The New York Institute for Special Education opened its doors on March 15, 1832 to provide education and support to visually impaired children within New York State. The Institute provides onsite education for both Pre-K - through high school students and sits on 17 acres of beautifully maintain grounds in the Bronx, NY. The NYISE staff is dedicated to providing our students with the best, possible education in a caring, supportive environment. The Principal for our Readiness/4410 program is responsible for maintaining a safe and healthy school environment that is conducive to learning, maintaining a well-qualified, and trained staff. This individual will be responsible for implementing a rigorous curriculum which meet the needs of our students, maintaining positive relationships with parents through frequent communications and school activities. Additionally, this position be responsible for administering all state and federal special education regulations. The Principal of our Readiness Program will make an impact in many areas, with responsibilities and duties including, but not limited to: · Maintain a safe and healthy school environment for students and staff; · Maintain a complete and innovative curriculum that meets the state's learning standards and the needs of the school/program population; · Ensure students are provided appropriate and effective instruction and services that maximizes educational growth and achievement relative to students' IEPs; · Arrange class groupings and students' schedules in compliance with IEP and state/federal requirements and which ensures that staff-to-student ratios are maintained at all times; · Maintain appropriate level of qualified instructional and related services personnel through hiring, orientation/training, and scheduling to meet students' needs and IEP requirements; · Coordinate with the IEP Coordinator to assure that activities required for evaluations, annual reviews, triennial re-evaluations and IEP development occurs accurately and in a timely fashion; · Monitor student progress with a system of pre and post testing including but not limited to, IEP progress reports, portfolio assessments and evaluation appropriate for pre-school children; · Collaborate with other principals and Institute personnel on Institute-wide activities and events such as strategic planning and staff orientation/training ; · Communicate effectively with other Institute personnel on student-specific needs including those related to health, medication and safety; · Communicate effectively with parents on Institute, program and student-specific issues; · Communicate effectively with all program personnel; · Develop and implement appropriate activities for parent education and other program-based events such as Back to School Night and Parent/Staff conferences; · Ensure compliance with all applicable state and federal requirements and Institute policies and procedures; · Provide appropriate supervision for all program personnel. · Complete accurate and timely performance evaluations that identify strengths and areas for improvement for all program personnel in accordance with Institute procedures; · Maintain confidentiality of student and staff information at the program level; · Maintain and improve skills and knowledge levels of all program personnel through in-service training and other staff development opportunities including conferences; · Develop and implement annual goals for program improvement and manage the program's budget; · Implement all additional requirements to assure licensure/certification by the Department of Health; · Maximize student enrollment by supervising and directing all activities related to student admission to the program; · Implement a comprehensive transition program for exiting students; · Ensure that services that are specific to the developmentally delayed, preschool student population in the Readiness Program are met; · Communicate & collaborate with the Assistant Principal throughout the school day; · Additional responsibilities assigned as required/needed by supervisor; Physical Requirements: · Ability to perform work that requires frequent sitting, bending, reaching, some lifting and carry up to 15 pounds; · Normal vision and hearing; · Ability to climb stairs. Education, Knowledge and Skills: · Knowledge of state and federal special education laws and regulations; · Required: Certification in Early Childhood Education and in School Administration; · Knowledge of the student population served and the specific curriculum, instructional or behavioral techniques and strategies needed to meet the needs of the students; · Excellent interpersonal, verbal and written communications skills; · Experience utilizing the TEACCH Methodology. Company Description In the early 19th Century, several social activists understood the need to provide opportunities for individuals who were blind. As a result of their efforts, The New York Institution for the Blind w
In the early 19th Century, several social activists understood the need to provide opportunities for individuals who were blind. As a result of their efforts, The New York Institution for the Blind was incorporated in 1831. The school held the first class for children who were blind in the United States when it opened its doors over 190 years ago on March 15, 1832.\r\nOur school began in a single-row home in Lower Manhattan and later moved to 9th Avenue and 34th Street. Nearly 100 years later, we opened in our present location on Pelham Parkway in the Bronx in 1924. Before the move, it had been renamed The New York Institute for the Education of the Blind.\r\nIn 1986, the Institute reaffirmed its mission of service to children and changed its charter to accept not only children with visual impairments but also children with emotional/learning needs and preschool children with developmental disabilities.\r\nNow known as The New York Institute for Special Education, we offer programs to children ages 3 to 21 from the five boroughs of New York City, Long Island, Westchester, and counties in Upstate New York.