| Special Education Teacher | 8-7-2025 Special Education 7-12 | | | Position | Special Education Grades 7-12 | Posting Date | August 7, 2025 | | | Starting Date | August 27, 2025 | Application Due Date | August 20, 2025 | | | Qualifications | - New York State provisional or permanent certificate in the field of Special Education.
- Possesses and displays the experience, ability, personality, energy, and maturity to meet the everyday demands of students, curriculum, department, school and system.
| | | Reports to | Building Principal | | | Responsibilities | To provide students with disabilities, a program that will enable them to reach their fullest physical, social-emotional, psychological, behavioral, and intellectual potential. | | | - An individual who is optimistic, who sees events positively and anticipates the best possible outcome.
- Able to encourage and sustain others’ efforts as they work toward goals.
- Supervises students assigned to them.
- Assesses students, both informally and formally, in order to provide an individualized classroom program.
- Designs plans and appropriate activities to reach individual pupil IEP's.
- Provides an individualized education program for students with disabilities consistent with State Education mandates and program's goals and requirements.
- Establishes a classroom environment that provides for the student's social/emotional and behavioral needs as well as academic needs including specific systems of motivation to students.
- Assists and counsels students in making realistic assessments of their abilities in establishing educational and/or occupational goals.
- Keep attendance records and other reports/records pertinent to the program.
- Provides, when warranted, continuous consultation and/or management outside of the classroom to appropriate personnel
- Provides assistance to students with regular class assignments.
- Assists in screening, evaluating, and recommending placement of students in the school's program.
- Works cooperatively with regular classroom teachers and staff who have students with handicapping conditions, interpreting their abilities, disabilities, and meeting the individual needs of the students.
- Assists other professional staff members in identifying, recommending, and resolving psychological or disciplinary actions unique to the student.
- Confers frequently with parents, professional staff members, building level administrators, and supervisors regarding the students educational, social/emotional, psychological, behavioral, and intellectual potential.
- Participates, when appropriate, in continuous professional growth and development related to the field of teaching and/or specific area(s) of expertise
| | | Performs related duties as required or assigned | | | | Performance will be evaluated annually by the Building Principal, the Building Assistant Principal, the Curriculum Coordinator, and other administrators as designated by the Superintendent, in accordance with the terms established by the Agreement between the Superintendent and the Lyons Teachers' Association and Board of Education policy. | | | Terms of Employment | In accordance with the terms and conditions set by the Board of Education | | As per contract |
| School Speech and Language Pathologist | 8-4-2025 Speech | | Position | SCHOOL SPEECH AND LANGUAGE PATHOLOGIST | Posting Date | August 4, 2025 | | Starting Date | August 27, 2025 | Application Due Date | August 14, 2025 | | Qualifications | As set by State certification authorities. | | Reports to | Principal in the building assigned and Director of Special Programs | | Job Goal | To diagnose and help reduce or eliminate speech and language, as well as impairments in auditory discrimination that interfere with the student's ability to derive full benefit from the District's educational program. To strive for quality and promote pride in all District endeavors. To fulfill the Vision and the Mission of the District and the school assigned. | | Responsibilities | - An individual who is optimistic, who sees events positively and anticipates the best possible outcome.
- Able to encourage and sustain others’ efforts as they work toward goals.
- Provides a therapy program to meet individual, specific needs of speech and/or language impaired children.
- Assists and guides teachers in observing, describing, and referring suspected and identified speech and language impairments.
- Provides a thorough assessment and diagnosis of speech, voice, hearing fluency, and language impairments as requested by teachers, principals or parents/guardians.
- Reports evaluation results and recommendations to CSE/CPSE as requested.
- Provides screening to identify kindergarten children and new entrants with a suspected speech, language, or auditory discrimination disability.
- Assists in proper referrals of individuals to agencies and specialists in the community as appropriate.
- Collaborates with classroom teachers and other school staff members to integrate therapy goals into the student's daily activities.
- Provides information, support and counseling to parents/guardians and families when appropriate.
- Provides in-service education and serves as a consultant to teachers and school staff members on topics concerning speech and language and auditory discrimination.
- Keeps thorough, ongoing records for the individual students receiving therapy or other school-provided speech services.
- Maintains lists of referred, screened, and eligible students, as well as a directory of outside agencies, consultants, specialists, and related services.
- Assumes primary responsibility for requisitioning and maintaining needed equipment and supplies.
- Assists in preparation of the annual budget for speech therapy services.
- Compiles case history data on those students where additional information, family history, health, early development, and environment are needed.
- Consults regularly with teachers, principals/administrators, and parents as to an individual child's rogress.
- Makes surveys as necessary to establish the incidence of children with speech disabilities in the District.
- Works cooperatively with school personnel and outside service providers
- Carries out any other assigned duties and/or responsibilities which may be deemed appropriate by the Superintendent of Schools (or designee) and the Board of Education.
| | Other | Performs related duties as required or assigned. | | Evaluation | Performance of this job will be evaluated annually by the Building Principal and/or the Director of Special Programs in accordance with Board of Education policy. | | Terms of Employment | Ten (10) months per year in accordance with the terms and conditions set by the Board of Education. | | As per contract |
| Special Education Teacher 7-12 | 7-28-2025 Special Education 7-12 | | | Position | Special Education Grades 7-12 | Posting Date | July 28, 2025 | | | Starting Date | August 27, 2025 | Application Due Date | August 5, 2025 | | | Qualifications | - New York State provisional or permanent certificate in the field of Special Education.
- Possesses and displays the experience, ability, personality, energy, and maturity to meet the everyday demands of students, curriculum, department, school and system.
| | | Reports to | Building Principal | | | Responsibilities | To provide students with disabilities, a program that will enable them to reach their fullest physical, social-emotional, psychological, behavioral, and intellectual potential. | | | - An individual who is optimistic, who sees events positively and anticipates the best possible outcome.
- Able to encourage and sustain others’ efforts as they work toward goals.
- Supervises students assigned to them.
- Assesses students, both informally and formally, in order to provide an individualized classroom program.
- Designs plans and appropriate activities to reach individual pupil IEP's.
- Provides an individualized education program for students with disabilities consistent with State Education mandates and program's goals and requirements.
- Establishes a classroom environment that provides for the student's social/emotional and behavioral needs as well as academic needs including specific systems of motivation to students.
- Assists and counsels students in making realistic assessments of their abilities in establishing educational and/or occupational goals.
- Keep attendance records and other reports/records pertinent to the program.
- Provides, when warranted, continuous consultation and/or management outside of the classroom to appropriate personnel
- Provides assistance to students with regular class assignments.
- Assists in screening, evaluating, and recommending placement of students in the school's program.
- Works cooperatively with regular classroom teachers and staff who have students with handicapping conditions, interpreting their abilities, disabilities, and meeting the individual needs of the students.
- Assists other professional staff members in identifying, recommending, and resolving psychological or disciplinary actions unique to the student.
- Confers frequently with parents, professional staff members, building level administrators, and supervisors regarding the students educational, social/emotional, psychological, behavioral, and intellectual potential.
- Participates, when appropriate, in continuous professional growth and development related to the field of teaching and/or specific area(s) of expertise
| | | Performs related duties as required or assigned | | | | Performance will be evaluated annually by the Building Principal, the Building Assistant Principal, the Curriculum Coordinator, and other administrators as designated by the Superintendent, in accordance with the terms established by the Agreement between the Superintendent and the Lyons Teachers' Association and Board of Education policy. | | | Terms of Employment | In accordance with the terms and conditions set by the Board of Education | | | | Apply on-line at https://lyons.recruitfront.com/ | | As per contract |