Located in Nassau County, the Manhasset School District is a high-performing and diverse educational community that values collaboration, inclusivity, and student success. We pride ourselves on strong partnerships among students, families, and school staff. The successful candidate will join a dedicated, supportive team committed to meeting the needs of all learners.

SPECIFIC SKILLS, KNOWLEDGE AND ABILITIES:       

• Work collaboratively with Behavior Consultant, Related Service Professionals, Co-Teachers, and Colleagues throughout the building.
• Differentiating existing curriculum on basic subjects to meet each student's learning requirements.
• Experience with behavioral methodologies including ABA programs preferred.
• Experience with New York State Alternate Assessment.
• Develop and implement classroom programs selecting appropriate methods and materials for classroom instruction in accordance with behavioral principles, curriculum and IEPs. 
• Participate in all aspects of facilitating the development of Activities of Daily Living as appropriate to the individual needs of each student.
• Facilitate generalization of individually learned skills across settings while promoting inclusion in the general education setting or Least Restrictive Environment.
• Supervise support staff members within the classroom in assisting students in all aspects of participation in their educational program with a goal of student independence.
• Responsible for developing and monitoring progress of IEP goals and objectives; daily data collection and cumulative percentage recordings of each student’s progress; accurate maintenance of individual graphs, reports, and IEPs for each student, readily available for review.
• Appropriate and professional communication with parents about children’s performance to promote generalization of learned skills and behavior.

The successful candidate is motivated, engaging, and student centered with a demonstrated ability of working with students with varying disabilities. The duties include but are not limited to:

• Assessing students’ abilities and building individual lesson plans tailored to their specific needs.
• Differentiating existing curriculum on basic subjects to meet each student’s learning requirements.
• Keeping track of and reflecting on students’ progress.
• Monitoring children’s behavioral patterns and arrange appropriate interventions if needed; implement behavior intervention plans; manage classroom crises and conflict resolution.
• Working with students who have significant learning and language disabilities. 
• Attending committee meetings and participating in the development of educational plans.
• Work Collaboratively with Behavior Consultant, Related Service Professionals, Co-Teachers, and Colleagues throughout the building.
• Facilitate generalization of individually learned skills across settings while promoting inclusion in the general education setting or least Restrictive Environment.
• Appropriate and professional communication with parents about children’s performance to promote generalization of learned skills and behavior.

The District is seeking a qualified candidate with certification to teach French in the Secondary School. The successful candidate is a child-centered educator who has the ability to differentiate instruction and is comfortable with the use of technology. Knowledge of NYS Learning Standards for World Languages required.

The Manhasset School District is seeking Substitute Teachers in all subject areas K-12.  The successful candidates will join a team of enthusiastic educators devoted to helping all students reach their full potential.

Major Responsibilities and Functions

• Report to the Building Principal or School Secretary upon arrival at the school building.
• Review with the Principal and/or Assistant Principal all plans and schedules to be followed during the teaching day.
• Maintain as fully as possible the established routines and procedures of the school and classroom to which assigned.
• Teach the lesson outlined and described in the plans prepared by the absent teacher.
• Consult, as appropriate, with the Building Principal and Assistant Principals before initiating any teacher or other procedures not specified in the Substitute Teacher’s Handbook.
• Report in writing, on the form provided by the school secretary, on the day’s activities at the conclusion of the teaching day.
• Follow all policies, rules and procedures to which regular teachers are subject and which good teaching practice dictates.