$40/hour

Professional Learning & Innovation Center/Binghamton CSD

MAJOR RESPONSIBILITIES:

• Facilitate targeted, district-based professional learning and coaching, including, but not limited to:
  • Providing feedback to teachers in an ongoing coaching cycle of conversation
  • Modeling effective instructional practices in classrooms
  • Leading data discussions tied to current, relevant data to assist teachers in designing instruction for impact on student achievement
  • Participating in district-based team meetings with teachers and administrators regarding systems components that impact achievement (assessment and data systems, communication and collaboration strategies, scheduling for access to instruction, and purposeful use of resources)
  • Supporting department-level / grade-level programming, strategies, materials, and professional development with new teachers.

• Access current research and best practices to integrate into professional learning experiences
• Attend required conferences/ meetings as requested
• Collaborate with members of the Professional Learning and Innovation Center and Instructional Programs in the design of professional learning.

10 Month position

POSITION DESCRIPTION:

• Teach Health Occupations to high school students
• Work collaboratively with the other Health Occupations teacher
• Develop work experience/clinic rotations for students at local hospitals and nursing homes
• Teach students to work in entry-level positions in the Health Occupations field, including Nurse Assistant, Developmental Therapy Aide, and Personal Care Aide

10-Month Position

Position Summary:
The Restorative Practices Coordinator will lead the implementation, coordination, and evaluation of restorative practices across the district to foster a culture of belonging, equity, and student-centered accountability. This role involves training staff, supporting students, and collaborating with stakeholders to create inclusive school environments that address conflict, repair harm, and build community.

Key Responsibilities:
Program Leadership and Coordination

Develop, implement, and oversee a comprehensive restorative practices framework for the district. Collaborate with administrators, teachers, counselors, and other staff to integrate restorative approaches into school policies and daily practices.
Serve as the district’s point of contact on restorative practices, providing guidance on discipline procedures, conflict resolution, and trauma-informed practices. Ensure alignment of restorative practices with state regulations, board policies, and district initiatives, in collaboration with district administration.

Training and Professional Development

Design and deliver professional development workshops and ongoing coaching for school staff, administrators, and community stakeholders on restorative practices.
Facilitate peer learning opportunities and build capacity for staff to lead restorative circles and interventions. Provide targeted training and support to address disproportionality in discipline outcomes and promote equity.

Student and Family Engagement

Facilitate restorative circles, mediations, and conferences to address conflicts and foster community building. Work with students and families to resolve issues collaboratively and build strong relationships. Support the development of student leadership programs that promote restorative practices.

Data Collection and Reporting

Collect and analyze data related to discipline trends, restorative interventions, and program impact. Prepare regular reports to share outcomes with district leadership, staff, and the school board. Use data to refine and improve restorative practices and ensure alignment with district goals.

Collaboration and Advocacy

Partner with community organizations and agencies to expand restorative practices beyond the school setting. Advocate for restorative approaches at the district and state levels, ensuring compliance with New York State Education Department guidelines. Serve as a liaison between schools, families, and community stakeholders to promote a unified approach to restorative practices.

 

4 Open Positions

We are seeking qualified candidates to serve as substitute instructors on an as-needed basis for the following positions:

Residential Electricity – 1 Position

Responsibilities Include:

• Provide on-call coverage in basic electrical theory and residential wiring practices
• Teach topics such as electrical safety, tools, wiring methods, circuits, and code basics
• Supervise hands-on classroom activities to ensure safe use of tools and equipment
• Reinforce adherence to safety standards and industry best practices
• Follow lesson plans and support continuity of instruction.
• Assist students in developing practical, job-ready electrical skills
• Maintain a safe, organized classroom environment
• Take attendance and document student participation
• Communicate updates or concerns to program staff/administration

Minimum Qualifications:

• High school diploma or equivalent
• Minimum 3–5 years of experience in residential electrical work
• Strong knowledge of electrical safety and basic code requirements
• Ability to supervise and instruct hands-on lab activities
• Availability for on-call/substitute assignments

Barbering – 1 Position

Responsibilities Include:

• Provide on-call instructional coverage for barbering classes
• Deliver both theoretical and practical instruction in barbering techniques and practices
• Teach skills including haircutting, shaving, beard design, sanitation, and tool use
• Reinforce New York State barbering laws, safety, and infection control procedures
• Supervise students in a barbershop/lab environment
• Follow lesson plans and ensure continuity of instruction during the instructor's absence.
• Provide feedback to students to support skill development
• Maintain a safe, clean, and professional training environment
• Take attendance and document student engagement and progress.
• Communicate with program staff/administration regarding student needs or concerns

Minimum Qualifications:

• Valid New York State Barbering License
• Minimum 2–3 years of professional barbering experience
• Strong knowledge of sanitation, safety, and barbering techniques
• Ability to instruct and supervise hands-on skills
• Availability for on-call/substitute assignments

Nail Specialty– 1 Position

Responsibilities Include:

• Provide on-call instructional coverage for Nail Specialty classes in the absence of the regular instructor
• Deliver lessons aligned with New York State Nail Specialty curriculum and licensing requirements
• Teach both theory and hands-on skills, including nail care, manicuring, pedicuring, nail enhancements, and sanitation practices.
• Reinforce infection control, safety procedures, and proper use of tools and products
• Supervise students in a salon/lab environment to ensure safe and professional practices
• Follow existing lesson plans and maintain continuity of instruction
• Support student skill development and provide constructive feedback
• Maintain a clean, organized, and sanitary workspace in accordance with state regulations.
• Take attendance and document student participation and progress as required.
• Communicate any concerns or updates to program staff/administration

Minimum Qualifications:

• Valid New York State Nail Specialty License
• Minimum 2 years of industry experience
• Strong knowledge of sanitation, safety, and nail care practices
• Ability to provide hands-on instruction in a lab setting
• Availability for on-call/substitute assignments

Building Trades – 1 Position

Responsibilities Include:

• Provide on-call instructional coverage for Building Trades classes
• Deliver instruction in foundational construction skills (carpentry, framing, wiring, measuring, roofing, tool use, etc.)
• Supervise hands-on projects and ensure safe use of tools and equipment
• Reinforce workplace safety practices and industry standards
• Follow lesson plans to maintain continuity of instruction
• Support student development of entry-level construction skills
• Maintain a clean, organized, and safe shop environment
• Take attendance and document student engagement
• Provide basic feedback to support student learning
• Communicate any issues or updates to program staff/administration

Minimum Qualifications:

• High school diploma or equivalent
• Minimum 3–5 years of experience in construction, carpentry, or related building trades
• Strong knowledge of tools, materials, and safety practices
• Ability to supervise and instruct hands-on learning
• Availability for on-call/substitute assignments

 

 

 

10-Month Position
Commences September 2026
High School Level

MAJOR RESPONSIBILITIES:

• Demonstrate teaching experience in grades 9–12 Math. (Experience teaching Algebra preferred)
• Demonstrate strength in long-term planning to lead to successful student outcomes and for Regents preparation and project-based learning opportunities.
• Provide direct instruction to high school students, preparing them for challenging Regent exams and successful social emotional learning objectives
• Work in a team environment focused on educating the whole child and meeting social-emotional needs in an alternative high school setting.

10-month position

1 open position commencing September 2026

MAJOR RESPONSIBILITIES:

We are seeking a dually certified Mathematics and Special Education teacher to provide instruction and student support across multiple instructional models within the Broome-Tioga BOCES Virtual Learning Academy. This position is fully remote, with all instruction, collaboration, and service delivery occurring in a virtual environment.

Key responsibilities include:

• Teach Algebra 1A and Algebra 1B within the VLA 12:1+1 special class program
• Teach Regents-aligned Algebra 1 to students enrolled in the VLA general education program
• Provide Direct Consultant Teacher (DCT) services to students with disabilities participating in general education mathematics courses
• Design, implement, and monitor IEP goals, accommodations, and supports aligned with student needs and NYS learning standards.
• Use evidence-based instructional strategies, including differentiation and scaffolding, to support diverse learners in a virtual setting.
• Create a structured, supportive, and engaging fully remote learning environment that promotes student success and engagement.
• Collaborate regularly with the Student Success Team, special education staff and general education teachers to support student progress.
• Support students in meeting high academic and behavioral expectations within Regents-level coursework
• Maintain compliance with NYS Part 200 regulations, BOCES instructional expectations, and all required documentation and reporting
• Provide consistent instructional support across multiple programs within the Virtual Learning Academy

Seeking special education teachers to provide direct instruction to students with disabilities in various programs. BT BOCES provides programs for students on track to receive a Skills and Achievement Commencement Credential (SACC) and students who are on a diploma tract in both self-contained and inclusive settings. Students served (K-12) include individuals with significant developmental and intellectual disabilities, social/emotional needs, behavior management needs and/or learning differences. Key responsibilities include:

• Design, facilitate, implement and monitor progress of IEP goals
• Utilize evidence-based instructional strategies and methods, including differentiation, to meet diverse student needs
• Structure the student environment in order to provide a supportive educational setting that maximizes student potential
• On-going collaboration with the student’s team to ensure the provision of quality services
• Support students to achieve high expectations
• Accurately complete all paperwork related to provided services in a timely manner as mandated by New York State and school policies and procedures

10-Month Position
High School Level

MAJOR RESPONSIBILITIES:

Teach a variety of business and marketing courses to alternative education students. Prefer familiarity with Career & Financial Management curriculum and NYS CDOS standards.

Position Description:

Seeking teacher of the visual impaired to provide direct instruction to students with visual impairments. BT BOCES provides services for students on track to receive a Skills and Achievement Commencement Credential (SACC) and students who are on a regent’s diploma tract in both self-contained and general ed settings. Students served (K-12) include individuals with significant developmental and intellectual disabilities, social/emotional needs, behavior management needs and/or learning differences. Key responsibilities include:

• Work in pull-out individual sessions, support with push-in services as appropriate and collaborate with classroom teachers regularly
• Identifies, develops, and implements appropriate instructional strategies, materials, equipment, and environmental factors that will maximize a student’s visual functioning
• Conducts functional vision assessments
• Interprets eye/medical reports and shares information with team members.
• Provides training/information for school personnel and parents regarding the needs of students with visual impairments
• Design, facilitate, implement, and monitor progress of IEP goals
• On-going collaboration with the student’s team to ensure the provision of quality services
• Accurately complete all paperwork related to provided services in a timely manner as mandated by New York State and school policies and procedures

Part-Time Position

POSITION DESCRIPTION:

Teach and supervise adults at different levels, both in academic and performance skills to prepare them for apprenticeship in the electrical trades.

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MAJOR RESPONSIBILITIES:

Provide direct instruction to adult students at varying academic levels, both in academic and performance skills, to prepare them for entry-level work in the manufacturing field.

10-Month Position

MAJOR RESPONSIBILITIES:

• Provide direct instruction to alternative middle school students (7th-8th grade)
• Demonstrate teaching experience in grades 7-8
• Strength in long-term planning and embedded academics
• Students are to be prepared for challenging NYS assessments

10-Month Position

MAJOR RESPONSIBILITIES:

Teach a variety of business and marketing courses to alternative education students. Prefer familiarity with Career & Financial Management curriculum and NYS CDOS standards.

10 Month position

POSITION DESCRIPTION:

• Provide direct instruction to alternative students (7th-8th grade)
• Work in a team environment implementing project-based learning, school-based enterprise, social emotional learning curriculum
• Demonstrate teaching experience in grades 7-8 Math, project-based learning and proficient in the use of technology
• Strength in long term planning and embedded academics
• Provide direct instruction to middle school students
• Students are to be prepared for challenging NYS Assessments

10-Month position

POSITION DESCRIPTION:

• Provide direct instruction to alternative students (7th-8th grade)
• Work in a team environment implementing project-based learning, school-based enterprise, social emotional learning curriculum
• Demonstrate teaching experience in grades 7-8 Science, project-based learning and proficient in the use of technology
• Strength in long term planning and embedded academics
• Provide direct instruction to middle school students
• Students are to be prepared for challenging NYS Assessments