Back to jobs
New

Special Educator - Leave Replacement- School Age- Rye, NY

Rye, NY

Special Educator

 

 

Details about this opportunity: 

  • Location: 8:1:2 Elementary Leave Replacement, 2026-2027 School year ,Rye, NY

         Other opportunities include:

    • Home and Community services 
    • School based RR, Consultant Teacher, etc.
  • Status: Part-Time, Fee for Service or Full time Potential 
  • Hours: M-F 8:30-3:00 pm
    • Follows the school calendar 
  • Compensation:$50-$80/hour based on services rendered 

 

**Please note this is a range. This position is fee-for-service (FFS), rates are determined by the service provided, professional experience and license/certifications held. Will depend on the current caseload which will be discussed during the interview. This arrangement can vary and is subject to change.**

 

 

What we have to offer YOU: 

PART TIME BENEFITS: 

We are excited to offer a range of valuable benefits for our employees who work 25 or more hours per week (Medical, Dental, Vision, FSA  and Pet Insurance)*

  • Employee Assistance Program 
  • Referral Program
  • Professional Development Assistance 
  • Full-Time Opportunities Available 
  • Team Building events
  • Incentive Program
  • Ongoing Professional Development and Training Opportunities 

 

Primary Responsibilities: 

  • Serve as the lead Special Education Teacher in an 8:1:2 classroom for the duration of the leave replacement.
  • Develop and implement individualized, differentiated, and multisensory instruction aligned with students’ Individualized Education Programs (IEPs), curriculum standards, and classroom learning objectives.
  • Create and maintain lesson plans, instructional materials, classroom schedules, and structured learning routines that address students’ academic, communication, social-emotional, behavioral, and functional needs.
  • Implement each student’s IEP goals, accommodations, modifications, Behavior Intervention Plan (BIP), and other individualized supports with fidelity.
  • Collect and analyze meaningful data related to IEP goals, academic performance, behavior, and student progress.
  • Complete required progress reports, classroom documentation, and other district records accurately and within established timelines.
  • Maintain a structured, supportive, and safe classroom environment using proactive behavior-management and positive reinforcement strategies.
  • Provide direction and support to teaching assistants, behavior technicians, and other classroom staff to promote consistent implementation of instructional and behavioral programming.
  • Collaborate with related service providers, behavior consultants, administrators, families, and other members of the school team to support student progress and continuity of services.
  • Ongoing communication with lead supervisors and school team. 
  • Maintain accurate attendance and submit electronic billing on a daily basis. 
  • Knowledge of discrete trial instruction, natural environment teaching, and incidental teaching is a plus. 
  • Attend professional development trainings to maintain best practice approach and continue personal development. 
  • Maintain professionalism with parents, teachers, and other professionals. 
  • Attend CSE meetings. 

 

Home & Community Responsibilities (if applicable):

  • Work with students in the home and community setting to provide individualized lessons which target Individualized Education Plan (IEP) goals. 
  • Develop creative and multi-sensory lessons based on IEP goals to engage and captivate learners with various abilities. 
  • Collect meaningful data on IEP goals and report quarterly on child’s progress with IEP goals. 
  • Collaborate with IEP team members and participate in team meetings as needed 

 

About You: 

If you have these attributes: 

  • Passionate about working with children and their families 
  • Strong written and verbal communication skills 
  • Strong ability to collaborate with various professionals  
  • Self-starter and independent problem solver 
  • Excellent time management, organizational skills, and attention to detail 
  • Sterling values, high integrity, empathetic and considerate 
  • Ability to function well in a high-paced and dynamic environment 
  • Flexible thinker with the ability to pivot when necessary 
  • Must be a team-player 

 

And this background: 

  • NYS Certification SWD (1-6, all grades or Permanent)
  • Minimum of (1) year experience working in a setting focusing on supporting children and their families preferred 
  • Bilingual is a plus 

 

 

Then we are looking forward to receiving your resume! 

** Disclaimer: Please note the most current compensation information for all open positions at Family of Kidz can be found on our careers page at FamilyofKidz.com, which supersedes all other sources and job sites.

 

 

 

 

Why Join our Family? 

Since 1998, Family of Kidz has brought together highly qualified teams of professionals who work diligently to help children with special needs, from birth to adulthood. Our focus is on establishing a strong understanding of each child’s needs and teaching them skills that lead to greater independence and an enhanced quality of life. 

Family of Kidz provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state, or local laws. This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation, and training. 

 

Create a Job Alert

Interested in building your career at Family of Kidz? Get future opportunities sent straight to your email.

Apply for this job

*

indicates a required field

Resume/CV*

Accepted file types: pdf, doc, docx, txt, rtf

Cover Letter

Accepted file types: pdf, doc, docx, txt, rtf

Select...
Select...
Select...
Select...
Select...
Select...
Select...
Select...
Select...
What is your availability for case? *

Voluntary Self-Identification

For government reporting purposes, we ask candidates to respond to the below self-identification survey. Completion of the form is entirely voluntary. Whatever your decision, it will not be considered in the hiring process or thereafter. Any information that you do provide will be recorded and maintained in a confidential file.

As set forth in Family of Kidz’s Equal Employment Opportunity policy, we do not discriminate on the basis of any protected group status under any applicable law.

Select...
Select...
Race & Ethnicity Definitions

If you believe you belong to any of the categories of protected veterans listed below, please indicate by making the appropriate selection. As a government contractor subject to the Vietnam Era Veterans Readjustment Assistance Act (VEVRAA), we request this information in order to measure the effectiveness of the outreach and positive recruitment efforts we undertake pursuant to VEVRAA. Classification of protected categories is as follows:

A "disabled veteran" is one of the following: a veteran of the U.S. military, ground, naval or air service who is entitled to compensation (or who but for the receipt of military retired pay would be entitled to compensation) under laws administered by the Secretary of Veterans Affairs; or a person who was discharged or released from active duty because of a service-connected disability.

A "recently separated veteran" means any veteran during the three-year period beginning on the date of such veteran's discharge or release from active duty in the U.S. military, ground, naval, or air service.

An "active duty wartime or campaign badge veteran" means a veteran who served on active duty in the U.S. military, ground, naval or air service during a war, or in a campaign or expedition for which a campaign badge has been authorized under the laws administered by the Department of Defense.

An "Armed forces service medal veteran" means a veteran who, while serving on active duty in the U.S. military, ground, naval or air service, participated in a United States military operation for which an Armed Forces service medal was awarded pursuant to Executive Order 12985.

Select...

Voluntary Self-Identification of Disability

Form CC-305
Page 1 of 1
OMB Control Number 1250-0005
Expires 07/31/2029

Why are you being asked to complete this form?

We are a federal contractor or subcontractor. The law requires us to provide equal employment opportunity to qualified people with disabilities. We have a goal of having at least 7% of our workers as people with disabilities. The law says we must measure our progress towards this goal. To do this, we must ask applicants and employees if they have a disability or have ever had one. People can become disabled, so we need to ask this question at least every five years.

Completing this form is voluntary, and we hope that you will choose to do so. Your answer is confidential. No one who makes hiring decisions will see it. Your decision to complete the form and your answer will not harm you in any way. If you want to learn more about the law or this form, visit the U.S. Department of Labor’s Office of Federal Contract Compliance Programs (OFCCP) website at www.dol.gov/ofccp.

How do you know if you have a disability?

A disability is a condition that substantially limits one or more of your “major life activities.” If you have or have ever had such a condition, you are a person with a disability. Disabilities include, but are not limited to:

  • Alcohol or other substance use disorder (not currently using drugs illegally)
  • Autoimmune disorder, for example, lupus, fibromyalgia, rheumatoid arthritis, HIV/AIDS
  • Blind or low vision
  • Cancer (past or present)
  • Cardiovascular or heart disease
  • Celiac disease
  • Cerebral palsy
  • Deaf or serious difficulty hearing
  • Diabetes
  • Disfigurement, for example, disfigurement caused by burns, wounds, accidents, or congenital disorders
  • Epilepsy or other seizure disorder
  • Gastrointestinal disorders, for example, Crohn's Disease, irritable bowel syndrome
  • Intellectual or developmental disability
  • Mental health conditions, for example, depression, bipolar disorder, anxiety disorder, schizophrenia, PTSD
  • Missing limbs or partially missing limbs
  • Mobility impairment, benefiting from the use of a wheelchair, scooter, walker, leg brace(s) and/or other supports
  • Nervous system condition, for example, migraine headaches, Parkinson’s disease, multiple sclerosis (MS)
  • Neurodivergence, for example, attention-deficit/hyperactivity disorder (ADHD), autism spectrum disorder, dyslexia, dyspraxia, other learning disabilities
  • Partial or complete paralysis (any cause)
  • Pulmonary or respiratory conditions, for example, tuberculosis, asthma, emphysema
  • Short stature (dwarfism)
  • Traumatic brain injury
Select...

PUBLIC BURDEN STATEMENT: According to the Paperwork Reduction Act of 1995 no persons are required to respond to a collection of information unless such collection displays a valid OMB control number. This survey should take about 5 minutes to complete.