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Transitional Teacher (Special Education)

This position is part of the Sanostee Day School, Bureau of Indian Education. As a Transitional Teacher (Special Education) you will be responsible for serving as a Special Education Teacher in a BIE school on or near the Reservation. The instruction area(s) will normally be special education subjects in a elementary or secondary setting. This is a SCHOOL YEAR contract position filled under P.L. 95-561 and will require a contract renewal on an annual basis.

• Accepting applications

Open & closing dates

09/03/2024 to 09/17/2024

$33.93 - $61.05 per hour

Pay scale & grade

1 vacancy in the following location:

• Sanostee, NM

Telework eligible

Travel required.

Occasional travel - You may be expected to travel for this position.

Relocation expenses reimbursed

Appointment type, work schedule, promotion potential, job family (series).

• 1701 General Education And Training

Supervisory status

Security clearance.

Not Required

Position sensitivity and risk

Non-sensitive (NS)/Low Risk

Trust determination process

• Suitability/Fitness

Financial disclosure

Bargaining unit status, announcement number.

BIE-12534639-24-AD

Control number

This job is open to.

Native Americans or Alaskan Natives with a tribal affiliation.

U.S. Citizens, Nationals or those who owe allegiance to the U.S.

Clarification from the agency

Clarification from the agency. See "Who May Apply" in the "Qualifications" section for more information on who is eligible to apply for this position. This position is also being advertised as a Traditional Teacher, that requires a state issued teaching license/certificate. See Qualifications for link to Teacher announcement.

• Prepare yearly instructional outlines and related daily lesson plans covering relevant units of study and specifying objectives, activities and evaluative methods/instruments for both group and individual instructional programs.
• Teach students by selecting, developing, adapting and implementing appropriate instructional methods and techniques utilizing available resources to provide for academic achievement.
• Continuously evaluate individual and group academic progress through the use of criterion-referenced tests, periodic standardized tests, oral tests, and/or other relevant evaluative methods/instruments.
• Develop and conduct instruction within an environment that provides and promotes opportunities for the students to develop rapport, inter-relationships, self-discipline and a positive self-image.
• Maintain control of assigned class(es) and handle discipline independently except for chronic or extreme behavior problems.
• Supervise assigned students as scheduled, or provide for their supervision, throughout the academic day and/or activity in order to provide for the safety, health, and welfare of the students in compliance with school, Agency, and Area Guidelines.

Requirements

Conditions of employment.

• Appointment may be subject to a suitability or fitness determination, as determined by a completed background investigation. Must be able to obtain and maintain a background clearance.
• Must show proof of enrollment for the local state's Board of Education alternative licensure/certificate program within 90 days of starting the position. Must obtain and maintain a Teacher Certification related to the SPECIAL EDUCATION
• Must possess and maintain valid state driver's license.

Qualifications

• Applicants with Indian Preference
• All U.S. Citizens

To meet the education requirements, you must submit a legible copy of transcripts from an accredited institution with your name, school name, credit hours, course level, major(s), and grade-point average or class ranking. Official transcripts are required upon selection. Web print-outs and student advisement copies are NOT acceptable. Education must have been obtained from an accredited or pre-accredited institution recognized by the U.S. Department of Education in order for it to be credited towards qualifications. For further information on creditable education visit: Accreditation: Postsecondary Education Institutions | U.S. Department of Education Foreign Education: If you are using education completed in foreign colleges or universities to meet the qualification requirements, you must show the education credentials have been evaluated by a private organization that specializes in interpretation of foreign education programs and such education has been deemed equivalent to that gained in an accredited U.S. education program; or full credit has been given for the courses at a U.S. accredited college or university. For further information, visit: Recognition of Foreign Qualifications | International Affairs Office (ed.gov

Additional information

• Multiple positions may be filled from this announcement.
• All selections under an announcement must be made within 3 months from the issuance date of the certificate referral list
• A Recruitment Incentive IS NOT offered.
• Student Loan Repayment Program (SLRP) will not be authorized.
• U.S. Citizenship is required. You will be required to provide proof of U.S. Citizenship.
• Male applicants born after December 31, 1959 must complete a Pre-Employment Certification Statement for Selective Service Registration.
• The Bureau of Indian Education has determined that the duties of this position ARE NOT suitable for telework under any circumstances.
• Government quarters MAY BE available.
• Position is covered by Bargaining Unit/Union - Federation of Indian Service Employees, American Federation of Teachers Local 4521
• One academic year (equivalent to two academic semesters) probationary period may be required.
• Travel and Relocation expense will not be paid.
• Direct Deposit of pay is required.
• FLSA: EXEMPT
• Tour of Duty: FULL TIME SEASONAL
• May require overtime work.
• DRIVING REQUIREMENT : Incumbent may be required, as an incidental duty, to operate a government-owned or leased motor vehicle, in the performance of duties, therefore, a valid driver's license is required. Incumbent must have a safe driving record within the three-year period immediately preceding submittal of GSA Form 3607 and be able to meet the safe driving requirements of the Bureau of Indian Education. The Investigative Process for Public Trust Positions: Background investigations for public trust positions are conducted to gather information to determine whether applicants are reliable, trustworthy, of good conduct and character, and loyal to the U.S. The information that provided on the Questionnaire for Public Trust Positions (SF-85P) and the Declaration for Federal Employment (OF 306) may be confirmed during the investigation. The investigation may extend beyond the time covered by this form, when necessary to resolve issues. The applicant's current employer may be contacted as part of the investigation, although the applicant may have previously indicated on applications or other forms that the applicant did not want the current employer to be contacted. If the applicant has a security freeze on their consumer or credit report file, then the agency may not be able to complete the investigation, which can adversely affect the applicant's eligibility for a public trust position or the ability to obtain Federal or contract employment. To avoid such delays, the applicant must request that the consumer reporting agencies lift the freeze in these instances. In addition to the questions on the SF-85P, inquiry also is made about the applicant's adherence to security requirements, the applicant honesty and integrity, falsification, misrepresentation, and any other behavior, activities, or associations that tend to demonstrate a person is not reliable, trustworthy, or loyal. After a suitability /fitness determination is made, the applicant may also be subject to continuous vetting which may include periodic reinvestigations to ensure the employee is continuing suitability for employment.

A career with the U.S. government provides employees with a comprehensive benefits package. As a federal employee, you and your family will have access to a range of benefits that are designed to make your federal career very rewarding. Opens in a new window Learn more about federal benefits .

Review our benefits

Eligibility for benefits depends on the type of position you hold and whether your position is full-time, part-time or intermittent. Contact the hiring agency for more information on the specific benefits offered.

How You Will Be Evaluated

You will be evaluated for this job based on how well you meet the qualifications above.

• Classroom Instruction
• Communication
• Sound Classroom Management
• Standard Based Assessment

As a new or existing federal employee, you and your family may have access to a range of benefits. Your benefits depend on the type of position you have - whether you're a permanent, part-time, temporary or an intermittent employee. You may be eligible for the following benefits, however, check with your agency to make sure you're eligible under their policies.

The documents you are required to submit are:

• Official Transcripts
• Completed online questionnaire/Assessment
• Cover letter is optional
• Your resume may be submitted in any format and must support the specialized experience described in this announcement.
• Position Title
• Employer address/information
• Dates of Employment (include month/year)
• Hours worked per week
• Supervisor's Name and telephone number
• Duties - narrative to identify duties performed, accomplishments, grades taught, etc.
• Resumes MUST NOT include a photograph, hypertext/hyperlinks, or other inappropriate material or content. Such items may result in your application removed from consideration.
• For additional information see: What to include in your resume .
• Must submit a legible copy of transcripts from an accredited institution with your name, school name, credit hours, course level, major(s), and grade-point average or class ranking. Official transcripts are required upon selection.
• Education must have been obtained from an accredited or pre-accredited institution recognized by the U.S. Department of Education in order for it to be credited towards qualifications.
• clearly identify school name
• clearly identify student name
• are legible
• are NOT web print-outs
• are NOT student advisement copies
• list date degree awarded/conferred
• list degree conferred
• list coursework (transferred hours may requires original school transcripts to list actual courses)
• Use to validate prior service and/or previous highest rate (NOT USED FOR QUALIFCATIONS)
• For Military Spouse Preference claims PCS orders and marriage certificate;
• (NOT USED FOR QUALIFICATIONS NOR ELIGIBLITY).

Future Military Retirees*: You are required to submit a copy of your retirement DD Form 214 (Member 4 Copy) OR certification document** OR a copy of your retirement letter AND a copy of your terminal leave request (if applicable). You will be required to provide your DD Form 214 (Member 4 Copy) upon issuance. Future Separation from the Military*: You are required to submit a copy of your most recent DD Form 214 (Member 4 Copy) OR certification document** OR a copy of your most recent active duty orders AND a copy of your terminal leave request (if applicable). You will be required to provide your DD Form 214(Member 4 Copy) upon issuance. * Active duty military members who are selected may not be appointed unless on terminal leave or already separated from the armed forces. ** The "certification" is any written document from the armed forces that certifies the service member is expected to be discharged or released from active duty service in the armed forces under honorable conditions not later than 120 days after the date the certification is submitted. The Statement of Service must be signed by, or by direction of, the adjutant, personnel officer, or commander of your unit or higher headquarters, AND the Statement of Service letter must include your rank, dates of active duty service, the Type of Discharge, Character of Service (i.e. honorable), and, if applicable, when your terminal leave will begin. PLEASE NOTE: Documents submitted as part of the application package, to include supplemental documents, may be shared beyond the Human Resources Office. Some supplemental documents like military orders and marriage certificates may contain personal information for other than the applicant

If you are relying on your education to meet qualification requirements:

Education must be accredited by an accrediting institution recognized by the U.S. Department of Education in order for it to be credited towards qualifications. Therefore, provide only the attendance and/or degrees from schools accredited by accrediting institutions recognized by the U.S. Department of Education .

Failure to provide all of the required information as stated in this vacancy announcement may result in an ineligible rating or may affect the overall rating.

• To begin, click Apply to access the online application. You will need to be logged into your USAJOBS account to apply. If you do not have a USAJOBS account, you will need to create one before beginning the application.
• To view the application questionnaire, visit: https://apply.usastaffing.gov/ViewQuestionnaire/12534639
• Follow the prompts to select your résumé and/or other supporting documents to be included with your application package. You will have the opportunity to upload additional documents to include in your application before it is submitted. Your uploaded documents may take several hours to clear the virus scan process.
• After acknowledging you have reviewed your application package, complete the Include Personal Information section as you deem appropriate and click to continue with the application process .
• You will be taken to the online application which you must complete in order to apply for the position. Complete the online application, verify the required documentation is included with your application package, and submit the application.
• If you encounter issues during the online application process, please contact Audrey Duran at [email protected] or 505-563-5451 for assistance.

Agency contact information

You will receive an email message acknowledging receipt of your application. Your application package will be used to determine your eligibility, qualifications, and quality ranking for this position. If you are determined to be ineligible or not qualified, your application will receive no further consideration, and you will receive an email of this determination. If you are determined to be qualified, but no among the highest qualified applicants, your applicant will remain on file, and you will receive an email of this determination. If you are determined to be a qualified and referred to the selecting official for further consideration. The selecting official may reach out to you for an interview. Interviews can be done electronically, telephonically, or in person. If you are referred to the selecting official, you will receive an email notification of selection or non-selection, once a selection has been made.

The Federal hiring process is set up to be fair and transparent. Please read the following guidance.

• Criminal history inquiries
• Equal Employment Opportunity (EEO) Policy
• Financial suitability
• New employee probationary period
• Privacy Act
• Reasonable accommodation policy
• Selective Service
• Signature and false statements
• Social security number request

Required Documents

How to apply, fair & transparent.

This job originated on www.usajobs.gov . For the full announcement and to apply, visit www.usajobs.gov/job/807597000 . Only resumes submitted according to the instructions on the job announcement listed at www.usajobs.gov will be considered.

Learn more about

Bureau of Indian Education

The Bureau of Indian Education's mission is to provide quality education opportunities from early childhood through life in accordance with the tribes' needs for cultural and economic well-being and in keeping with the wide diversity of Indian tribes and Alaska Native villages as distinct cultural and governmental entities. INDIAN PREFERENCE: Preference in filling vacancies is given to qualified Indian candidates in accordance with the Indian Preference Act of 1934 (Title 25, USC, Section 472). Verification Form BIA-4432 must be submitted with the application if claiming Indian Preference. Indian preference eligibles that are not currently employed in the Federal service will be appointed under the Excepted Service Appointment Authority Schedule A, 213.3112(A)(7). In the absence of a Qualified Indian Preference eligible, a Qualified Non-Indian applicant may be considered. The Department of the Interior (DOI) places a high value on diversity of experience and cultural perspectives and encourages applications from all interested eligible candidates. Diversity, equity, inclusion, and accessibility (DEIA) are fundamental principles that guide the Department and allow us to successfully achieve our mission.

Visit our careers page

Learn more about what it's like to work at Bureau of Indian Education, what the agency does, and about the types of careers this agency offers.

https://www.bie.edu/index.htm/

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The National Association of Special Education Teachers (NASET) is the only national membership organization dedicated solely to meeting the needs of special education teachers and those preparing for the field of special education teaching.

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NASET has always provided an online platform that supplied the resources required for Special Education Professional Development. Over the years, we have added numerous courses, lectures, PowerPoint presentations, resources and e-Publications. In fact, the sheer volume of content has reached a point where another approach to maximize the primary function of professional development was needed. From this need for a better layout to allow for easier access and use of our website for Professional Development we created the PDP. To learn more - Click here

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* Inclusive Learning Specialist - The Inclusive Learning Specialist is a critical leader in developing and implementing specialized educational programs that cater to the diverse needs of students with disabilities. This role is responsible for designing and overseeing the special education curriculum while managing and chairing 504 meetings. To learn more- Click here

* Full & Part Time Exceptional Children Teacher - FernLeaf’s mission is to foster a rich learning environment that embodies the essence of community, understanding, and the human spirit. Grounded in humble respect for our surroundings, the individual, and the world as a whole, we seek to engage the unique passions and aptitudes of our school community so that in addition to achieving academic fluency, students become thoughtful, compassionate, and engaged. To learn more- Click here

* Elementary School Special Education Teacher - Fletcher Campus - Rocky Mountain Prep is a growing network of innovative public charter schools, serving students and families in the Greater Denver Area. Rocky Mountain Prep (RMP) opened its first school in 2012 with 130 students and has grown to twelve schools, working with over 5,000 scholars in PreK through 12th grade across two districts. To learn more- Click here

* Certified Special Education Teacher - Every member of the Team & Family at KIPP Texas Public Schools plays a critical role in ensuring our students have the skills and confidence to pursue the paths they choose - college, career and beyond. Our educators are passionate advocates for their students and their families, working tirelessly to ensure that our students have access to opportunity. In our classrooms and across the KIPP family we embrace, honor and celebrate our differences across several characteristics that construct our unique identities in our little and big KIPPsters. To learn more- Click here

* Functional Life Skills Special Education Teacher - The successful candidate will demonstrate the enthusiastic ability to work with students who have a variety of needs and a diverse range of academic interests and skills, and who are from diverse backgrounds and cultures. To learn more- Click here

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Board certification in special education (b.c.s.e.).

Board Certification in Special Education establishes a much needed standard for professionals, across disciplines, who work with exceptional children.

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NASET provides the multiple areas with valuable information about IEPs. From a ePublication IEP Components to mutlple articles resources, forms, NASET has a wealth of information for the special education professional.

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The online Special Educator e-Journal is published monthly throughout the year and provides timely information on what's current in special education.

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This list is provided to all members of NASET to help facilitate the numerous tasks required on a daily basis. All documents are available to view online or download as a PDF file for offline printing.

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NASET's Week in Review is a weekly emailed publication that provides members with some of the most interesting stories, topics and issues reported during the week in the field of special education.

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NASET News Alerts provide the latest special education news as it happens. News Alerts are emailed, posted and through RSS feeds.

This series provides NASET members with an in-depth look at the step-by-step process of assessing students for eligibility and educational placement in special education.

Lesser Known Disorders in Special Education Series

This series is devoted to lesser known disorders that you may encounter in special education. While not as prevalent as other disorders experienced by most special education teachers, you should be aware of these disorders in order to become more knowledgeable, and increase your ability to assist patents of children with these disorders if they should appear in your classroom or school. Each month we will present a list of 3 disorders that appear in the special education population. Some of these  disorders may contain subtypes which will also be presented.

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Researched Based Journal in Special Education

A Journal of Research Based Articles in Special Education are provided courtesy of The Journal of the American Academy of Special Education Professionals ( JAASEP ). Each issue contains articles that are derived from multiple authors and are based upon the latest research in our profession.

This series is devoted exclusively to students with severe disabilities. This series will cover all aspects of students with severe disabilities focusing especially on understanding this population and what skills and information are necessary if you are asked to teach this population of students.

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Special Education Teacher - CORE Program (2024-2025 School Year)

• Position Type: Special Education/Special Ed - CORE Program
• Date Posted: 2/1/2024
• Location: Stamford, CT
• Date Available: 2024-2025 School Year
• Demonstrates facility in the skills of the reading, writing and mathematics.
• Demonstrates knowledge of the subject to be taught.
• Demonstrates knowledge of human growth and development as it relates to the teaching-learning process.
• Demonstrates knowledge of the American public school system.
• Plans instruction to achieve selected objectives.
• Effectively implements instructional plan and use appropriate instructional techniques.
• Effectively communicates with students.
• Helps students develop positive self-concepts.
• Facilitates the independence of the student as learner.
• Effectively organizes time, space, materials and equipment for instruction.
• Effectively assesses student needs and progress.
• Effectively meets the needs of exceptional students.
• Establishes a positive learning environment.
• Meets professional responsibilities.
• Encourages and maintains the cooperative involvement and support of parents and the community.
• Experience with Applied Behavior Analysis (ABA).
• Able to supervise Educational Assistants.
• Ability to maintain pertinent data and analyze it.
• Able to implement exclusionary practices/co-teaching.
• Connecticut Teaching Certificate in 165-Comprehensive Special Education, K-12.
• Record of demonstrated superior performance as a special education teacher.
• Demonstrated knowledge of the field.
• Ability to solve problems and execute responsibilities.
• Capacity to communicate effectively with students, staff members and parents.
• Excellent organizational skills.
• High standard of ethics, honesty and integrity.
• Willingness to assume extra responsibilities.
• Knowledge of and/or demonstrate the ability to learn and implement Operating Systems (i.e. Windows); Office suites (i.e. Microsoft Office, Google Docs); Presentation Software (i.e. PowerPoint, Keynote); Spreadsheets (i.e. Excel, Google Spreadsheets); Communication and Collaboration tools (i.e. Skype); Accounting Software (i.e. QuickBooks); Student Information Systems (i.e. Naviance, Power School); or any other technology deemed relevant for this position.

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How to Become a Special Education Teacher

Jump to section, what are the requirements for special education teachers, who will my students be, what does a special education teacher do, special education teacher jobs & job description, where can certified special education teachers teach, special education teacher organizations & associations, what is the salary of a special education teacher.

Great teachers empathize with children, respect them, and believe that each one has something special that can be built on. Ann Lieberman

A career as a special education teacher will involve instructing students with emotional, physical and learning disabilities. Special education teachers may work with individuals of all ages from infants to adults. Their job will consist of helping their students develop problem solving, motor and social skills needed to complete their education and live independent lives. They may work with their students on personal and life skills in addition to academic curriculum and advancement.

Qualities of a Special Education Teacher

Special education teacher requirements include fantastic communication skills since they will be working with students, parents, and educators. They must be able to work in a one-on-one setting with students as well as in a group setting. Being able to meet the individual needs of their students is very important. Good computer skills and organization skills are important due to needing to keep detailed records of each student's progress. Being familiar with assistive technology devices in a classroom is a plus. An encouraging personality as well as the ability to be creative and flexible are all great qualities for a special education teacher.

Job Growth for Special Education Teachers

The employment growth for special education teachers is 3% at the national level for the 10-year period ending in 2029, according to the U.S. Bureau of Labor Statistics. This will vary according to which state you live in, however, and be driven by increased demand for special education services, and the need to replace teachers leaving their occupations.

All certified special education teachers in the United States must have at least a bachelor's degree and hold a state-issued license or certificate specific to teaching special education students. However, each state has their own specific licensing requirements.

Education Requirements for Special Education Teachers

Many universities and colleges offer special education degrees at the bachelor's, master's and doctoral levels.

Special education teacher degree classes will include gaining knowledge of disabilities like autism, downs syndrome, visual impairment and more. Students will also learn practical procedures for teaching science, math and reading skills to students who have special needs.

Specialized classes could examine topics like technology for differentiated instruction, low incidence disabilities and more. Special education teacher training will also include curriculum development courses and supervised classroom student teaching. Most special education teachers earn a degree in Special Education or Education .

Special Education Teacher Preparation Program

If your school does not offer a degree in special education, you can enroll in a special education teacher preparation program after receiving your degree. This type of program will lead you toward becoming a certified special education teacher. Licensure/certification can be attained through the completion of a teacher education program that is accredited by CAEP (Council for the Accreditation of Educator Preparation). Due to the high level of specialization among special education teachers, many states may require additional training before you can get a professional license.

Tests to Pass if you Want to Become a Special Education Teacher

Prospective special education teachers are also required to take and pass all special education content area assessments in order to obtain certification at the special education level. These standardized tests vary from state to state. Licensing and competency exams should be taken in the state where you wish to teach.

Find Information About Becoming a Teacher In Your State

Each state has different requirements for becoming a certified teacher. To find out specific requirements, click on your state.

• Connecticut
• Massachusetts
• Mississippi
• New Hampshire
• North Carolina
• North Dakota
• Pennsylvania
• Rhode Island
• South Carolina
• South Dakota
• Washington, DC
• West Virginia

Special Education Teacher by Degree Level

The tables and charts below break down the education level obtained as averaged across the U.S.

Data taken from BLS Educational attainment for workers 25 years and older by detailed occupation, 2010-11 (http://www.bls.gov/emp/ep_table_111.htm)

Special education teachers will have students with learning, physical and emotional disabilities. Many special education students may have delayed motor and social skills and will need to be worked with in these areas on a daily basis. Special education students can range from pre-k to 12th grade, depending on your area of specialty.

Special education teachers will work with students who have a wide range of disabilities ranging from learning, physical, mental and emotional. They are responsible for adapting general education lessons to meet the needs of their students. Subjects taught include reading, writing and math as well as basic skills like literacy and communication techniques. Their students may have disabilities ranging from mild to moderate to severe.

Job Duty Requirements for Special Education Teachers

Special education teachers must be able to meet their students' needs to ensure that each individual student receives proper attention and the assistance needed to succeed in school and life. This may include providing one-on-one assistance in the setting of a general classroom, adapting materials, providing appropriate testing opportunities and more.

Special education teachers provide the families of their students the tools they need to grow as independent individuals in their communities. These teachers work with parents, other teachers and paraprofessionals to create individual education plans (IEP) for their students in order to help meet the individual needs of each child.

A complex and demanding career path, the role of the special education teacher is difficult to encapsulate briefly, given that every teacher's caseload of students looks very different from the next. While there are similarities between elementary to secondary, there are differences as well.

Becoming an Elementary Special Education Teacher

Often considered a generalist (though perhaps with special interest or training in one or two areas of need) elementary special education teachers work hard to ensure that students with special needs are able to achieve all their abilities dictate that they can. Elementary special education teachers:

• Work with students who have Pervasive Developmental Disorder (PDD), autism, Asperger's syndrome, those who are blind, low-vision, deaf or hard-of-hearing, who have Central Auditory Processing Delays (CAP-D), physical disabilities, cognitive impairments or developmental delays.
• Spearhead the development of an Individual Education Plan each year as a working document for teachers, support staff, administrators, guardians/parents, and other professionals to contribute to in order to ensure best outcomes for students
• Outline accommodation and/or modification and/or alternate programming to classroom tasks
• Meet with parents/guardians and internal and external stakeholders for an annual review of IEP particulars and program goals, known as Identification, Placement, and Review Committee (IPRC) meetings
• Mentor and advise professional support staff such as speech pathology, audiology, interpreting, psychological assessment, occupational therapy, social work and medical services
• Ensure that accommodations or modifications during instructional time are also in place during assessments
• Create a transition plan from year to year, and from elementary to high school with post-secondary planning being a relevant goal and timeline
• Set academic and developmental goals for students to strive for - ensure that metrics are in place so that every success is measurable
• Communicate proactively and professionally about student assessment and behavior with teaching and non-teaching staff, individual students, their families and associated professionals, bearing in mind the impact of confidentiality regarding vulnerable persons
• Support the school's culture and practices for inclusion through extracurricular and co-curricular activities and staff leadership

Becoming a High School Special Education Teacher

Often considered a specialist (though perhaps a generalist due to diversity of need or size of school population) high school special education teachers work hard to ensure that students with special needs are able to achieve all their abilities dictate that they can, and then some. High school special education teachers:

• Assess student learning needs in the classroom on a holistic basis, taking into account the students current and past achievements, current cultural and familial framework, and future goals
• Spearhead the continuation of an accurate and effective Individual Education Plan each year as an editable working document for teachers, support staff, administrators, guardians/parents, and other professionals to contribute to in order to ensure best outcomes for student growth
• Act as a daily point of contact for internal and external stakeholders, including the student themselves as their individual need dictates
• Act as a friendly face and advocate, helping students learn the valuable skill of self-advocacy as they approach the end of high school
• Function as a resource for school to work transitioning
• Advocate for and promote students for extensive co-operative education placements both in and outside of the school
• Outline accommodation and/or modification and/or alternate programming to classroom tasks; keep rigorous metrics
• Proactively meet with parents/guardians and internal and external stakeholders for an annual review of IEP particulars and program goals, known as Identification, Placement, and Review Committee (IPRC) meetings
• Suggest beneficial reductions in support for the student to foster self-reliance, reduction in vulnerability, and independence
• Understand theories of adolescent development and how special needs may alter these developmental arcs
• Advocate on behalf of the student's needs to classroom teachers and administration, either individually and on an ad-hoc basis or in a more formal setting
• In-service teaching staff, support staff and administration on student behavior and general best practices for interaction and engagement
• Create a transition plan from year to year, and from high school to post-secondary education or job training. Ensure timelines are accurate; work backward from end-goal.
• Set academic and developmental goals for students to strive for - ensure that metrics are in place so that every small success is measurable

Certified special education teachers have many employment avenues open to them, including consultation, policy development, advocacy and administration.

Special education teachers can work in elementary schools, charter schools and private schools.

Public Schools

Public schools are required to admit any student who lives within the district, regardless of ability, ethnicity or socioeconomic backgrounds. In public schools, special education teachers tend to work with a diverse group of children with varying needs. Prospective public special education teachers are often required to apply directly to the district prior to seeking employment at a specific school.

Private Schools

Since private schools charge tuition for a child to attend, special education services are generally not free. Many smaller private schools do not even offer special education services. With that said, families of students with special needs may be required to hire a private one-on-one aide to assist the child. These schools are generally governed by a private school board or organization and may have religious affiliations.

If a prospective special education teacher is interested in teaching at a private school, they should check with the school in which they wish to teach to find out specific criteria. Many private schools do not have the same requirements for special education teachers as their public school counterparts. In some cases, relevant experience or a bachelor's degree will suffice.

Charter Schools

Charter schools are independent schools that do not require tuition. They have more flexibility than public schools, but are expected to perform better and have a greater accountability. Charter schools are typically smaller and more selective. They may have additional requirements for their education teachers. However, some charter schools may not have dedicated special education services. To inquire, contact the charter school of your interest.

NASET - National Association of Special Education Teachers: NASET is a national membership organization dedicated to providing support and assistance to those preparing for or teaching in the field of special education.

CEC - Council for Exception Children: The Council for Exceptional Children is the largest international professional organization dedicated to improving the educational success of children and youth with disabilities and/or gifts and talents.

IASE - International Association of Special Education: The IASE works to improve the quality of life and service delivery for all individuals with special needs.

NAPSEC - National Association of Private Special Education Centers: NAPSEC is a nonprofit association that supports access to appropriate special education programs with more than 200 programs nationally and over 400 at the state level through the Council of Affiliated State Associations.

The median annual wage for special education teachers was $61,030 in 2019, according to the U.S. Bureau of Labor Statistics, with entry-level teachers earning less than $40,730, and the highest 10% of experienced teachers earning more than $98,530 per year.

In addition to the salary, educators get great health and retirement benefits. Given the degree of specialty training that a special education teacher receives, he or she has an average salary that is somewhat higher than their mainstream counterparts, although private school teachers do earn less than public school teachers. Like other teaching roles, salaries are based mostly on experience and education.

Visit our Teacher Salary-What to Expect? page to find out more.

(Salary data for special education teachers reported by the U.S. Bureau of Labor Statistics in May 2019. Figures represent state data, not school-specific information. Conditions in your area may vary. Information accessed March 2021.)

Special Education Teachers (Preschool)

Salary (2022) and job outlook (2012 to 2020) by state.

According to the published BLS data from 2022, the national average salary for Special Education Teachers (Preschool) is $69,620, with an estimated 22,970 being employed nationwide. Also, the job outlook growth projection from 2012 to 2020 is expected to increase by 16.2%.

Data taken from BLS Occupational Employment Statistics (http://www.bls.gov/oes/) for Special Education Teachers (Preschool) (SOC Code: 25-2051)

Salary (2022) By Largest Metropolitan Areas

Special Education Teachers (Kindergarten and Elementary School)

According to the published BLS data from 2022, the national average salary for Special Education Teachers (Kindergarten and Elementary School) is $68,580, with an estimated 195,010 being employed nationwide. Also, the job outlook growth projection from 2012 to 2020 is expected to increase by 6.2%.

Data taken from BLS Occupational Employment Statistics (http://www.bls.gov/oes/) for Special Education Teachers (Kindergarten and Elementary School) (SOC Code: 25-2052)

Press Releases

On this page you will find the latest press releases and statements from the Office of Governor Walz and Lieutenant Governor Flanagan.

Governor Walz Announces $10 Million to Train Special Education Workforce

8/21/2024 9:58:55 AM

[ST. PAUL, MN] – Governor Tim Walz today announced nearly $10 million to support Minnesota’s special education workforce. The Education Pipeline grants awarded by the Minnesota Department of Education (MDE) will support and train special education teachers in over 35 districts, charter schools, and cooperatives.

“As a former classroom teacher for over 20 years, I understand the impact a dedicated teacher can have on their students’ lives,” said Governor Walz . “By investing in our special education workforce, we can help ensure every student in Minnesota receives the support they need to thrive in their education.”

“We are committed to building an education system that gives every child in Minnesota a world-class education,” said Lieutenant Governor Peggy Flanagan. “By helping more Minnesotans enter the special education workforce, we can build school environments that meet the unique needs of each student.”

“Students in special education deserve great teachers, and this grant will help prepare teachers with the skills they need,” said MDE Commissioner Willie Jett. “We are working to create the best education workforce in the nation, and special education teachers are an important part of making sure every student in Minnesota receives a quality education.”

The Special Education Teacher Pipeline grant program was established in 2023. MDE awarded the first round of $20 million in funding to 25 grantees, benefiting more than 160 joint partners in March 2024.

Grantees include:

• Area Special Education Cooperative
• Crookston Public Schools
• Northwest Regional Interdistrict Council
• Northwest Service Cooperative
• PAWN Special Education
• Red Lake Public Schools
• Special Education Cooperative 382-52
• Eden Prairie
• Lakes International Language Academy
• Ubah Academy
• Noble Academy
• Blue Earth Area School District
• Fairmont Area School District
• Granada Huntley East Chain School District
• Martin County West School District
• Southern Plains Education Cooperative
• United South Central School District
• Spero Academy
• Saint Paul Public Schools
• Academy for Sciences & Agriculture (AFSA) Elementary and High School
• Athlos Leadership Academy and Athlos Academy of St. Cloud
• Bug-O-Nay-Ge-Shig School
• Community of Peace Academy
• Cornerstone Montessori Elementary School
• Cyber Village Academy
• Great River School
• La Crescent Montessori & STEM School
• Minnesota Excellence in Learning Academy
• North Metro FLEX Academy
• Northern Lights Community School
• Northwest Passage High School
• Paladin Career & Technical School
• Terra Nova School
• Schoolcraft Learning Community
• Sejong Academy
• St. Paul City School
• Technical Academies of Minnesota
• TrekNorth High School
• Venture Academy
• Vermilion Country School
• Voyageurs Expeditionary School

Grantees and partners will use the funds to support teachers, paraprofessionals or other staff to become fully licensed special education teachers. This support may include providing tuition assistance or stipends, participant recruitment, and providing supports for participants including mentoring, licensure test preparation and technology support.

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Public Prep Network

K-8 Special Education Teacher (Available 2024-2025)

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An Invitation to Apply for the Position of

Girls Prep Bronx Elementary School (Grades Pre-K-5)

Girls Prep Bronx Elementary School II (Grades Pre-K-4)

Girls Prep Bronx Middle School (Grades 6-8)

Boys Prep Bronx (Grades K-8)

What Sets Public Prep Apart?

Public Prep is a network of single-gender K-8 schools and co-ed PreK rooted in the belief that all scholars can and will achieve exemplary academic results. In addition to rigorous, joyful and engaging academics, Public Prep emphasizes social-emotional learning as critical to supporting the whole child. Strong learning partnerships between families and staff are key to living out our core value of communityand building the collaborative structures needed to ensure that our scholars are loved and supported both at school and at home. Each school has a deeply committed leadership team and staff that strives to work collaboratively to build a warm, joyful, and rigorous culture.

Public Prep is committed to investing in our adult learning culture. As a team member at Public Prep, you can anticipate a learning environment where the best interest of scholars, their growth, and success is at the center of everything we do. As such, we tailor adult development opportunities to ensure that high expectations, the embodiment of a growth mindset, displays of humility, and data-informed decision-making is evident in our work. Our professional development takes place within coaching cycles, ongoing observation and feedback, and targeted professional development opportunities within the network and from outside providers.

Public Prep offers a competitive salary commensurate with experience, qualifications, and internal equity. The salary range for this position is $67,000-$89,898. We know that the quality of our benefits is important for our adults and their families, so we offer a comprehensive total rewards package that includes Oxford Medical, United Dental/Vision, life insurance, wellness benefits, a flexible spending account, paid time off/leave benefits, commuter benefits, referral bonuses, professional development, student loan repayment assistance, homeownership programs, and a 403(b) package with a 5% employer match. Our employees also qualify for both NYS Teacher Loan Forgiveness and Public Service Loan Forgiveness.

Public Preparatory Network is an Equal Opportunity employer. Public Preparatory Network is committed to the principles of equal employment opportunity for all employees and applicants for employment.

Primary Function & Position Overview

As an educator at Public Prep Academies we encourage our students to build independence as learners. We fully support the development of our educators to broaden their interpretation of culturally and linguistically diverse students’ learning behaviors. Special Education Teachers work alongside General Education Teachers in Integrated Co-Teaching (ICT) classrooms in equal partnership to consistently plan for, monitor the progress of, and be held accountable for the academic success of every scholar in their class. Teaching pairs use a variety of co-teaching models to provide high-quality instruction.

Special Education Teachers meet regularly with their grade team members and other collaborators such as Academic Directors, Assistant Directors of Student Support, Interventionists, members of the Student and Family Affairs team, and any third-party service providers in order to address all students’ access to the curriculum and learning goals.

The Instructional Leadership Team supports Special Education Teachers in maximizing their performance and that of their students. Lead Teachers receive frequent feedback and observation, coaching cycles, and professional development based on the Charlotte Danielson framework for teaching.

Special Education Teachers establish families as partners through annual student home visits, participation in regular school events, and frequent communications about curriculum, academic progress, and behavior. They work closely with the Student and Family Affairs Team to support this work.

Special Education Teachers may be assigned to teach any grade level or content area at the assigned school, including interventions. Teaching assignments are at the discretion of the Principal and/or Academic Director.

Duties & Responsibilities

Instruction and Preparation

• Address the learning needs of all learners in your classroom.
• Plan instruction that creates independent learning opportunities for students.
• Present a passion for learning, growth mindset and a love for reading.
• Provide cognitively engaging lessons and learning activities.
• Provide authentic opportunities to process content.
• Use data to drive decision making for your students that will increase student outcomes.
• Deliver high quality Core Content integrating Social Emotional instructional practices.

Relationship Building and Student Support

• Create a predictable, physically, emotionally and intellectually safe learning environment for all stakeholders (students, family members, teachers and Staff).
• Make space for student voice and choice.
• Use the principles of restorative justice to manage conflicts and redirect undesired behavior.
• Manage student behaviors and use mistakes as learning opportunities.
• Hold a high bar for effort, persistence and quality of work.
• Celebrate progress and recognize student achievement.

Family and Community Engagement

• Create positive relationships by showing care and trust with families.
• Provide weekly communication touch points for families.
• Invite families and caregivers to participate authentically within the classroom and learning opportunities.
• Provide families with the tools and tips that they can work on and support their students at home.

Professional Responsibilities

• Commit to being reflective and responsive to feedback that will impact your practice.
• Participate in school and network wide professional development opportunities including but not limited to mentorship, coaching coaching cycles, observation and feedback rounds.
• Constantly reflect on your practice, content knowledge and pedagogical skill.
• Maintain accurate records for grading, progress monitoring and communication.
• Collaborate with colleagues and invest in yourself as an adult learner.
• Supporting the school as directed by the Principal/Academic Director.

Qualifications

• A bachelor’s degree from an accredited college or university
• New York State Dual Certification in Special Education and General Education, preferred
• A minimum of 2 years of demonstrated success as a full-time teacher, preferably in an Integrated Co-Teaching setting
• Demonstrated success working in a high-performing, urban school setting preferred
• Preferred candidates who have a desire to work with a diverse population of students and linguistic backgrounds
• Evidence of excellence in teaching through continuous learning and data analysis
• Exceptional organizational and planning skills
• Superior communication skills
• An ability to work collaboratively
• A commitment to single-gender education

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Program Supervisor - Home Visiting Services, Early Ed (3844) at Merced County Office of Education

Application Deadline

9/9/2024 4:30 PM Pacific

Date Posted

Number of openings, add'l salary info, length of work year, employment type, for assistance with your ed-join application, prevent your application from being disqualified, about the employer.

The Merced County Office of Education assists Merced County’s 20 school districts through support and oversight of curriculum and instruction, alternative education, business services, early education, technology, migrant education, special education, and teacher credentialing. MCOE is led by the elected Merced County Superintendent of Schools and governed by the Merced County Board of Education. While serving as a focal point to facilitate local school/government/community partnerships, MCOE is responsible for the fiscal oversight of each school district in Merced County, hears appeals for student expulsion hearings and interdistrict transfers and operates Green Meadows Outdoor School.

Job Summary

Under the direction of the Behavior Support Specialist, plans, coordinates, and supervises early education staff who focus on supporting parents and caregivers to support the optimal development of young children. Responsible for supporting the overall functioning of the early education programs to meet program goals and reporting requirements. Oversees activities and distributes workload among staff to optimize program operations. Supervises and evaluates assigned staff. Serves as an advocate for children and families.

Requirements / Qualifications

MINIMUM QUALIFICATIONS: Education and Experience: Requires a Bachelor’s degree in Early Childhood Development, Education, Psychology, or a closely related field. Three (3) years of progressively responsible experience supporting children and families and program implementation. Alternatively, an Associate’s degree in Early Childhood Development, Education, Psychology, or a closely related field and seven (7) years of progressively responsible experience supporting children and families; and program implementation. View attached job description for complete details. ADDITIONAL DOCUMENTS: The following information must be received before the deadline date in order for your application to be considered for this position: 1) a completed Ed-Join on-line application form 2) brief resume 3) three (3) recent letters of recommendation (SIGNED and DATED within the last 18 months) 4) copy of transcripts or degree (if applicable) 5) any related certifications If unable to attach required documents with your application, you may email them to [email protected] . Make sure to indicate the position you are applying for under a subject line. Upon hire, must provide: TB clearance Official Transcripts DMV Driver Record Proof of auto insurance

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What Does a Special Education Teacher Do?

Learn About the Salary, Required Skills, & More

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Special Education Teacher Salary

• Education, Training & Certification
• Teacher Skills & Competencies

Job Outlook

Work environment, work schedule, comparing similar jobs.

Special education teachers oversee the education and training of students with physical, emotional, mental, and learning disabilities. They design and deliver lessons geared towards the individual needs and capabilities of the students under their supervision. Special education teachers teach at the preschool, elementary, middle, and high school levels.

Approximately 439,300 special education teachers were employed in the U.S. in 2016.

Special Education Teacher Duties & Responsibilities

Special education teachers' responsibilities can vary depending on the grade they teach and where they're employed, but some common duties include:

• Collaborate with other classroom teachers, school psychologists, learning disabilities specialists, speech/hearing specialists, and school  social workers  to provide an integrated plan for developing the capacities of their students.
• Set learning goals for each student, assess their progress, and record their evaluations.
• Update parents on the progress of their students and enlist parental support with behavior control and home activities designed to supplement their classroom lessons.
• Supervise and train  teaching assistants.  
• Help plan for the transition of their students to productive lives after the completion of their secondary education.

Special education teachers earn on par with other educators, despite the additional challenges and responsibilities.

• Median Annual Salary: $59,780 ($28.74/hour)
• Top 10% Annual Salary: More than $97,070 ($46.67/hour)
• Bottom 10% Annual Salary: Less than $39,680 ($19.08/hour)

Source: U.S. Bureau of Labor Statistics , 2018

Education, Training & Certification

This career requires both education and sometimes certification.

• Education: Special education teachers in public schools need at least a bachelor’s degree. Some teachers receive a bachelor’s degree specifically in education, or even special education. Some states require candidates for certification to possess a master’s degree in special education. Many school districts state a preference for candidates with master’s degrees.
• Training and experience: Many special education teachers must complete a certain number of hours of student teaching before becoming certified. Special education teachers might learn how to plan lessons and manage a classroom under the supervision of a lead teacher while student teaching.
• Certification: Most states require individuals to pass a certification exam. Private school teachers need a bachelor’s degree, but do not necessarily have to be certified. Some teachers get their licenses in specific disability categories, such as behavior disorders or autism.

Special Education Teacher Skills & Competencies

There are many skills specific to special education teachers, including empathy, patience, and organization.

• Critical-thinking skills: A special education must accurately assess students' progress and adjust lessons to their needs.
• Patience: These students often require different methods of instruction and aren't always immediately responsive to receiving it. It can be a difficult job, and the ability to step back briefly and take a deep breath can be critical.
• Communication skills: These teachers must be able to communicate with parents, other teachers, and administrators, in addition to the children under their supervision.
• Innovation: Not every one of these children can be taught in the same way. A good special education teacher will be able to conceive of different ways of reaching students and guiding them to progress.

Employment of special education teachers is expected to grow at a rate of about 8% from 2016 to 2026, as fast as average for all occupations. This is due to more effective and earlier screening and identification of various physical, emotional, mental, and learning disabilities.

Federal and state regulations require school districts to provide free education to disabled students, so there's an ongoing need for these teachers.

Many special education teachers work in public or private schools at the elementary, middle, and high school levels, but they might also teach at childcare service centers. Others work for residential and day programs that serve the needs of disabled or special learners, or at community-based agencies that supplement the instruction provided by schools.

In any environment, this profession can uplifting and rewarding, but it can also be emotionally challenging and stressful. It can be physically challenging as well when dealing with children with physical disabilities.

Most special education teachers work on school days and during school hours, but they might work after school hours as well to grade papers and take care of administrative tasks. Special education teachers typically have summers off, although some schools have summer school programs that can require additional months at work. Teachers are typically off for mid-winter breaks and spring breaks as well.

Some similar jobs and their median annual pay include: 

• Child care worker : $23,240
• High school teacher : $60,320
• Occupational therapist : $84,270
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Government of Canada improves access to and affordability of post-secondary education

From: Employment and Social Development Canada

News release

A higher cost of living means that more students will need enhanced financial supports in order to pursue their studies and achieve their goals. That is why the Government of Canada has extended student financial assistance enhancements to continue for the 2024 to 2025 academic year.

September 3, 2024       Edmonton, Alberta      Employment and Social Development Canada A higher cost of living means that more students will need enhanced financial supports in order to pursue their studies and achieve their goals. That is why the Government of Canada has extended student financial assistance enhancements to continue for the 2024 to 2025 academic year.  Today, Minister of Employment, Workforce Development and Official Languages, Randy Boissonnault, met with students, faculty and administration at MacEwan University in Edmonton to highlight Budget 2024 affordability measures for students. Changes to the Canada Student Financial Assistance Program came into effect for this school year and will continue to improve access and affordability for students in post-secondary education. This includes extending the Canada Student Loan limit increase to $300 per week of study for full-time students and the 40% increase to Canada Student Grants for full-time students, part-time students, students with disabilities and students with dependants, by one year. These changes also include permanently eliminating the credit screening requirement for students aged 22 and older who are applying for student financial assistance for the first time.   In 2024 to 2025, approximately 297,000 students will benefit from the extension of the weekly loan limit amount, while extending the temporary 40% increase to grants will help approximately 587,000 Canadian students. Permanently eliminating credit screening as a requirement for first-time student financial assistance applicants aged 22 and older is expected to impact approximately 1,000 Canadians annually. To better address the real cost of rent for students, Budget 2024 contained a measure to modernize the shelter allowances used by the Canada Student Financial Assistance Program to assess students’ financial needs. As of August 1, approximately $154.6 million over five years in additional student financial aid, with over $32.3 million per year ongoing, will help about 79,000 students each year.

Post-secondary education plays an essential role in allowing Canadians to pursue good careers. By persevering in their studies, young Canadians have a better chance to graduate from their post-secondary education into a bright future and contribute to the economy in a meaningful way. The Government of Canada is investing a total of $1.1 billion in 2024 to 25 to continue helping students through financial aid.

“Making education more affordable will help students and apprentices to put their talents towards innovation, building up our communities and solving global challenges. Our Government is listening to students – it’s clear they need more supports and that is precisely what we are providing.”  – Minister of Employment, Workforce Development and Official Languages, Randy Boissonnault

Quick facts

The Canada Student Financial Assistance Program provides Canada Student Grants and Canada Student Loans to help students pay for their post-secondary education.

The Canada Student Financial Assistance Program works in partnership with 10 provinces and territories to deliver student financial assistance. Quebec, the Northwest Territories and Nunavut receive alternative payments from the Government of Canada to administer their own student financial assistance measures.

Extending the increase to the loan limit continues to allow students with unmet funding needs to take out additional loans from the Government of Canada, without being charged interest.   

Associated links

• Canada Student Financial Assistance Regulations
• Canada Student Financial Assistance Program
• Canada Student Loans Regulations
• Canada Student Grants and Loans
• Apply for Canada Student Loan forgiveness
• Budget 2024

For media enquiries, please contact:

Mathis Denis Press Secretary Office of the Minister of Employment, Workforce Development and Official Languages 343- 573-1846 [email protected]

Media Relations Office  Employment and Social Development Canada  819-994-5559 [email protected]

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Special Education Teacher (SPED) - 2024 to 2025 School Year

Job Posting for Special Education Teacher (SPED) - 2024 to 2025 School Year at Soliant

• Location: Near Portland, Tennessee
• Position Type: Full time
• Pay range: Starting at $35dlls an hour
• Case Load: K to 12 positions availabel

Job Summary: Soliant is currently seeking a dedicated Special Education Teacher to join our supportiveteam. As a Special Education Teacher, you will be responsible for providing instruction and support to students with diverse learning needs. We are looking for an enthusiastic educator who is committed to fostering an inclusive and supportive learning environment for all students.

Key Responsibilities:

• Develop and implement individualized education plans (IEPs) for students with diverse learning needs.
• Provide direct instruction and support to students with various disabilities, including but not limited to, learning disabilities, emotional disturbances, and autism spectrum disorders.
• Differentiate instruction to meet the unique needs of each student in the classroom.
• Collaborate with general education teachers, support staff, and parents to ensure student success and progress.
• Use data-driven methods to monitor student progress and adjust instructional strategies as needed.
• Maintain accurate records and documentation of student progress, attendance, and IEP goals.

Qualifications:

• Bachelor's degree in Special Education or related field required; Master's degree preferred.
• Valid Stateteaching license with Special Education endorsement required.

Application Instructions: If you are a qualified Special Education Teacher interested in thisopportunityplease contact Evelyn Rito at or to apply.

Join our team and make a difference in the lives of students with diverse learning needs! Apply now for thisposition.

Salary : $35

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Wednesday, 04 September

Western Cape education dept plans to cut 2 400 teachers posts, blames national govt budget cuts

• The Western Cape Education Department says about 2 400 teaching jobs will be cut next year. 
• The department says the cuts will be effective from 1 January 2025.
• Education MEC David Maynier urged unions to join the fight to save teachers' jobs.

The Western Cape Education Department (WCED) will cut around 2 400 teaching jobs in the province, due to severe budget shortfalls amounting to R3.8 billion. 

On Tuesday, department head Brent Walters informed schools in a circular that "the current number of educator posts in the Western Cape cannot be maintained".

In the circular addressed to school principals, educators and school-based staff at public schools, Walters said they would receive their 2025 "basket of educator posts" on Friday.

"We have done everything we can to weather this storm for the past year and to protect our educators. We have frozen the recruitment of non-educator staff at head office and in our districts, with a current vacancy rate of 21%, and have cut down on spending across various directorates."

Walters stressed that they had received only 64% of the cost of the wage agreement, with the remaining 36% to be funded by the province.

READ |  KZN teachers stage sit-in protest to demand permanent employment

"The cumulative impact of the national fiscal emergency and under-funded cost of living adjustments are seriously impacting our continued operations and fiscal sustainability," he added.

Education MEC David Maynier said they were doing everything possible to fight for their teachers, but added that they were being shortchanged by national government. He repeated Walters' claim that the Western Cape had only received 64% of the cost of the nationally negotiated wage agreement, leaving the province to fund the remaining 36%.

This, he said, resulted in a massive budget shortfall of R3.8 billion.

"We have done everything we can to fight for our teachers by imposing budget cuts across the board, including on administration, curriculum and infrastructure. We have also frozen the recruitment of most public service staff, encouraged schools to convert contract appointments, and restricted the appointment of substitute teachers," he added.

Maynier said despite implementing a drastic R2.5-billion budget cut, they still faced a R3.8-billion budget shortfall over the next three years.

'Teachers are our greatest asset'

"To remain fiscally stable, we will have no choice but to reduce the basket of educator posts by approximately 2 400 posts in 2025," he said.

"Teachers are our greatest asset, and reducing the number of teachers in our schools will negatively impact learning outcomes, so this is a decision that we have not taken lightly."

Maynier said they would take the circumstances of schools into account when determining the allocation of teaching posts.

"This process is still underway, and the department is communicating with schools this week before they receive their staff post allocations for 2025."

ALSO READ |  Budget cuts force basic education dept to reduce number of bursaries for student teachers

He added that they had been engaging with teacher unions on the matter and hoped they would join the fight to save teacher jobs.

"We are doing everything we can to fight for our teachers, and have raised the matter at the Council of Education Ministers (CEM) for urgent action, because these budget shortfalls impact all the provinces," he said.

Western Cape South African Democratic Teachers' Union (Sadtu) secretary Sibongile Kwazi said the department had consulted with them earlier this month about job cuts, but the union had rejected the proposal. 

"We don't believe that the employer applied their mind in making this decision," she said.

Kwazi told News24 that Sadtu had suggested alternative methods to save teaching jobs. 

'Reckless action'

She noted that permanently employed teachers could not retrenched, so the cuts would mainly affect teachers on contracts. 

Kwazi stressed that Sadtu advocated a progressive approach through the Education Labour Relations Council.

She said that if a teacher had held a contract position for three months in a vacant substantive post, and was qualified, their status should be converted to permanent. 

"Although we have many contract educators, most qualify for conversion," Kwazi said.

READ MORE |  Govt handing out bursaries to students to become teachers - but most struggle to get jobs

The ANC's education spokesperson in the provincial legislature, Khalid Sayed, criticised the department's decision to cut teaching posts, calling it outrageous and deserving of condemnation.

Sayed warned that this "reckless action" could further destabilise education in the province, particularly affecting schools in previously disadvantaged communities.

He noted that the ANC had raised these concerns earlier this year during a standing committee meeting on the department's budget, but that department officials had dismissed them outright.

Sayed said it was confusing that while other provinces were also affected by the public wage agreement, only the Western Cape was implementing such drastic measures.

* Editor's note: This headline has been updated to reflect the department's plans to cut teachers' posts and not fire teachers as previously reported. We apologise for the error. 

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Politics latest: Chancellor under more pressure over cut to winter fuel payment

Chancellor Rachel Reeves has faced questions from MPs about her plan to cut the winter fuel payment for millions of pensioners, and continued speculation about which taxes she might raise in the October budget.

Tuesday 3 September 2024 23:01, UK

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• Chancellor won't rule out hiking pensions tax
• Labour deny outdoor smoking ban is 'nanny state multiplied'
• Channel crossings 'will get worse before they get better', says No 10
• Jon Craig: Even Tories can't help being 'savage' about Liz Truss
• Live reporting by  Tim Baker

Politics Hub With Sophy Ridge highlights

• 'Just wrong': Chancellor under pressure on winter fuel cut
• Watch: Most of the cabinet 'not over the moon' with decision
• Sophy Ridge: Things are depressing - but it may be part of the plan
• Watch live Monday-Thursday at 7pm here and on Sky News

Explained: Our latest essential guides

• Labour's plan to stop the boats
• Who's running to be Tory leader
• Tax rises: What might go up | How council tax could change | What chancellor could do to pensions

Here's your 10pm bulletin, to let you know what happened in politics today.

• Chancellor Rachel Reeves  has refused to rule out  raising pensions tax  when her first budget comes round on 30 October;
• Facing questions from MPs in the Commons, she would only say  "I'm not going to speculate"  and repeated her assertion it would be a budget that fixes the  "foundations of the economy" ;
• It comes less than 24 hours after  Housing Secretary Angela Rayner  told the Commons while  council tax  wouldn't go up, there was  no guarantee the discount for singles wouldn't be scrapped .
• Downing Street has admitted small boat crossings will likely "get worse before they get better" ;
• It comes after at least 12 people died in an incident in the Channel today , which the home secretary described as "deeply tragic";
• She reiterated her vow to "dismantle" smuggling gangs "cramming more and more people on to increasingly unseaworthy dinghies".
• Elsewhere, the Conservative leadership race continued to ramp up, with the first round of voting taking place tomorrow ;
• All the candidates spoke at a hustings for Tory MPs - with chief political correspondent Jon Craig saying Kemi Badenoch was left unimpressed after an " ambush" from Robert Jenrick supporters ;
• It followed Tom Tugendhat launching his campaign earlier in the day - saying he wanted to be prime minister , not leader of the opposition.
• And in Scotland, the SNP government said it needed to cut £500m in spending to balance its books.

We'll be back tomorrow with the latest in UK politics.

At 12pm is the first Prime Minister's Questions of the new term, with Sir Keir Starmer facing down against Rishi Sunak - and the rest of the House of Commons.

We're ending our live coverage here for today.

Join us again tomorrow.

By Paul Kelso , business correspondent

Senior business leaders have welcomed discussions with Angela Rayner over proposals to improve workers' rights as "positive", but warned the "devil will be in the detail" of legislation due to be put before Parliament next month.

The deputy prime minister and business secretary, Jonathan Reynolds, met the bosses of major employers including John Lewis, Octopus, BT, McDonald's and Sainsbury's in Whitehall on Tuesday, at the start of a consultation over the new government's plans.

Labour's manifesto promised to overhaul employment rights, with measures including the right for all "zero hours" workers to be offered a contract in line with their normal hours, and the extension of full employment rights to all workers from day one.

The meeting comes amid concern among employers and business groups that a reduction in flexibility as employers could increase costs and hamper their ability to drive growth.

Several businesses present told Sky News the atmosphere was constructive and friendly, with the emphasis on Ms Rayner and Mr Reynolds explaining what they have planned, and listening to the concerns of employers.

Business leaders are understood to be concerned over how the phasing out of zero-hours contracts will be achieved. It's a key issue in the hospitality and retail sectors which employ large numbers of younger and part-time workers.

Ministers have proposed that every worker must be offered a contract reflecting typical hours worked over a 12-week period, but there is concern that metric could lock employers into hours irrespective of seasonal fluctuations.

By Jenness Mitchell , Scotland reporter

The Scottish government has confirmed spending cuts of up to £500m.

Finance Secretary Shona Robison said the "direct savings" were necessary to support the Scottish government's 2024/25 budget.

In a pre-budget fiscal update to the Scottish parliament on Tuesday, Ms Robison said: "Prolonged Westminster austerity, the economic damage of Brexit, a global pandemic, the war in Ukraine, and the cost of living crisis have all placed enormous and growing pressure on the public finances."

Pay was said to be a "significant driver" of in-year pressures, with potential costs of up to £0.8bn beyond the Scottish government's budget in this financial year alone.

A number of cost-saving measures have previously been announced, including the reintroduction of peak ScotRail fares, axing universal winter fuel payments for pensioners, and scrapping a free bus travel scheme for asylum seekers.

The cuts have been made ahead of the UK government's budget in October, which Sir Keir Starmer has warned is going to be "painful".

Last week, experts at independent economic forecaster the Scottish Fiscal Commission (SFC) said while UK government policies contribute to pressures on the Scottish budget, "much of the pressure comes from the Scottish government's own decisions".

By Alix Culbertson , political reporter

The government's "black hole" could be bigger than the £22bn it has claimed as cabinet ministers are being pressured to scrap projects immediately to fill it, Sky News understands.

After Labour won the election in July, Chancellor Rachel Reeves accused the previous government of leaving a £22bn shortfall in public finances they had not disclosed.

She promptly cancelled several projects, including 40 new hospitals, reforms to adult social care charges, a new Advanced British Standard qualification, and several road and train projects - and reduced the number of pensioners who will get the winter fuel allowance.

But because the black hole is for this year alone, it has to be filled quickly - which poses the question of how…

One of the Labour Party's manifesto promises was to nationalise the UK railways.

They are planning to do this through the Passenger Railway Services (Public Ownership) Bill.

Instead of buying out the various franchises, this bill aims to bring railways under government control once current private contracts lapse.

MPs tonight voted to pass its third reading in the House of Commons - so the bill is now moving to the House of Lords, where peers will consider it.

Attempts by Conservative MPs to amend the bill were rejected by the Labour majority.

Shadow Great British Railways

Labour's plan is to create a body called Great British Railways to run the trains for the government.

The real body cannot be spun up while the legislation is trundling through parliament, but Transport Secretary Louise Haigh has set up a "shadow Great British Railways" in the meantime as a sort of replacement service.

She says it will "bring together the department [for transport]'s passenger services, Network Rail and the operator of last resort".

This means the "railways will begin to act as one coherent system with a political backing to make decisions in the public interest" for the "first time in 30 years".

Yesterday, Foreign Secretary David Lammy announced the UK would suspend 30 of the 350 export licences it had granted for weaponry to be sent to Israel.

Stephen Flynn, the Westminster leader of the SNP, is now calling for Mr Lammy to publish the legal advice which led to the decision.

He told Sky News: "In order to justify what he has done, I think it's only fair and reasonable for the foreign secretary to publish the evidence, publish the advice, allow us to scrutinise it and to scrutinise him and his decision-making."

Watch foreign secretary's announcement:

SNP wants 'blanket ban'

The MP highlighted Mr Lammy had called for legal advice on the subject to be published when the Conservatives were in power.

The SNP has long been critical of Israel's conduct in the Middle East, including in the current conflict sparked by the 7 October attacks by Hamas.

Mr Flynn said a "blanket ban" on weapons exports is needed due to the "mass destruction of a civilian population in an area they cannot escape" being carried out by Israel.

He also challenged the notion that the UK's action's yesterday sent a message on the world stage as it did not go far enough.

One of the most controversial proposals by the new government is to scrap the winter fuel payment for 10 million pensioners.

Speaking to Sophy Ridge , Labour peer Baroness Ayesha Hazarika says: "I'm pretty saddened about this policy. 

"I think lots of Labour MPs, I think Rachel Reeves is, I think most of the cabinet are, not over the moon about this policy decision."

She adds: "I think MPs are not going out and having public spats, but behind the scenes, I know there are a lot of conversations being had because there are concerns."

She is joined in the studio by Conservative peer Baroness Sayeeda Warsi.

The former Tory minister agrees there are wealthy pensioners who do not need the fuel payment - but the threshold set by the current government is too low.

She notes the policy of reducing support was also considered by the Conservative-Lib Dem coalition - and at the time Labour opposed it.

Liberal Democrat leader Sir Ed Davey tells Sky's  Sophy Ridge  the government made a mistake by announcing it would abolish the winter fuel payment for millions of pensioners.

He acknowledges "a huge problem" with the country's finances and they need fixing, but says "this is not the way to do it".

"The idea we should remove winter fuel payments from millions of pensioners as we go into winter, as we see Ofgem raising the cap on energy fuel prices over 10% - this is just wrong."

Sir Ed says the Lib Dems would instead look to plug the apparent gap in the public finances by asking social media companies, oil and gas giants, and "very wealthy billionaires" to pay more tax.

He also notes scrapping the winter fuel payment was not in the Labour manifesto and pensioners "shouldn't really be the first target".

The Lib Dems will vote against the policy, he adds.

Sophy Ridge begins her conversation with Sir Ed Davey on the UK's relationship with Europe.

It follows Sir Keir Starmer's recent trips to Paris and Berlin, seeking a "reset" with the continent, but also the deaths of at least 12 people crossing the Channel in a small boat on Tuesday.

Labour should 'get round the table' with Europe

Sir Ed says the government should be working more closely with EU allies to tackle boat crossings, to take down the smuggler gangs, and says previous Tory policies hadn't worked.

"The Liberal Democrats think the government should be getting around the table, being active [with Europe]," he says. 

"That didn't happen under the Conservative government. It's one of the reasons why the asylum immigration system is in such a mess."

Youth mobility scheme 'would be brilliant'

But Sir Keir has stopped short of reversing any aspects of Brexit, like rejoining the single market or allowing freedom of movement.

Sir Ed says it's not "the right time" for such aspirations, but believes the prime minister should embrace the EU's desire for a youth mobility scheme allowing easier travel for people to work and study.

"I think it would be brilliant for British young people, to be able to get back that freedom to travel and to work and study - and I think our economy would benefit too."

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• Assam govt regularises nearly 24,000 contractual teachers

• Updated On Sep 2, 2024 at 02:51 PM IST

• Published On Sep 2, 2024 at 02:48 PM IST

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Poudre School District

2024- 25 paraprofessional early childhood special education- irish elementary.

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Information specific to this position: Special Education/Integrated Services.

Pay Range: $19.28 – $21.59 (min – 12% above min)/hr based on qualifications and experience*

Hours/day: 6.5 (Monday through Thursday)

Work calendar days: 151

Duration of position: One Year Only

Benefits include: Health insurance, dental insurance, life insurance, PERA retirement, paid time off, short and long term disability, as well as other optional benefit elections.

————————————————————————-

Responsible for assisting Early Childhood students by providing instruction and physical support for students with mild to significant support needs so that they may fully participate in class activities. Assist students with personal care, social skills and/or self-awareness. Assist teacher with classroom materials and clerical skills and monitor students.

1. Assist the classroom teacher in individualizing the instruction for children by adapting materials for individual students needs and reinforcing learning skills in individual or small groups. Assist in the planning and implementation of the classroom procedures and routines and monitor and reinforce acceptable social and physical behavior. Support students with accessing the general education curriculum, and/or providing modifications to the classroom environment. Provide conditions for a positive and caring learning environment. Assist with implementing specialized services as outlined on IEPs.

2. Assist students with personal care, social skills, or self-awareness skills. Support transitions to and from bus stops, with bath rooming, and movement within the building. Assist students with personal health, hygiene and meals or feedings. May include spoon feeding, tube feeding, toileting, catherization, and diapering. Lift, transfer or push students in wheelchairs. Use alternative language techniques such as sign language or voice activated computer systems and adapt classroom materials for use by students.

3. Support the classroom teacher in the formal assessment of the strengths and needs of children using Teaching Strategies GOLD three times a year and informally through the development of anecdotes, portfolios, and the use of classroom assessments on an ongoing basis.

4. Support the classroom teacher in maintaining required student records, school, and program paperwork.

5. Select and use behavioral techniques and methods appropriate to student’s circumstances. Utilize a positive behavior model in monitoring behavior.

6. Work with children in small group, large group, circle, and outdoor time. Provide opportunities for students to assume responsibility and develop independence.

7. Support the teacher in communicating the child’s daily progress with parents or other staff who work with the child.

8. Attend work and arrive in a timely manner.

9. Participate in Integrated Services and Early Childhood professional growth opportunities, and meetings that are required for special education paraprofessionals.

10. Perform other duties as assigned.

EDUCATION, EXPERIENCE AND LICENSES REQUIRED:

• Associate degree required; Bachelor’s degree preferred
• Minimum of a Level II in the Professional Development Information System (PDIS) of Colorado Shines
• One year of related experience
• Experience working with students in a school setting preferred
• Equivalent combination of education and experience acceptable
• Crisis Prevention Institute (CPI) required within 3 months of hire
• CPR and First Aid certifications within 30 days of hire
• PSD Blood Borne Pathogens course completed within 30 days of hire
• PSD Medication Administration course completed within 30 days of hire
• Valid Early Childhood medical statement completed within 30 days of hire
• Current immunizations statement completed within 30 days of hire

Questions regarding this posting can be directed to [email protected]

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Teacher pay

If you’re a primary or secondary teacher in England, your salary will depend on the type of school you work in, where the school is, and the pay range you’re on.

The pay ranges below apply to maintained schools (schools funded by local authorities).

Non-maintained schools (for example, academies, independent schools and private schools) can set their own pay, but often follow these pay ranges.

Figures apply from 1 September 2024.

Primary and secondary teacher salary

If you have qualified teacher status (QTS) , you’ll get a minimum starting salary of £31,650 (or more in London) as a primary or secondary school teacher in England.

Your salary will be reviewed every year, with most teachers moving up the pay range annually. This will depend on your school’s performance management arrangements.

A typical teacher could earn at least £43,607 (or more in London) after 5 years.

Qualified teacher salary

Additional payments

You may also receive additional payments on top of your regular salary for taking on extra responsibilities.

This could be a one-off payment for a specific project, for example, creating a timetable.

Or it might be an extra responsibility attached to your job role, for example, being the head of department.

Depending on your responsibilities, you could earn up to an extra £16,553. Your school will determine how much you receive.

Career progression

Leading practitioner salary.

Some schools also have a leading practitioner pay range for teachers with exemplary teaching skills who lead the improvement of teaching in their school.

What this will involve will depend on your school, but could include:

• coaching and mentoring other teachers, including trainees and early career teachers
• undertaking a national professional qualification (NPQ)
• supporting your school with plans to reduce workload

Headteacher salary

You could also go into a leadership position, such as a headteacher.

A headteacher is the most senior person in a school. They are ultimately responsible for all teachers and pupils.

Their role is wide ranging, but includes leading and motivating teachers, and ensuring all pupils get a good education.

Find out more about how to move up the career ladder in teaching .

If you do not have qualified teacher status (QTS)

You need qualified teacher status (QTS) to work in maintained primary, secondary and special schools in England.

If you do not have QTS (for example, if you just have a PGCE), you can work in some schools as an unqualified teacher.

This means you will be on a lower pay range and will not be entitled to the same benefits as a teacher with QTS.

If you’re already working as an unqualified teacher and have the right experience, you could be eligible for the assessment only route to qualified teacher status (QTS) .

Or find out how you can earn an unqualified teacher salary while training to get QTS on a salaried teacher training course .

Unqualified teacher salary

You’ll get more days holiday than people in many other professions. In school, full-time teachers work 195 days per year.

For comparison, you’d work 227 days per year (on average) if you worked full time in an office.

Teachers’ pension scheme

The teachers’ pension scheme is one of the most generous in the country and includes an employer contribution of 28.6%.

It is a ‘defined benefit’ pension and is:

• based on your teaching salary rather than the amount of money you pay in
• registered with HM Revenue and Customs - so your contributions are tax-free
• flexible and allows you to take some of it as a tax-free lump sum

You also get other insurance benefits too. Find out more about the teachers’ pension scheme .

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