximizing progress in academic areas and meeting the individual needs of at-risk students.                 

Typical Duties:

1. Develop and teach an effective secondary Science program to meet the instructional objectives of students consistent with the standards of the New York State Education Department.
2. Participate in interdisciplinary meetings and district and parent conferences to review the progress of students and to build individualized growth plans.
3. Design and implement a differentiated curriculum appropriate to student needs and performance with an interdisciplinary approach that utilizes community resources.
4. Collaborates with component district personnel in the development and implementation of individual education plans for students.
5. Participate in at least two school decision-making committees.
6. Participate in appropriate professional development activities.
7. Perform other professional duties as assigned by the principal.

Teach introductory industry aligned curriculum for a variety of trades, designed to prepare students for transition to entry level employment and/or continued education in their chosen field.

TYPICAL DUTIES: 

1. Develop, plan, and implement curriculum and assessments aligned to the trades and NYS Learning Standards (CDOS and Literacy).
2. Assess and monitor student progress to guide instruction (daily, weekly, and quarterly assessment of student grades).
3. Collaborate with co-teacher, Instructional Specialists, and other support staff to ensure IEP implementation.
4. Create and implement an effective classroom management plan that supports the code of conduct.
5. Establish a safe learning environment with active supervision and proper use of all equipment.
6. Communicate with students, Exceptional Children/CTE colleagues, parents, and component districts.
7. Collaborate with work-based learning coordinators, internal departments, and community partners, to create work-based learning opportunities for students.
8. Complete all record keeping functions related to the classroom. Including but not limited to grades, attendance, work-based learning hours, etc.
9. Attend professional development, faculty meetings and establish and facilitate advisory committee meetings. Attend and assist with events such as open house and information night.
10. Perform additional professionally related duties at the request of Exceptional Children administration               

Responsible for designing and teaching an ELA curriculum that is aligned with the New York State learning standards. The instructional program is directed toward maximizing progress in academic areas and meeting the individual needs of at-risk students.                    

Typical Duties:

1. Develop and teach an effective secondary English program to meet the instructional objectives of students consistent with the standards of the New York State Education Department.
2. Participate in interdisciplinary meetings and district and parent conferences to review the progress of students and to build individualized growth plans.
3. Design and implement a differentiated curriculum appropriate to student needs and performance with an interdisciplinary approach that utilizes community resources.
4. Collaborates with component district personnel in the development and implementation of individual education plans for students.
5. Participate in at least two school decision-making committees.
6. Participate in appropriate professional development activities.
7. Perform other professional duties as assigned by the principal.

WeMoCo Building - Career and Technical Education Center (Spencerport)

Substitute for the classroom teacher in their absence.  Conduct class as directed.

• Meet and instruct assigned classes in their locations and at the times designated in the absence of the regular assigned teacher on a per diem basis.
• Follow established plans for the delivery of instruction/classroom management as set forth by the teacher.
• Develop and maintain a classroom environment conducive to effective learning and maintain standards of classroom behavior.  Utilize the administrative and instructional support resources provided by the career/technical program.
• Evaluate student progress. Authentic daily and weekly student grades and attendance.
• Take all necessary and reasonable safety precautions to protect students, equipment, materials, and facilities.
• Assist in upholding and enforcing school rules, administrative regulations, and Board policy.

Assist classroom staff in all areas of program and offer instructional support across programs.

Schedule:  10 Months, plus summer days.

TYPICAL DUTIES: 

1. Plan and implement staff development, modeling and monitoring of staff use of developmentally appropriate curriculum, materials, resources and assessments based upon current research and best practice, including ESY and New Staff Orientation.
2. Assist in the ordering, oversight and maintenance of instructional materials, resources, and curriculum.
3. Provide guidance on New York State Assessments grades 3-12, including 3-8 Assessments, Regents exams, and New York State Alternate Assessments.
4. Analyze student and program performance to determine areas of needed improvement to drive instruction and assess curricula needs.
5. Serve as an instructional coach and/or provide consultation for teachers in all special education/career readiness programs PK-Transition on the design and delivery of classroom-based interventions for students with disabilities.
6. Make ongoing classroom visits with respect to assisting staff with lesson planning/instructional materials and strategies, assessment- (formative and summative).  Provide consultation to teachers on the design and delivery of classroom-based interventions for students with significant disabilities.
7. Assist staff to gain knowledge of students and individual IEP programs with regards to the NYS and NYSAA standards and testing accommodations.
8. For NYSSA, support Specially Designed Instruction for NYSAA classrooms; understand, educate, and utilize KITE student online portal; act as testing coordinator for NYSAA; support curriculum writing for NYSAA.
9. Explain and utilize Dynamic learning maps with teachers and help them understand how to implement learning experiences for students.
10. Communicate effectively with various stakeholders through personal and electronic means.  Consistent, ongoing, and open communication with teachers, Related Service staff, and administration, and others to support the needs of students with complex needs, including those that participate in NYSAA..
11. Provide staff development on instructional practices aligned to New York State Standards for differentiated and specially designed instruction using instructional technology, when appropriate.
12. Perform such other professional duties as may be assigned by the Special Education Assistant Director and/or Supervisor.

The Instructional Specialist for behavior will provide targeted instructional support and coaching in the area of behavior support.

Schedule:  10 Months, plus summer days.

TYPICAL DUTIES: 

1. Organize and implement high-quality professional development offerings in behavior analysis and function-based thinking as requested.
2. Consult and coach teachers and support staff in classroom supports, MTSS and behavior best practices.
3. Communicate effectively with various stakeholders and support improved results for all students.
4. Facilitate and/or assist with the preparation, planning, and review of behavior plans and supports using skills such as data analysis, research, and resource management.
5. Coordinate and/or support mandates and initiatives in areas such as SEL, Trauma-informed care, TCIS, PBIS, and Restorative Practice.
6. Review classroom management systems with teachers/paraprofessionals and suggest modifications/adaptations as necessary as well as universal strategies that may expand repertoire.
7. Continuously refine practices through the study of best practices in professional development, Diversity, Equity and Inclusion, behavior, and education as a whole.
8. Other duties as assigned.

*10 month position

To provide direct support to students with disabilities enrolled in CTE programs and provide indirect support to CTE teachers in understanding and implementing IEP’s. Develop and facilitate professional development related to topics in special education and instructional pedagogy.  

TYPICAL DUTIES:

1. Read and review IEP’s and BIP’s for students enrolled in assigned CTE programs in order to provide direct student support.
2. Weekly meetings with CTE Teachers to plan for assigned students.
3. Scheduled time supporting assigned students in CTE classrooms.
4. Differentiate CTE instructional materials, as needed, to meet student needs.
5. Provide guidance and indirect support to CTE teachers in order to assist them with IEP and BIP implementation, as well as managing duties of any 1:1 aides as indicated in student IEPs.
6. Assist with implementation of test accommodations and proctor training
7. Assist with the implementation of student or classroom specific instructional and/or assistive technology
8. Participate on, and facilitate when needed, the CTE Instructional Support Team (MTSS).
9. Create, facilitate and/or implement student specific instructional or behavioral plans and MTSS interventions as needed.
10. Assist with supporting students in crisis as needed or directed by CTE Administration.
11. Work collaboratively with instructional support staff, counselors, districts, etc. to support students with disabilities and facilitate ongoing communication regarding student needs.
12. Deliver individual and group professional development
13. Plan and participate in department activities such as program approval process, middle school visits, tour day, recognition ceremony, etc.
14. Perform additional professionally related duties as may be assigned by CTE Administration.

Per Diem & Regular Substitute positions

The School Psychologist is responsible for providing the psychological services related to the management and learning of students with special needs. 

The School Social Worker is responsible for the provision of student and family counseling and social services.

TYPICAL DUTIES (School Social Worker): 

1. Counsel students and family members for interpersonal and/or behavior problems associated with school. 
2. Inform teachers about pertinent experiences that influence student behavior. 
3. Establish and maintain liaison with agencies working with the students and their families, such as Social Security for SSI benefits, Family Court for matters relating to wills and guardianship, the juvenile court system and the Division of Youth. 
4. Participate in staffing conferences to review the programs and progress of students. 
5. Prepare and maintain up-dated records including activities such as triennial social   histories, parent conference summaries, and communications with community agencies. 
6. Perform such other professionally related duties as may be assigned by the Special Education Supervisor.

The Assistive Technology Specialist provides services to identified students and districts, including: assessment, intervention, consultation and training.

TYPICAL DUTIES: 

1. Conduct evaluations. 
2. Select and design materials and equipment. 
3. Assist in the acquisition of Assistive Technology equipment. 
4. Coordinate services through consultation with families and staff members. 
5. Train students, staff, and family members in the use of assistive technology. 
6. Provide technical assistance including troubleshooting and repair of assistive technology equipment. 
7. Perform such other duties as may be assigned by the Special Education Supervisor.

The float teacher is responsible for stepping in during a teacher or paraprofessional absence.  As the teacher, they will implement an instructional program designed to maximize academic progress and meet individual needs of students with special needs.  As the paraprofessional, they will assist the classroom teacher and work with students either individually or in groups addressing  needs and offering support. The float teacher may provide support to more than one location within a given school day. This teacher may be deployed to any/all Monroe 2-Orleans BOCES classroom settings during the course of the year.

TYPICAL DUTIES: 

1. Act as sub teacher or paraprofessional in all Exceptional Children programs; may cover more than one location within a given day.
2. Offer support to classroom during a teacher absence to implement curriculum, instruction and assessment to promote the educational growth of students, consistent with the Standards of the New York State Education Department and curriculum of the Department for Exceptional Children.
3. Offer support to classroom during a paraprofessional absence to support teacher and students with academic, social/emotional, behavioral, and physical needs.
4. Attend to the physical needs of children, including toileting, feeding, and lifting as needed.
5. As the teacher, direct the activities of program paraprofessionals.
6.  As the teacher, direct the participation of volunteers and student teachers in the classrooms.
7. Implement social-emotional interventions and classroom and behavior management plans in coordination with mental health staff and supervisor.
8. Perform such other professional duties as may be assigned by the Special Education Supervisor.

Responsible for developing and implementing an instructional program designed to maximize the academic progress and meet the individual needs of the students with emotional disturbance enrolled in this program.

TYPICAL DUTIES: 

1. Establish and implement units of instruction to meet the instructional objectives of students, consistent with the Standards of the New York State Education Department and curriculum of the Office of Exceptional Children.
2. Monitor and report to parents, administrators and the CSE the educational progress of all students enrolled.  This includes activities such as progress reports, achievement and educational evaluations.
3. Participate in meetings, parent conferences and CSE meetings to review the programs and progress of students.
4. Direct the activities of program paraprofessionals and evaluate their performance as needed.
5. Enroll students in building special area classes, if needed, and monitor their progress throughout the year.
6. Develop and implement social-emotional interventions and formal classroom behavior management plans in coordination with mental health staff and supervisor.
7. Perform all classroom clerical duties such as maintenance of cumulative folders and attendance records and completion of all forms as directed by the Office of Exceptional Children.
8. Perform such other professional duties as may be assigned by the Special Education Supervisor.

Responsible for developing and implementing an instructional program to create English language arts proficiency that supports academic achievement for assigned limited English proficient (LEP)/English Language Learners (ELL).

TYPICAL DUTIES: 

1. Assess English language proficiency of new or incoming students as part of identification procedures and conduct annual assessment, as per CR Part 154 regulations. 
2. Plan and implement English Language Arts (ELA) instruction for assigned LEP/ELL students; learning experiences should assist students in achieving the NYS learning standards. In addition to direct instruction, responsibilities include activities such as identification of learning activities that may supplement instruction in classrooms. 
3. Monitor and report to administrators, classroom teachers, and parents the progress of assigned LEP/ELL students in attaining the ELA learning standards. Activities include, but are not limited to, annual achievement reports and periodic individual evaluations. 
4. Participate in department and building staff meetings, parent-teacher conferences, and other meetings as necessary to review the program and progress of students.

Responsible for providing the speech and language services related to the needs of children for a classroom and on an itinerant basis.

TYPICAL DUTIES:

1. Provide individual speech and language evaluations/intervention 
2. Assist classroom teachers in developing instructional techniques in the areas of speech and language development 
3. Communicate with administrators, teachers, parents, and students regarding difficult speech and language problems 
4. Maintain communication with speech and hearing agencies and participating schools in areas of diagnosis and remediation of speech, hearing, and language problems 
5. Perform such other professional duties as may be assigned by the Special Education Supervisor.

The School Psychologist is responsible for providing the psychological services related to the management and learning of students with special needs. 

The School Social Worker is responsible for the provision of student and family counseling and social services.

TYPICAL DUTIES (School Social Worker): 

1. Counsel students and family members for interpersonal and/or behavior problems associated with school. 
2. Inform teachers about pertinent experiences that influence student behavior. 
3. Establish and maintain liaison with agencies working with the students and their families, such as Social Security for SSI benefits, Family Court for matters relating to wills and guardianship, the juvenile court system and the Division of Youth. 
4. Participate in staffing conferences to review the programs and progress of students. 
5. Prepare and maintain up-dated records including activities such as triennial social   histories, parent conference summaries, and communications with community agencies. 
6. Perform such other professionally related duties as may be assigned by the Special Education Supervisor.

The Substitute Classroom Teacher is responsible for maintaining the classroom and instruction on a daily basis for students with disabilities.

TYPICAL DUTIES: 

1. Review IEP’s and behavior plans of students in the class. 
2. Carry out instructional activities per the substitute plans. 
3. Manage the classroom with student behaviors and needs. 
4. Collaborate with the staff in the classroom to help the students have a successful day. 
5. Come prepared with instructional activities in the event that substitute plans are not available.

Tutors are responsible for providing instruction to students confined to the home or hospital or awaiting appropriate program placement.

TYPICAL DUTIES:      

1.  Provide instruction to students confined to the hospital, home or awaiting appropriate program placement. 

2.  Monitor and report progress to the classroom teacher and administration. 

3.  Perform such other professional duties as may be assigned by the classroom teacher or the Supervisor of Special Education.

The Literacy Instructional Specialist assists classroom staff in all areas of literacy program and instructional support.

Schedule:  10 Months, plus summer days.

TYPICAL DUTIES: 

1. Act as instructional coach (relative to literacy instruction).
2. Visible ongoing classroom visitation with respect to assisting staff with lesson planning/instructional materials and strategies, assessment- (formative and summative).
3. Provide staff development, modeling and monitoring of staff use of Guided Reading Practices and implementation of New York State Standards and Essential Elements.
4. Facilitate ongoing guidance, monitoring and development of ELA curriculum
5. Model the integration of technology supports into literacy instruction.
6. Design, deliver, evaluate, and re-design staff development programs, including modeling and monitoring of staff use of developmentally appropriate assessments based upon current research and best practice, including running reading records concepts about print, story retellings, literature discussion groups and standardized tests.
7. Provide staff development on instructional practices aligned to New York State ELA Standards for differentiated reading instruction using leveled texts for early and emergent literacy and integrated thematic instruction at intermediate and secondary levels.
8. Provide staff development on New York State ELA Assessments K-12 and analyze student and program performance to determine areas of needed improvement.
9. Oversight and guidance for the annual performance literacy assessment.
10. Provide consultation to teachers K-12 on the design and delivery of classroom-based interventions for students with reading disabilities.
11. Communicate as needed with district Staff Development Coordinators, Assistant Superintendents, and Building Principals.
12. Perform other related duties as may be assigned by the Assistant Director

Provide consultation, transition support and staff development to BOCES and component district staff to meet the needs of students with Autism Spectrum Disorders.  These services would support both preschool and school aged programming.

TYPICAL DUTIES: 

1. Provide classroom-based consultation to teachers and support staff in designing appropriate classroom environments and instructional plans for students with Autism Spectrum Disorders.
2. Coordinate and/or support transitions of students with Autism Spectrum Disorders between educational systems; Preschool to School Aged; School Aged to Community.
3. Provide direct staff development to BOCES and component district staff on progressive structured teaching approaches.
4. Coordinate staff development for BOCES and component districts in instructional areas requiring liaison with outside agencies or other community resources.
5. Perform behavioral support consultant duties as assigned.
6. Provide community-based presentations and/or conference/workshop sessions on topics relating to Autism Spectrum Disorders.
7. Develop and disseminate information and program descriptions to parents and community based referral sources.
8. Represent BOCES 2 in various community forums and committees relating to Autism Spectrum Disorders.
9. Participate in staffings and CPSE/CSE meetings as appropriate to review the programs of students.
10. Provide individual assessments/consultation for students with Autism Spectrum Disorders.
11. Maintain necessary records.
12. Perform other such professional related duties as may be assigned by the Assistant Director for Exceptional Children or appropriate Special Education Supervisor.

The Classroom Teacher is responsible for developing and implementing an instructional program designed to maximize the academic progress and meet the individual needs of enrolled students with special needs.

TYPICAL DUTIES:

1. Establish and implement units of instruction to meet the instructional objectives of students, consistent with the Standards of the New York State Education Department and curriculum of the Office of Special Education.
2. Monitor and report to parents/administrators the educational process of all students enrolled.  This includes activities such as progress reports, achievement and diagnostic educational evaluations.
3. Participate in meetings and parent conferences to review the programs and progress of students.
4. Direct the activities of program aides and make semi-annual recommendations to the Supervisor.
5. Direct the participation of volunteers and student teachers in the classrooms.
6. Develop and implement structured classroom teaching model, including use of assistive technology and visual communication system management plans in coordination with support staff and supervisor.
7. Perform all classroom clerical duties such as maintenance of cumulative folders and attendance records and completion of all forms as directed by the Office of Special Education.
8. Perform such other professional duties as may be assigned by the Supervisor of Instruction.

Responsible for developing and implementing an instructional program designed to meet the cognitive, social, motor and language needs of students with disabilities enrolled in a special class setting. 

The Special Class classroom has students with severe disabilities and highly individualized programs.

The Integrated Program has both students with and without special needs enrolled and is located in a day care center or nursery school in the community.

TYPICAL DUTIES: 

Responsible for providing the speech and language services related to the needs of children for a classroom and on an itinerant basis.

TYPICAL DUTIES:

1. Provide individual speech and language evaluations/intervention 
2. Assist classroom teachers in developing instructional techniques in the areas of speech and language development 
3. Communicate with administrators, teachers, parents, and students regarding difficult speech and language problems 
4. Maintain communication with speech and hearing agencies and participating schools in areas of diagnosis and remediation of speech, hearing, and language problems 
5. Perform such other professional duties as may be assigned by the Special Education Supervisor.

The program is semester-based; therefore, substitute teaching will begin as early as September 2024. Interviews will be scheduled in May – September in anticipation of the spring semester start date. Please apply as soon as you confirm your interest in the program.

Months:  September - December

If accepted to the Teacher Immersion Fellows Program, there are two main responsibilities:

1. Substitute teaching
2. Completing professional development

Substitute teaching: Fellows are each assigned to a participating school district. This is where they will substitute teach during the semester. Fellows put forth a consistent weekly schedule and are expected to report to their district for subbing each day on their schedule. For instance, if a Fellow selects Mondays and Wednesdays to work in their district, they will be expected every Monday and Wednesday for the full semester. They are paid $115.00/day for this substitute teaching work. Substitute teachers play a vital role in maintaining the continuity of education when regular teachers are absent. They must be adaptable, patient, and capable of managing a classroom effectively. Specific duties may vary, based on the assignment.

Completing professional development: As a member of the program, Fellows are required to take mini courses to build their skills and learn more about the profession. The required number of courses depends on the number of days per week the Fellow is substitute teaching. Fellows are paid $15.50/hour to take these courses.

TYPICAL DUTIES: 

Substitute Teaching:

• Arrive on time to the district of placement on every scheduled substitute teaching day.
• Demonstrate a positive mindset, ready to accept a variety of substitute teaching positions.
• Follow lesson plans provided by the absent teacher.
• Facilitate learning activities and maintain a positive, orderly, engaging classroom environment.
• Establish and enforce classroom rules and behavior expectations.
• Manage student behavior, resolve conflicts, and maintain a safe environment.
• Maintain attendance records, notes on classroom activities, and any incidents that occur during time in the classroom.
• Always ensure student safety; be aware of school safety protocols and emergency procedures.

Professional Development:

• Complete all professional development requirements within the allotted timeframe.
• Maintain communication with the program coordinator.

Teacher, Residential and Commercial Electrical: Residential & Commercial Electrical (monroe2boces.org)

Teach high school public education that is aligned to the residential and commercial electrical industry.  The Residential and Commercial Electrical program meets NYS Standards and is designed to prepare high school students for transition to skilled employment and/or continued education.

TYPICAL DUTIES:

1. Develop, plan, and implement curriculum, lab experiences and assessments aligned to the National Electric Code and locally developed curriculum and NYS Learning Standards.
2. Teach and prepare high school Electrical students for success after high school.
3. Assess and monitor student progress to guide instruction (daily, weekly, and quarterly assessment of student progress).
4. Teach High School students the components of Career Development and transferable Career Readiness Skills, including the Career and Financial Management curriculum.  
5. Collaborate with academic teachers to integrate related literacy, math, and science instruction.
6. Create and implement an effective classroom management plan that supports the Code of Conduct.
7. Establish a safe learning environment with active supervision and instruction in the proper use of all tools and equipment.
8. Work collaboratively with Operations and Maintenance to ensure all necessary and reasonable safety precautions in accordance with OSHA and DOH guidelines are followed to protect students, equipment, materials, and facilities.
9. Communicate with students, CTE colleagues, parents, component districts and when necessary, Special Education colleagues.
10. Collaborate with Work Based Learning Coordinators, as well as industry and community partners, to create work-based learning opportunities for students.
11. Complete all record keeping functions related to the classroom; including but not limited to grades, attendance, worked-based learning hours, etc.
12. Attend professional development, faculty meetings, and establish and facilitate advisory committee meetings. Attend and assist with events such as Open House and CTE Expo.
13. Perform additional professionally related duties at the request of CTE administration.