Special Education Teacher-PAES Lab

The PAES Lab Special Education Teacher is responsible for the facilitation and implementation of activities within the Practical Assessment Exploration System (PAES) Lab. This role supports students with disabilities in developing real-life vocational skills, fostering independence, transition goals through hands-on, simulated work experiences and preparing for post-secondary employment.

STANDARD 1: Professional Duties

• Develop and implement lesson plans and structured activities across the five PAES work areas: Business/Marketing, Consumer/Service, Construction/Industrial, Processing/Production, and Computer/Technology.
• Evaluate student performance in academic, social, and vocational domains using PAES scoring software and data collection tools.
• Provide individualized feedback and coaching to students on work quality, speed, accuracy, and professionalism.
• Promote student independence, critical thinking, and problem-solving skills in a simulated work environment.
• Collaborate with special education staff, vocational/transitional teams, and families to develop and monitor IEP goals related to vocational readiness.
• Supervise and train teacher aides and assistants in PAES procedures, safety protocols, and instructional support strategies.
• Oversee daily lab operations, including task assignment, equipment maintenance, and ensuring a safe, organized, and professional setting.
• Make recommendations for program enhancements, materials, and equipment based on student needs and program goals.
• Participate in and/or lead staff meetings, professional development, and in-service training sessions as required.
• Collaborates with school and adult services transition staff on referrals and applications to adult service providers and assist with annual and exit summaries.

STANDARD 2: PAES Transition Environment Management

• Comply with NYSED regulations and BCCS policies and procedures.
• Must maintain a safe, organized, lab space.
• Ensure the lab simulates various real-world vocational settings including office, retail, industrial, and service environments.
• Requires interaction with students, staff, and families in a collaborative educational setting.

STANDARD 3: Professional Conduct

• Always conduct self in an appropriate manner for school environment.
• Communication: Must be able to communicate effectively with students, staff, families, and external agencies using verbal, written, and digital formats.
• Adhere to program-specific policies and procedures.
• Serve as a role model, promote a positive, cooperative, team-oriented work environment
• Demonstrate flexibility as well as the ability to handle numerous responsibilities.
• Take personal responsibility for the quality of services provided.

STANDARD 4:  Professional Development

• Participate in program wide activities and seek support to enhance knowledge in areas pertinent to students in the school.
• Attend and actively participate in required in-services and staff development and supervisory sessions as requested.

STANDARD 5:  Adheres to general policies of the organization/regulators including:

• Code of Ethical conduct.
• Follow all emergency/disaster preparedness, prevention and response protocols and regulations.
• Complete in-service education program requirements.
• Comply with agency policies and procedures including but not limited to attendance, punctuality, appearance, appropriate demeanor for school setting, etc.
• Job-related self-development education activities.
• Follow infection control practices and procedures.
• Meet health requirements including annual physical examination and TB testing.

STANDARD 6: Performs other related duties as required:

• Demonstrate understanding and sensitivity to the needs of students, staff and visitors.
• Maintain confidentiality of all students, family, and staff information.
• Communicate courteously and respectfully with all stakeholders.
• Exhibit “At Your Service” attitude, i.e. smile, use positive eye contact, and be friendly, open, and approachable.
• Address and refer concerns appropriately.
• Demonstrate flexibility as well as the ability to handle numerous responsibilities.
• Take personal responsibility for the quality of services provided.
• Provide classroom and bus coverage as requested by administration.

STANDARD 7: Supervision

• Take an active role in supervision sessions by contributing ideas, asking questions, seeking clarification and implementation of recommendations.

   STANDARD  8: Cultural Competencies

• Demonstrate the ability to communicate and effectively interact with people across cultures, ranges of disability, gender, ethnicity and races.
• Demonstrate the ability to recognize and manage personal behaviors to create an inclusive, equitable and welcoming environment.
• Demonstrate the ability to successfully deliver culturally responsive services to students and families.

• Special Educator I  o Bachelor’s Degree Required       Special Educator II  o Master’s Degree Required
• NYSED Certifications o Early Childhood Education, Students with Disabilities B-2 years o Childhood Education, Students with Disabilities (Grades1-6) o Childhood Education, Students with Disabilities (Grades 5-9)
• NYSED Certifications Preferred o Childhood Education, Students with Disabilities (Grades7-12) o Students with Disabilities (All Grades)
• EXPERIENCE AND SPECIAL SKILLS: Prior special education teaching experience in special education and/or transition programs services preferred. Experience and working knowledge of transition planning and services and IEP goal planning to meet the special needs of students preferred. Experience working with students with disabilities in vocational or transition programs preferred. Familiarity with PAES Lab systems and data tracking tools preferred. Strong organizational and oral and written communication skills.

Physical Demands/Work Environment:

• Mobility: Ability to move about the school campus and community settings, including classrooms, offices, and vocational sites., including standing, walking, bending, and reaching.
• Physical: May occasionally be required to lift and carry instructional materials or equipment (up to 25 lbs), ability to assist students with mobility needs if required.
• Manual Dexterity: Frequent use of hands and fingers for writing, typing, and handling educational devices, instructional materials, assistive technology and computers.
• Visual and auditory ability: Must possess sufficient vision and hearing to monitor student activities, observe student performance and respond to needs including safety in a timely manner.
• Environment: Work is performed in a school setting and may include community-based environments.