10 Month position - 6 hours per day/30 hours per week

POSITION DESCRIPTION:

Seeking an Interpreter for the Deaf/Hard of Hearing to facilitate communication between a student who is deaf/hard of hearing and other students and staff. Key responsibilities include:

• Use of sign language to convey teacher instruction
• Assisting student in academic and non-academic settings for the purpose of supporting effective communication
• On-going collaboration with the student's team to ensure they understand the needs of the student and how to implement accommodations
• Supporting student to achieve high expectations
• Accurately completing all paperwork related to position as required by school policies and procedures

Grant-funded, temporary position for the RECOVS learning loss grant for the 2025-2026 school year only, supporting the Literacy on the RISE project. The incumbent will provide specific ELA interventions to small groups of students in grades 4-7 in-person, in Whitney Point CSD.

17 hours per week

Positions will be in the following district: Whitney Point

MAJOR RESPONSIBILITIES:

• Support student achievement in one or more schools across a regional consortium of 10 school districts located in Broome, Tioga, Delaware and Chenango Counties and district-based ELA/literacy professional learning
• Deliver a variety of evidence-based/informed interventions as defined by the Broome-Tioga BOCES Literacy on the RISE project scope
• Collect student performance data for the purposes of monitoring, reporting, and communicating student progress
• Use a variety of student performance and screening data to inform the delivery of ELA interventions at both the elementary and/or early secondary level.
• Collaborate with general education, special education and student support services staff to ensure that interventions are delivered in a timely and effective manner.
• Communicate with teachers, district and BOCES administrators, and families regarding student progress
• Provide diagnostic assessments for students as needed
• Serve as a member of the Student Support Team in one or more assigned school buildings
• Attend appropriate training for the specific literacy-focused interventions prescribed by the grant management team
• The teacher will report to the Broome-Tioga BOCES Administrator for Instructional Support Services (Project Coordinator). 

10-Month Position

MAJOR RESPONSIBILITIES:

Seeking an Elementary teacher to provide instruction and support to students enrolled in the BT BOCES Virtual Learning Academy. The Virtual Learning Academy is an innovative online academy serving grades 4–12 students within the BT BOCES region and throughout NYS.
Key responsibilities include:

• Design, facilitate, and implement lessons in a 4th and 5th-grade virtual classroom
• Lead teacher for 4th and 5th grade ELA
• Knowledge of best practices in online instruction, digital workflow, student engagement strategies, and differentiation in a virtual setting
• Structure the student environment to provide a supportive virtual educational setting that maximizes student potential
• Ongoing collaboration with the Student Success Team, and other teachers working with the students
• Deliver primary instruction in 4th and 5th grade classrooms that align with NYS Learning Standards

MAJOR RESPONSIBILITIES:

Seeking a physical education teacher to provide adaptive physical education. Key responsibilities include:

• Assess individual students. Develop, adapt and implement physical education curriculum on an individual basis or in a small group setting.
• Develop differentiated instruction and curricula that meet the needs of students (K-12) with a wide range of disabilities, including autism, ADHD, learning disabilities and behavioral & emotional challenges
• Ongoing collaboration with the student's team to ensure the provision of quality services
• Evaluate and monitor student progress
• Accurately complete all paperwork related to provided services in a timely manner as mandated by New York State and school policies and procedures

MAJOR RESPONSIBILITIES:

This role will support the entire transition process from K-21 at Broome-Tioga BOCES: 

• Ensure students are prepared to successfully enter the work/program transition world after commencement
  ~ Attend CSE meetings - being a part of the Exit Summary - age 18
  ~ Track post BOCES placements
  ~ Facilitating referrals and applications for adult services (OPWDD/Access VR/Community Options/Etc.) and track participation
  ~ Connect with parents to make sure they are adequately prepared for post­-commencement
  ~ Work with employers/businesses to remove barriers related to community integration
  ~ Train (faculty meeting refresher) and keep teachers updated on transition planning in IEP
  ~ Collaborate with program case manager, administration, and staff
• Collaborate with Work Experience and Inclusive Education Coordinators / Job Advisors to make sure students' pathways are appropriate to maximizing potential.
• 12-15 develop/support new WBL businesses to encourage career transition and support ongoing WBL opportunities
• Coordinate 5-11 early transition skills
• Other duties as assigned by supervisor

MAJOR RESPONSIBILITIES:

$4,500 Stipend per semester (8-10 hours per week)

BT BOCES is looking for a NYS certified Library teacher to teach virtually for our Virtual Learning Academy. This position will be planning and implementing synchronous lessons in our 4–6 classrooms, 1 45-minute lesson per week for grades 4/5 and grade 6. Synchronous lessons will take place between 8:30-2:30 during the week, with the expectation of 8-10 working hours a week (this includes planning time).

MAJOR RESPONSIBILITIES:

Teach and supervise high school students at varying academic levels, both in academic and performance skills, to prepare them for either college or entry-level work in the Emerging Energy field.

• Experience with the fundamentals of technical support including
  ~ Solar Panels
  ~ Lithium-Ion Battery production
  ~ Battery Cell
  ~ Micro Soldering
  ~ Clean Energy
  ~ Battery Cell Technology
• Instruction will include integrated academics in English, Math, and Science.
• Implement inquiry-based learning projects
• Implement project-based Learning
• Prepare students for co-ops and job shadows in the field

10-Month position

POSITION DESCRIPTION:

• Teach project-based learning health occupations course
• Demonstrate teaching experience in the health field
• Provide instruction in a half-day program for 10th and 11th grade students enrolled in the P-Tech Pathway
• Prepare students for an Associate's Degree at SUNY Broome in the Health Studies field
• Deliver college-level coursework to high school students
• Instruction will include integrated academics in math and science

10-Month position

Commences September 2025

POSITION DESCRIPTION:

• Teach project-based learning computer science course
• Demonstrate teaching experience with all aspects and current versions of Microsoft Office, Visual Studio, NET#/C++, Java, A+, Multisim 10, multi-boot Windows 11, Vista, Windows XP, Windows 98 and Schoology
• Provide instruction in a Career & Technical Education program for 10th and 11th grade students enrolled in the P-Tech Academy
• Prepare students for an associate's degree at SUNY Broome in the computer science field
• Instruction will include integrated academics in Math and Science
• Instruction will include concurrent course with SUNY Broome curriculum.

10 Month position

POSITION DESCRIPTION:

• Provide direct instruction to high school students in High School Science
• Students are to be prepared for challenging NYS Assessments

10-Month Position - Anticipated 3 Positions

Location: Professional Learning & Innovation Center/Binghamton CSD

Commences September 2025

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.

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.

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

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.

MAJOR RESPONSIBILITIES:

Provide direct instruction to an Adult Barbering program based on the educational curriculum.  Students are to be prepared with high quality teaching methods while enhancing their learning capacities with skills needed to excel in the profession.

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

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

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

Commencing September 2024

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

Commencing September 2024

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

MAJOR RESPONSIBILITIES:

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

Guide P-Tech students in obtaining internships and career placement.