Frontline Applicant Tracking - Tuscarora Intermediate Unit 11

Openings as of 4/4/2025

Intern School Psychologist for Special Education Programs

JobID: 668

Position Type:
  Special Education


Date Posted:
  4/1/2025


Location:
  Tuscarora Intermediate Unit 11


  Additional Information:  Show/Hide

The Tuscarora Intermediate Unit invites applicants for the Intern School Psychologist for Special Education Programs. This is a one year internship position, 187 days.  Salary is 30,000 plus travel.  This is a paid internship, grant funded for an out-of-state student defined as:

1. A student with primary residency in a state other than Pennsylvania
2. A student with primary residency in Pennsylvania attending an out-of-state school psychology graduate program.
3. A student with primary residency in a country other than the United States.
4. The student may be enrolled in a Pennsylvania College or University. It is not a requirement to be enrolled in a Pennsylvania program to be eligible for the paid internship.
5. Must be enrolled in an accredited school psychology graduate program and working towards Pennsylvania state certification and/or Nationally Certified School Psychologist credential.
 
The Intern School Psychologist for Special Education Programs shall be directly responsible to the Director for Special Education. 
 
Fundamental Duties/Essential Functions
 
1. Conduct psychological and academic assessments

2. Assist the Multi-Tiered System of Support (MTSS) Leadership and Advanced Tiers Teams to analyze data and engage in instructional and intervention matching at the building, classroom, and student levels to ensure all students, including students with disabilities, have their academic and behavioral needs met. Support the Advanced Tiers team to problem-solve around individual student data and evaluate student responsiveness to intervention, while adhering to Child Find obligations.

3. Implement an effective program for psychological and follow-up services:

    

   1. administer tests to individual students.

   2. participate as a member of MDT and prepare CER reports as required.

   3. Engage in collaboration with school personnel, families, and community agencies to effectively support students 

   4. provide specific recommendations to teacher and administrative staff that will assist them in implementing intervention programs based on the assessment results of each student referral.

4. Interpret test results to appropriate staff members and parents.

5. Provide consultation supports to help teachers implement evidence-based academic, social, emotional, and behavioral practices and interventions to improve outcomes for students 

6. Conduct staff development programs for administrative and teaching staff to increase their understanding of students' educational and psychological needs.

7. Make classroom or home visits to observe referrals as deemed necessary.

8. Work with teachers to improve their skills in delivering evidence-based interventions with fidelity, remedial work, re-education, rehabilitation, etc., for students with disabilities

9. Provide short-term individual and group counseling to students to address barriers to school functioning, adhering to psychological counseling as a related service guidelines, and collaborating with community mental health professionals and families

10. Consult with school personnel and families in the development of special programs, delivery of evidence-based interventions, and skills for supporting students based upon specific needs. 

11. Develop a program for the systematic re-evaluation of students with disabilities. 

12. Assist other staff members in developing ways to facilitate the learning and adjustment of students.

13. Develop and maintain records (including filing of information) concerning psychological testing, Comprehensive Evaluation Reports (CER), student follow up and monthly reports on services provided to member districts.

14. Any employee who completes certification and/or licensure requirements shall fulfill School-Based Access Program (SBAP) functions.

15. Perform other tasks as assigned by the Director for Special Education.
 
Required Knowledge, Skills and Abilities
 
Individuals must possess these skills, knowledge and abilities or be able to explain and demonstrate that the individual can perform the essential functions of the job, with or without reasonable accommodation, using some other combination of skills and abilities. Some requirements may exclude individuals who pose a direct threat or significant risk to the health and safety of themselves or other employees.
 
1. Must be enrolled in an accredited school psychology graduate program and working towards Pennsylvania state certification and/or Nationally Certified School Psychologist credential.

2. Knowledge of the Pennsylvania Special Education Regulations and Standards.

3. Knowledge of the Individuals with Disabilities Education Act (IDEA).

4. Ability to exert up to 50 pounds of force, occasionally, to lift, carry, push, or otherwise move equipment/supplies including students.

5. Ability to provide personal, reliable vehicle for own travel requirements and to travel within the workday to a variety of school settings and environments.

6. Ability to orally communicate effectively in English with others in all levels of group and individual contacts.

7. Knowledge of the National Association of School Psychologists Practice model.

8. Ability to communicate effectively in writing, using the English language.

9. Ability to employ interpersonal skills so as to effectively collaborate with school administrators, staff, parents and agency personnel.
 
Qualification Standards
 
1. Education Possess a Pennsylvania Certificate for Educational Specialist I or II, School Psychologist.

2. Experience: Prior experience as a school psychologist preferred.
 
A review of this job description has excluded the marginal functions of the position that are incidental to the performance of fundamental job duties. All duties and requirements are essential job functions.
 
This job description in no way states or implies that these are the only duties to be performed by the employee. Employees will be required to follow any other job-related instructions and to perform any other job-related duties required by their supervisor.





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Openings as of 4/4/2025

Substitute Paraprofessional

JobID: 463

Position Type:
  Special Education/Early Intervention Classroom Paraeducator


Date Posted:
  3/28/2022


Location:
  Tuscarora Intermediate Unit 11


  Additional Information:  Show/Hide
The TIU utilizes the Substitute Teacher Service (STS) for Substitute Paraeducator positions.  To become a subsitute, you must apply through the STS Website at: https://www.thesubservice.com/substitutes.  For questions on the application process, please contact Stephanie Bilger at sbilger@tiu11.org or (814) 542-2501 ext. 1112.

Substitute Paraeducator positions available to work with preschool students in Huntingdon, Mifflin, Juniata, and Fulton counties on an as-needed basis. We are looking for motivated individuals who have passion for working with young children with special needs in our preschool classroom.  Must possess high school diploma or GED. Applicants under final consideration will be required to submit all background certificates and information required by Act 168 of 2014 and Act 15 of 2015, and a current TB test. Position open until filled. EOE.   




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Openings as of 4/4/2025

Early Intervention Teacher

JobID: 661

Position Type:
  Special Education/Early Intervention Classroom Teacher


Date Posted:
  1/28/2025


Location:
  Tuscarora Intermediate Unit 11


  Additional Information:  Show/Hide
The Tuscarora Intermediate Unit has an opening for an Early Intervention Teacher in our classrooms in Huntingdon and Fulton Counties, PA. This role is primarily that of EI evaluator.  This is a 185 day/year position.  Salary range is approximately $51,296-$67,860 commensurate with experience.  The Tuscarora Intermediate Unit offers PSERS retirement.  

The Early Intervention Classroom Teacher shall be directly responsible to the assigned Supervisor of Special Education for supervision and evaluation.

Fundamental Duties/Essential Functions
1. Screen and evaluate potential eligible young children, develop appropriate IEPs, and deliver the specified educational program in the least restrictive environment.
2. Obtain information from outside sources, which may be pertinent to the development of an appropriate IEP for potentially eligible young children.
3. Coordinate and participate in multidisciplinary team and IEP meetings. Responsible for completion of all necessary paperwork, including ER, IEP progress monitoring, data collection, and transition reporting.
4. Provide overall classroom/itinerant management to include supervision of all students and paraeducators.
5. Participate in child find activities such as public awareness and screening programs.
6. Work collaboratively with other agencies (such as Head Start, preschools, day care, or mental health services, etc.) to coordinate services and maximize resources.
7. Prepare written lesson plans reflecting goals and benchmarks of the IEP in advance.
8. Evaluate the progress of students assigned and provide periodic reports to supervisor and parents as needed or requested.
9. Develop and maintain effective working relationships with other teachers, therapists, paraeducators, and administrative personnel.
10. Assume an active role in promoting and maintaining sound relationships with parents of eligible young children in order to strengthen and promote the effectiveness of the educational program.
11. Coordinate and participate in transition to Kindergarten meetings with local school districts and families.
12. Continue professional growth and development through attendance at staff trainings, participation in in-service education programs, enrollment in appropriate graduate courses at colleges and universities, participation in curriculum and program development.
13. Direct the activities of paraeducators.
14. Service as a Local Education Agency (LEA) representative for the early intervention program, as needed.
15. Perform other duties as assigned by the Supervisor of Special Education.

Required Knowledge, Skills and Abilities
Individuals must possess these skills, knowledge and abilities or be able to explain and demonstrate that the individual can perform the essential functions of the job, with or without reasonable accommodation, using some other combination of skills and abilities. Some requirements may exclude individuals who pose a direct threat or significant risk to the health and safety of themselves or other employees.
1. Knowledge of the Pennsylvania Special Education Regulations and Standards.
2. Knowledge of the Individuals with Disabilities Education Act (IDEA).
3. Ability to exert up to 50 pounds of force, occasionally, to lift, carry, push, or otherwise move equipment/supplies including students.
4. Ability to provide personal, reliable vehicle for own travel requirements.
5. Ability to orally communicate effectively in English with others in all levels of group and individual contacts.
6. Ability to communicate effectively in writing, using the English language.
7. Ability to employ interpersonal skills so as to effectively collaborate with school administrators, staff, parents and agency personnel.

Qualification Standards
1. Education: Possess a Pennsylvania Certificate for Instructional I or II, Early Childhood or Special Education.
2. Experience: Prior experience as an Early Intervention Teacher preferred.

A review of this job description has excluded the marginal functions of the position that are incidental to the performance of fundamental job duties. All duties and requirements are essential job functions. This job description in no way states or implies that these are the only duties to be performed by the employee. Employees will be required to follow any other job related instructions and to perform any other job related duties required by their supervisor.




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Openings as of 4/4/2025

Speech Language Pathologist

JobID: 667

Position Type:
  Special Education/Speech Therapist


Date Posted:
  3/20/2025


Location:
  Tuscarora Intermediate Unit 11


  Additional Information:  Show/Hide
The Tuscarora Intermediate Unit is accepting applications for a Speech Language Pathologist. The TIU serves Huntingdon, Fulton, Mifflin and Juniata counties. The salary range for this position is $57,978-$71,367 based on education and experience.
• This is a full-time 187 day position 
• SLP will work with early intervention and K-12  students 
• Starting Step 1 salary for a Bachelor's degree would be $57,978 - additional credit will be given for certificated instructional experience in any area
• Supplemental annual stipend of $1,000 for IEP development 
• Tuition reimbursement may be provided
• Mentor will be assigned as needed
• 10 Sick Days and 2 Personal Days awarded annually
• We offer a $6,000 sign-on bonus to one highly qualified applicant with the following highly qualified credentials
  • Possess a Master’s Degree or Master’s Equivalency in Speech Pathology from an  ASHA accredited program.
  • Certification - Pennsylvania Instructional I or Instructional II Certificate in Special Education, Speech/Language Impaired PK-12 or Speech-Language Pathologist Educational Specialist, Certificate PK-12. 
  • Certificate of Clinical Competence (CCC) is preferred; however, a Clinical Fellowship candidate  will be considered
  • Pennsylvania State License in Speech-Language Pathology (preferred).
  • Prior experience in an educational setting is preferred.
The Speech Therapist shall be directly responsible to the Supervisor of Special Education for supervision and evaluation. The Speech Therapist may work in either a school age program or an early intervention program as assigned by the Supervisor and Director of Special Education.

Fundamental Duties/Essential Functions
1. Administer standardized tests for accurate diagnosis of communication disorders.
2. Use all available diagnostic information to assist the multidisciplinary team in determining eligibility for services and to formulate short and long-term intervention goals and incorporate these in the prescribed procedural safeguards/IEP format.
3. Develop therapy and treatment plans to address speech and language disorders.
4. Establish treatment goals and appropriate milestones for students.
5. Research speech and language disorders and appropriate remediation techniques.
6. Maintain effective communication with parents/guardians and district staff/classroom teachers to implement goals and aid in carrying out speech and language objectives.
7. Maintain effective communication with all local service agencies (social, education, medical) to coordinate pertinent information relative to student programming.
8. Maintain adequate records on each student to guarantee program effectiveness and instructional continuity.
9. Participate in speech screenings for preschool age students run in conjunction with local area service agencies. And/ or screen new students entering a school age program in the beginning of the year or upon entry.
10. Participate in periodic meetings with the supervisor, periodic staff meetings and scheduled in- services that will identify needs and new methods and will insure provision of the most effective services.
11. Assist regular and special education professionals in the transition process from preschool to school age special education services.
12. Assist regular and special education professionals in the transition process from a school age program to a post-secondary outcome.
13. Complete Medical Access billing and all required components indicated by the Department of Human Services if certification and licensure is in place.
14. Attend trainings to stay current in evidence based practices in the discipline.
15. Perform other tasks as assigned by the Supervisor of Special Education or Director of Special Education.

Required Knowledge, Skills and Abilities
Individuals must possess these skills, knowledge and abilities or be able to explain and demonstrate that the individual can perform the essential functions of the job, with or without reasonable accommodation, using some other combination of skills and abilities. Some requirements may exclude individuals who pose a direct threat or significant risk to the health and safety of themselves or other employees.
1. Knowledge of the Pennsylvania Special Education Regulations and Standards.
2. Knowledge of the Individuals with Disabilities Education Act (IDEA).
3. Ability to exert up to 50 pounds of force, occasionally, to lift, carry, push, or otherwise move equipment/supplies including students.
4. Ability to provide personal, reliable vehicle for own travel requirements.
5. Ability to orally communicate effectively in English with others in all levels of group and individual contacts.
6. Ability to communicate effectively in writing, using the English language.
7. Ability to employ interpersonal skills so as to effectively collaborate with school administrators, staff, parents and agency personnel.

Qualification Standards
1. Education: Possess a Master’s Degree or Master’s Equivalency in Speech Pathology and Pennsylvania Instructional I or Instructional II Certificate in Special Education - Speech/Language Impaired PK-12.
2. Experience: Prior experience in an educational setting preferred.

A review of this job description has excluded the marginal functions of the position that are incidental to the performance of fundamental job duties. All duties and requirements are essential job functions.

This job description in no way states or implies that these are the only duties to be performed by the employee. Employees will be required to follow any other job related instructions and to perform any other job related duties required by their supervisor.




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