Openings as of 4/5/2025

Case Manager Youth Projects

JobID: 649

Position Type:
  Community Education and Workforce Services/Case Manager Youth Projects


Date Posted:
  10/9/2024


Location:
  Community Education and Workforce Services


  Additional Information:  Show/Hide

TIU Community Education & Workforce Services is hiring a full time Case Manager - Youth Projects to assist pregnant and parenting teens in Mifflin, Juniata & Huntingdon Counties (counties are divided between several case managers).  Focus is on education and employment goals.  The job description is attached for more information.
 
 
 
TIU community Education & Workforce Services is a great place to work with a lot of benefits!
 
 
 
If you have any friends or family that might be interested in the position, please have them send a cover letter and resume to Karin Knode kknode@tiu11.org or apply at http://www.tiu11.org.  



Attachment(s):
• Case Manager Youth Projects 11-2021 (2).docx



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Openings as of 4/5/2025

Education and Health Assistant

JobID: 664

Position Type:
  Head Start - Juniata County


Date Posted:
  2/21/2025


Location:
  Juniata County Head Start - Main


  Additional Information:  Show/Hide

Tuscarora Intermediate Unit invites applicants for a part-time Education and Health Assistant at our Head Start location in Mifflintown, PA. 
This position is responsible for supporting education, safety and health services as related to direct service delivery within classrooms and in the home-base program.  This position will serve as a mentor and resource for Teachers and Home Visitors.  Additionally, to assist with completion of developmental, hearing and vision screenings. Ensure and assist with state requirements regarding child input and attendance.
 
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Fundamental Duties/Essential Functions
Duties of the positions are described in major functional areas listed below.  Additional duties may be assigned. 
Education Services
 
1. Works in conjunction with Senior Manager for Early Education Services to assure adequate classroom supplies and equipment are available to staff.  Assist with ordering necessary supplies.
2. Knowledgeable of Head Start Program Performance Standards, the Head Start Act, HS Early Learning Outcomes Framework and the PA Early Learning Standards.
3. Observes classroom operations and utilizes systems of communication and follow-up to improve the quality of services.
4. In collaboration with the Early Childhood Specialist, will provide guidance and technical support to all education staff.
5. Assist the Early Childhood Specialist in utilizing child data for establishing individual goals based on the knowledge of child development.
6. Assist the Early Childhood Specialist in utilizing ECERS and CLASS results and supports classroom staff in implementing necessary recommendations.
7. Observes individual children as requested by supervisor and provides suggestions for behavior management and educational programming to Early Childhood Specialist and team.
8. Assists in implementing intervention strategies within the classroom with the intent for teachers and other classroom staff to be able to carry out strategies independently.
9. Works in conjunction with the Early Childhood Specialist, and other management and class team staff in the assessment process and follow up to assure that individualized children with disabilities are met.
10. Serve in the role as a teacher or assistant teacher as based on the staffing needs of the program.
11. Assist the Early Childhood Specialist with the implementation and record keeping for HSSAP, Keystone Stars and the Early Learning Network (Pelican).
12. Assist with supporting Teachers and Home Visitors on the use of the screening tools and assessment systems.
13. Assist in completing necessary child developmental screenings before the 45day deadline for all programs.
14. Perform other duties as assigned.
 
Health Services
1. Ensures that all centers and Home-Visitors have adequate supplies for first-aid kits.
2. Assist the education staff in properly implementing health and safety practices within the classrooms.
3. Monitors compliance for health and safety checks for all sites. Seek help from Senior Manager for Early Education Services to address any unresolved health and safety issues.
4. Assist and support education staff in understanding emergency evacuation plans and fire drills.  Monthly, monitor fire drills and evacuations.
5. Ensure the Health Education Curriculum is incorporated into the curriculum and parent/child activities. Responsible for demonstrating appropriate health practices within classrooms and for socialization days.
6. Monitor classroom environments and outdoor play areas for any safety hazards.
7. Attends any training, workshops and meetings deemed necessary by the supervisor.
8. Assist with required vision and hearing screenings for all programs.
9. Understands, generates and documents in-kind and other allowable costs applied toward the non-federal share requirement.
10. Maintains inventory and participation requirements for the Car Seat Loaner program.
11. Perform other duties as assigned.
 
Training
1. Participate in all training and professional development activities as required under the Head Start Program Performance Standards, the Head Start Act, OCDEL, and as planned for by the program.
 
Knowledge and Abilities
1. Considerable knowledge of health and safety practices. Must have knowledge of developmentally appropriate early childhood and education practices in pre-school programs.
2. Knowledge of the recent early brain development research is important.
3. Thorough knowledge of Head Start Program Performance Standards, the Head Start Act, and best practice related to early childhood education.
4. Knowledge of state and local regulations.
5. Knowledge of local resources, customs and language helpful.
6. Ability to know and implement the Head Start Program Performance Standards and requirements, policies and practices of Head Start.
7. Obtains and maintains CLASS certification.
8. Obtains and maintains Car Seat Safety Technician certification.
9. Ability to exercise professional judgment in evaluating before making decisions.
10. Ability to establish and maintain effective working relationships with staff, children, parents, outside agencies and the public.
11. Ability to keep all information strictly confidential.
12. Ability to use computer for data entry functions.
13. Reliable transportation to get to and from homes, agencies, offices and other locations.
14. Possess valid driver’s license and have minimum automobile coverage required by state of PA.
15. To drive agency vehicles, must be insurable by the TIU Insurance carrier.
 
Language Skills
1. Ability to communicate ideas and instructions orally and in writing.
2. Ability to speak, read and write English well enough to understand and be understood by others.
3. Ability to read, analyze, and interpret general health journals and technical procedures.
4. Ability to write reports and business correspondence.
5. Ability to read, analyze, and interpret general social services journals and technical procedures.
6. Bilingual skills helpful (English/Spanish).
 
Mathematical Skills
1. Ability to calculate figures and amounts such as discounts or percentages.
2. Ability to produce and interpret graphs, charts, spreadsheets and other mathematical reports.
 
Reasoning Skills
1. Ability to define problems collects data, establish facts, and draw valid conclusions.
2. Ability to interpret an extensive variety of instructions.
3. Ability to maintain strict confidentiality at all times, including the ability to recognize situations in which confidentiality is required.
 
Other Skills and Abilities
1. Basic computer skills.
2. Ability to exhibit patience and tact when communicating with children, families, staff, management, referral sources and the public.
3. Ability to project professionalism in conducting daily activities.
 
Education and Experience
1. Minimum requirement is a CDA credential.  An AA or higher in Early Childhood Education or other AA degree or higher with 6 courses in early childhood education plus six months experience working with preschool children is preferred.
2. Bilingual (English/Spanish) preferred.
3. Must be willing and able to obtain Basic First Aid and CPR Certification and maintain certification.
4. The program will verify references and complete a sex offender registry check.  An initial health exam with acceptable tuberculosis screening results, a clear criminal records, FBI, and Child Abuse clearances check. These are required post job offer and prior to employment. 
5. Current and former Head Start parents will receive preference for employment vacancies for which they are qualified.
 
Physical Demands and Working Conditions
1. Occasional need to provide gentle physical restraint to children
2. Some exposure to communicable diseases.
3. May be required to lift up to 45 pounds.
4. Noise level in work environment may be moderate to loud.
5. Some evenings and weekend work may occasionally be required for events such as home visits, parent teacher conference, and Parent meetings.
 
Standards of Conduct
By signing this job description, I agree to abide by the following Standards of Conduct as outlined in Head Start Program Performance Standards 1302.90 (c):
1. I agree to not use corporal punishment.
2. I agree to not use isolation to discipline a child.
3. I agree to not bind or tie a child to restrict movement or tape a child’s mouth.
4. I agree to not use or withhold food as a punishment or reward.
5. I agree to not use toilet learning/training methods that punish, demean, or humiliate a child
6. I agree to not use any form of emotional abuse, including public or private humiliation, rejecting, terrorizing, extended ignoring, or corrupting a child.
7. I agree to not physically abuse a child.
8. I agree to not use any form of verbal abuse, including profane, sarcastic language, threats, or derogatory remarks about the child or child’s family.
9. I agree to not use physical activity or outdoor time as a punishment or reward.
10. I agree to respect and promote the unique identity of each child and family and refrain from stereotyping on any basis, including gender, race, ethnicity, culture, religion, disability, sexual orientation, or family composition.
11. I agree to follow program confidentiality policies concerning information about children, families, and other staff members.
12. I agree to never leave a child alone or unsupervised while under my care.
 
 





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Openings as of 4/5/2025

Teacher – Preschool Head Start

JobID: 589

Position Type:
  Head Start - Juniata County


Date Posted:
  3/4/2024


Location:
  Juniata County Head Start - Main


Closing Date:
  until filled


  Additional Information:  Show/Hide
General Summary
This position serves as the lead worker in a classroom of Head Start children by planning, implementing, and supervising all classroom activities. This position works with typically developing children and children with disabilities.  Because this position is one part of a large system of services provided to children and families, this position also serves as a social service referral person and shares responsibility for parent involvement in the program as well as providing & modeling school readiness information and skills to parents. The position of teacher works in tandem with the rest of the parts of the system as an integrated team to support the goals of the program. The position may be reassigned to various classrooms/centers as deemed necessary for program operations. 
 
Fundamental Duties/Essential Functions
Duties of the position are described in major functional areas listed below.  Additional duties may be assigned.
 
Program Development
1.   Attends all required training and workshops.
2. Remains up-to-date on information that pertains to the needs of the children in the program including Head Start Program Performance Standards, Head Start Act, OCDEL regulations and any other applicable regulations and practices.
3. Works as a team member with the other education staff, parents to develop curriculum that is meaningful and meets the school readiness needs of the individual as well as program needs.
4. Responsible for the weekly preparation of daily lesson plans, which includes objectives to be posted for parents, volunteers and visitors in the classroom.
5. Develops an individual plan for each child to include goal setting based on identified needs and prescriptions for objectives and activities to meet established goals (outcomes).
6. Schedules home visits and parent-teacher conferences with families as required and on an as-needed basis and documents these events.
7. Maintains strict confidentiality with respect to enrolled children, families and staff in accordance with established policies and procedures.
8. Prepares a safe, healthy learning environment for children that are developmentally appropriate and experientially-based.
9. Develops individual training plans for all staff supervised making it clear what is expected and what the timeframe is for completion of short and long term goals.
10. Performs other duties as assigned.  
Preschool Program Implementation
1. Supervises all classroom activities, field trips and outdoor activities.
2. Plans and provides a developmentally and linguistically appropriate curriculum and experiences in a manner appropriate to the ages, languages and cultures of children served.
3. Directs any special needs or problems to the appropriate manager/specialist or supervisor.
4. Plans and implements learning experiences that advance the intellectual and physical competence of children including improving the readiness of children for school by developing their literacy and phonemic, print and numeracy awareness, their understanding of the use of language, their understanding and use of increasingly complex and varied vocabulary, their appreciation of books and their problem solving abilities.
5. Implements education lesson plans and daily programs for children in accordance with each child's need, based on a method of observing and recording children’s interests and current levels of functioning.  Additionally, lesson plans and daily program activities should be aligned with the Head Start Early Learning Outcomes and Framework.
6. Supports social and emotional development and provides positive guidance and discipline.
7. Maintains a commitment to professionalism and continues own professional development so that decisions are based on knowledge of early childhood theories and practices. 
8. Shares pertinent information with the respective Family Services Worker to ensure coordinated services that meet the needs of individual children and families.
9. Supervises and eats nutritionally prepared meals with the children as a curriculum activity, to model good nutrition and proper social skills.  Encourage children to serve themselves whenever possible and to serve food in a family style manner.
10. Provides a stable classroom routine and environment.
11. Ensures a well-run, purposeful program responsive to participant needs.
12. Screens, observes and documents children as required.
13. Understands regulations associated with prevention of occupational disease and injury, including the exercise of universal precautions and the prevention of contamination.
14. Performs other duties as assigned.
Recordkeeping
1. Submits daily attendance records to the main office.
2. Submits monthly progress reports to the supervisor as scheduled.
3. Supervises or orders supplies as needed and takes inventory as requested.
4. Submits monthly bills and reports to the central office in a timely manner.
5. Maintains child records in cooperation with the Family Services Worker. 
6. Gathers and maintains individual, family and classroom data for documentation, on-going assessment, evaluation and recording keeping for successful individual and program planning.
7. Understands, generates and documents in-kind and other allowable costs applied toward the non-federal share requirement.
8. Performs other duties as assigned.
Parent and Community Engagement
1. Sets up system to assure program's needs for parent engagement in each classroom are met.
2. Establishes positive and productive relationships with families focusing on a relationship of trust and rapport with the parents of the children.
3. Participates in the orientation of parents to Head Start throughout the year.
4. Facilitates and supports monthly Parent Committee meetings at the center.
5. Schedules and arranges meetings, and documents parent-teacher conferences and home visits as required.
6. Participates in the training of parents as requested.
7. Involves parents in the educational activities of the program: 
                 a.   Emphasize their role as the principal influence on the child's education and development
                 b.   Assist parents to increase their knowledge, understanding, skills and experience in basic child development.
8. Identifies and arranges for parents to participate as volunteers in the classroom and work as substitutes as well as other volunteer activities.
9. Collects monthly in-kind records from parents participating and submits to office assistant.
10. Writes a classroom newsletter once every other month beginning in October and provides center news for the program newsletter as requested.
11. Positively promotes Head Start in the community.
12. Orients and supervises all classroom volunteers.
13. Works closely with local school system(s), as appropriate, for shared activities, registration and smooth transition.
14. Performs other duties as assigned.
Supervision
1. Plans and directs the work of the staff supervised.  Observes and gives feedback to Assistant Teacher, Program Aide where applicable and other staff as assigned on at least a weekly basis.
2. Makes daily job assignments within the classroom; provides instruction in performing job duties and models appropriate classroom practices.
3. Sets the standards of the classroom and goals for Assistant Teacher and other classroom staff, monitors progress toward goals, provides regular feedback, and submits performance appraisals in a timely manner.
4. Provides daily supervision of all classroom staff and volunteers, monitors employee performance and classroom activities.  Conducts competency assessments and performance evaluation of assigned staff and volunteers.
5. Makes appropriate personnel decisions that do not require higher approval, and submits others as a recommendation to the supervisor.
6. Determines appropriate training needs to meet the program goals and objectives, and makes the necessary recommendations.
7. Develops and supports the individual development plan for assigned Assistant Teacher or other staff.
8. Performs other duties as assigned.
Training
1. Participate in all training and professional development activities as required under the Head Start Program Performance Standards, the Head Start Act, OCDEL, and as planned for by the program.
Knowledge and Abilities
1. Extensive knowledge and skills in the field of early childhood development.
2. Understand and support the Head Start Program Performance Standards, the Head Start Act, OCDEL Early Learning Standards, and the Head Start Early Learning Outcomes and Framework.
3. Knowledge of various service resources in the community. 
4. Some knowledge of the basics of supervision.
5. Knowledge of the state and federal regulations pertaining to child abuse and neglect and child care licensing requirements. 
6. Knowledge of local resources, language and customs helpful.
7. Ability to be perceptive of the needs of children and to work well with staff, children and parents/families. 
8. Ability to organize and direct classroom activities. 
9. Ability to maintain confidentiality. 
10. Ability to maintain accurate records which reflect the needs and progress of children. 
11. Ability to demonstrate knowledge, skills and a positive attitude in the field of early childhood education.
Language Skills
1. Ability to communicate ideas and instructions orally and in writing.
2. Ability to speak, read and write English well enough to understand and be understood by others.
3. Ability to write reports and business correspondence.
4. Ability to read, analyze, and interpret general educational journals.
5. Ability to speak before groups of individuals.
6. Bilingual skills helpful (English/Spanish).
Mathematical Skills
1. Ability to calculate figures and amounts such as percentages and overtime.
Reasoning Skills
1. Ability to define problems, collect data, establish facts, and draw valid conclusions.
2. Ability to interpret an extensive variety of instructions.
3. Ability to summarize conclusions and instructions, then make recommendations and develop implementation strategies.
4. Ability to maintain strict confidentiality at all times, including the ability to recognize situations in which confidentiality is required.
Other Skills and Abilities
1. Ability to exhibit patience and tact when communicating with children, families, staff, management, referral sources and the public.
2. Ability to project professionalism in conducting daily activities.
Education and Experience
1. An AA or higher in Early Childhood Education or other AA degree or higher with 6 courses in early childhood education plus six months of experience working with preschool children is preferred.  Bachelor’s degree in early childhood education or related field preferred.
2. Bilingual preferred (English/Spanish).  Previous supervision experience preferred. 
3. Must be willing and able to obtain Basic First Aid and CPR Certification and maintain certification.
4. The program will verify references and complete a sex offender registry check.  An initial health exam with acceptable tuberculosis screening results, a clear criminal records, FBI, and Child Abuse clearances check. These are required post job offer and prior to employment. 
5. Current and former Head Start/Early Head Start parents will receive preference for employment vacancies for which they are qualified. 
Physical Demands and Working Conditions
1. An occasional need to provide gentle physical restraint to children.
2. May be required to lift up to 30 pounds.
3. Some exposure to communicable diseases.
4. Noise level in work environment may be moderate to loud.
5. Travel by car, bus, airplane or train may also be required associated with attendance at conferences, meeting and other duties carried out at distant locations in and out of state and in some cases where some overnight travel may be required. 
6. Work is typically performed in a classroom setting and some office work required.
7. Some evenings and weekend work may occasionally be required for events such as home visits, parent - teacher conference, Parent Committee meetings, social and community events.





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Openings as of 4/5/2025

Behavioral Health Aide

JobID: 640

Position Type:
  Head Start - Juniata County


Date Posted:
  9/18/2024


Location:
  Juniata County Head Start - Main


  Additional Information:  Show/Hide

Juniata County Early Childhood Services invites applicants for part-time Behavioral Health Aide. 

This Behavioral Health Aide (BHA) provides support to children and teaching staff, with regard to social emotional development and behavioral health services within the early childhood classrooms.

This position will support children with identified needs as determined by a specific behavioral plan and assist in supporting staff and children with the overall center routines and procedures to help with stabilizing classroom environments. 

Fundamental Duties/Essential Functions

Duties of the position are described in major functional areas listed below. Additional duties may be assigned.

Classroom support
 
• Will work as directed by the Senior Manager for Early Education Services and the licensed mental health specialists/social worker within identified classrooms requiring additional support.
• Will support specific or identified children in learning classroom routines, interacting with other children and managing transitions.
• As directed by the mental health specialist/social worker, implement strategies to increase children’s positive experiences with the classroom.
• Will assist teaching staff and children within a classroom, to stabilize and promote positive social skills, developing coping strategies and self-regulating behaviors. 
• Assists in implementing intervention strategies within the classroom with the intent for teachers and other classroom staff to be able to carry out strategies independently.
• Assist to actively supervisor children within assigned classrooms, is alert to and minimizes the impact of situations that may create the risk of unsupervised children consistently uses active supervision procedures and practices.
• Performs other duties as assigned. 
 
Mental Health
 
• Assist with the collection of data, as directed by Mental Health Specialist/Social Worker, for specific children.
• Will become familiar with behavioral treatment plans for any child and follow the guidelines of the treatment plan.
• Assist classroom teams at implementing strategies as determined by behavioral plans.
• Providing mentoring and modeling of behavioral strategies on social emotional development and positive classroom guidance.
• Communicate to the Senior Manager for Early Education Services and the Mental Health Specialist/Social Worker regarding behavioral health training needs of staff.
• Work to further support education teams in understanding and implementing PBIS within the classroom, model and mentor staff as determined by the Mental Health Worker.
• Performs other duties as assigned. 
 
Knowledge and Abilities
 
• Knowledge of human development, early childhood, and children with disabilities. 
• Knowledge of behavioral strategies and tools. Particularly strategies that follow positive behavior techniques.\Ability to know and implement the rules, requirements and policies of the agency.
• Ability to exercise professional judgment in evaluating before making decisions.
• Ability to establish and maintain effective working relationships with agency staff, children and parents.
• Ability to keep all information strictly confidential.
 
Language Skills
 
• Ability to communicate ideas and instructions orally and in writing.  
• Ability to speak, read, and write English well enough to understand and be understood by others.
• Ability to write reports and business correspondence.
• Ability to read, analyze, and interpret general health and disabilities journals and resource materials on transition.
• Ability to speak before groups of individuals.
• Bilingual skills helpful (English/Spanish)
 
Mathematical Skills
 
• Ability to perform basic math including figuring percentages and overtime.
• Ability to produce and interpret graphs, charts, spreadsheets and other mathematical reports
• Reasoning Skills
• Ability to define problems, collect data, establish facts, and draw valid conclusions. 
• Ability to interpret an extensive variety of instructions.
• Ability to summarize conclusions and instructions, then make recommendations and develop implementation strategies.
• Ability to maintain strict confidentiality at all times, including the ability to recognize situations in which confidentiality is required.
 
Other Skills and Abilities
 
• Ability to exhibit patience and tact when communicating with children, families, staff, management, referral sources and the public.
• Ability to project professionalism in conducting daily activities.
 
Education
 
• A minimum of CDA and two years of experience working with children or an AA in Human Services with two years experience.
• The program will verify references and complete a sex offender registry check. An initial health exam with acceptable tuberculosis screening results, a clear criminal records, FBI, and Child Abuse clearances check. These are required post job offer and prior to employment.
• Must be willing and able to obtain and maintain Basic First Aid and CPR certification. 
 

Current and former Head Start parents will receive preference for employment vacancies for which they are qualified.  

Previous experience in Head Start preferred.


Physical Demands and Working Conditions

May occasionally need to provide gentle guidance and direction to children.

May be required to lift up to 45 pounds.

Some exposure to communicable diseases.

Noise level in work environment may be moderate to loud.

Work is generally performed in a classroom setting.

Must be available for a variety of evening events to support the provision of parent engagement services within the program.
Standards of Conduct
 





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Openings as of 4/5/2025

Floating Educator

JobID: 644

Position Type:
  Head Start - Juniata County


Date Posted:
  9/18/2024


Location:
  Homebased


  Additional Information:  Show/Hide
Juniata County Early Childhood Services invites applicants for a part-time Floating Educator. 

This position supports the education work in both center-based and home-based services by implementing and supervising classroom and home visit activities. This position works with typically developing children and children with disabilities. Because this position is one part of a large system of services provided to children and families, it also serves to ensure that the regular education staff in classroom and home visiting programs remain informed as to the needs of children and families that are a part of or become apparent during center based or home-based services provided by the floating educator. Additionally, the floating educator shares responsibility for parent involvement in the program as well as providing & modeling school
readiness information and skills to parents. The position of floating educator works in tandem with the rest of the parts of the system as an integrated team to support the goals of the program. The position may be assigned to various classrooms/home visits as deemed necessary for program operations.

Fundamental Duties/Essential Functions
Duties of the position are described in major functional areas listed below. Additional duties may be
assigned.

Program Development
1. Attends all required training and workshops.
2. Remains up to date on information that pertains to the needs of the children in the program including Head Start Program Performance Standards, Head Start Act, OCDEL regulations and any other applicable regulations and practices.
3. Works as a team member with the other education staff, parents to develop curriculum that is meaningful and meets the school readiness needs of the individual as well as program needs.
4. Responsible for the implementation of daily lesson plans/home visit plans, which includes updates to family/child information and planning for upcoming home visiting events.
5. Follows individual plans for each child to include identified needs and prescriptions for objectives and activities to meet established goals (outcomes).
6. Schedules home visits and parent-teacher conferences with families as required and on an as-needed basis and documents these events.
7. Maintains strict confidentiality with respect to enrolled children, families and staff in accordance with established policies and procedures.
8. Prepares a safe, healthy learning environment for children that are developmentally appropriate and experientially based.
9. Performs other duties as assigned.

Preschool Program Implementation
1. Supervises all classroom/home visit activities, field trips, outdoor activities.
2. Plans and provides a developmentally and linguistically appropriate curriculum and experiences in a manner appropriate to the ages, languages and cultures of children served.
3. Directs any special needs or problems to the appropriate manager/specialist or supervisor.
4. Plans and implements learning experiences that advance the intellectual and physical competence of children including improving the readiness of children for school by developing their literacy and phonemic, print and numeracy awareness, their understanding of the use of language, their understanding and use of increasingly complex and varied vocabulary, their appreciation of books and their problem solving abilities.
5. Implements education/home visit lesson plans and daily programs for children in accordance with each child's need, based on a method of observing and recording children’s interests and current levels of functioning. Additionally, lesson/home visit plans and daily program activities should be aligned with the Head Start Early Learning Outcomes and Framework and PA Early Learning Standards.
6. Supports social and emotional development and provides positive guidance and discipline.
7. Maintains a commitment to professionalism and continues own professional development so that decisions are based on knowledge of early childhood theories and practices.
8. Supervises and eats nutritionally prepared meals with the children to model good nutrition and proper social skills. Encourage children to serve themselves whenever possible and to serve food in a family style manner.
9. Provides a stable classroom/home visit routine and environment.
10. Ensures a well-run, purposeful program responsive to participant needs.
11. Screens, observes and documents children as required.
12. Understands regulations associated with prevention of occupational disease and injury, including the exercise of universal precautions and the prevention of contamination.
13. Performs other duties as assigned.

Recordkeeping
1. Submits daily attendance/weekly home visit records to the main office.
2. While in the classroom or on home visits, gathers and maintains individual, family and classroom data for documentation, on-going assessment, evaluation and recording keeping for successful individual and program planning.
3. Understands, generates and documents in-kind and other allowable costs applied toward the non-federal share requirement.
4. Performs other duties as assigned.

Parent and Community Engagement
1. Establishes positive and productive relationships with families focusing on a relationship of trust and rapport with the parents of the children.
2. Participates in the orientation of parents to Head Start/Early Head Start, as needed, throughout the year.
3. Schedules and arranges meetings and documents parent-teacher conferences and home visits as required.
4. Involves parents in the educational activities of the program:
a. Emphasize their role as the principal influence on the child's education and development
b. Assist parents to increase their knowledge, understanding, skills and experience in basic child development.
5. Identifies and arranges for parents to participate as volunteers in the classroom and work as substitutes as well as other volunteer activities.
6. Collects monthly in-kind records from parents participating and submits to office assistant.
7. Positively promotes Head Start/Early Head Start/PAT in the community.
8. Performs other duties as assigned.

Supervision
1. Directs the work of Assistant Teacher, Program Aide when applicable.
2. Implements daily job assignments within the classroom; provides instruction in performing job duties and models appropriate classroom practices.
3. Provides daily supervision of all classroom staff and volunteers, monitors employee performance and= classroom activities.
4. Makes appropriate personnel decisions as necessary while in the classroom or on a home visit that do not require higher approval.
5. Determines appropriate personal training needs to meet the program goals and objectives.
6. Performs other duties as assigned.

Training
1. Participate in all training and professional development activities as required under the Head Start Program Performance Standards, the Head Start Act, OCDEL, and as planned for by the program.

Knowledge and Abilities
1. Extensive knowledge and skills in the field of early childhood development.
2. Understand and support the Head Start Program Performance Standards, the Head Start Act, OCDEL Early Learning Standards, and the Head Start Early Learning Outcomes and Framework.
3. Knowledge of various service resources in the community.
4. Some knowledge of the basics of supervision.
5. Knowledge of the state and federal regulations pertaining to child abuse and neglect and childcare licensing requirements.
6. Knowledge of local resources, language and customs helpful.
7. Ability to be perceptive of the needs of children and to work well with staff, children and parents/families.
8. Ability to organize and direct classroom and home visit activities.
9. Ability to maintain confidentiality.
10. Ability to maintain accurate records which reflect the needs and progress of children as well as documents events on home visits.
11. Ability to demonstrate knowledge, skills and a positive attitude in the field of early childhood education.

Language Skills
1. Ability to communicate ideas and instructions orally and in writing.
2. Ability to speak, read and write English well enough to understand and be understood by others.
3. Ability to write reports and business correspondence.
4. Ability to read, analyze, and interpret general educational journals.
5. Ability to speak before groups of individuals.
6. Bilingual skills helpful (English/Spanish).

Mathematical Skills
1. Ability to calculate figures and amounts such as percentages and overtime.

Reasoning Skills
1. Ability to define problems, collect data, establish facts, and draw valid conclusions.
2. Ability to interpret an extensive variety of instructions.
3. Ability to summarize conclusions and instructions, then make recommendations and develop implementation strategies.
4. Ability to maintain strict confidentiality at all times, including the ability to recognize situations in which confidentiality is required.

Other Skills and Abilities
1. Ability to exhibit patience and tact when communicating with children, families, staff, management, referral sources and the public.
2. Ability to project professionalism in conducting daily activities.

Education and Experience
1. Bachelor’s degree in early childhood education or related field preferred. Related field includes 6 courses in early childhood field plus six months of experience working with preschool children is preferred.
2. Bilingual preferred (English/Spanish). Previous supervision experience preferred.
3. Must be willing and able to obtain Basic First Aid and CPR Certification and maintain certification.
4. The program will verify references and complete a sex offender registry check. An initial health exam with acceptable tuberculosis screening results, a clear criminal records, FBI, and Child Abuse clearances check. These are required post job offer and prior to employment.
5. Current and former Head Start/Early Head Start parents will receive preference for employment vacancies for which they are qualified.

Physical Demands and Working Conditions
1. An occasional need to provide gentle physical restraint to children.
2. May be required to lift up to 30 pounds.
3. Some exposure to communicable diseases.
4. Noise level in work environment may be moderate to loud.
5. Travel by car, bus, airplane or train may also be required associated with attendance at conferences, meeting and other duties carried out at distant locations in and out of state and in some cases where some overnight travel may be required.
6. Work is typically performed in a classroom setting and some office work is required.
7. Some evenings and weekend work may occasionally be required for events such as home visits, parent -teacher conference, Parent Committee meetings, social and community events.
Standards of Conduct




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Openings as of 4/5/2025

Program Aide

JobID: 471

Position Type:
  Head Start - Juniata County/Program Aide


Date Posted:
  4/29/2022


Location:
  Juniata County Head Start - Main


  Additional Information:  Show/Hide
General Summary
This position works as a part of a team to assist in activities in the areas of the classroom, kitchen and bus and/or to serve as a disabilities aide as needed. The position contains elements of the job descriptions of positions titled Classroom Aide, Bus Aide, Custodial Aide and Kitchen Aide as well as requiring some light cleaning duties and as a disabilities aide providing support for children with disabilities.  Works with typically developing children and/or children with special needs.   The position may be reassigned to various classrooms/centers/bus routes as deemed necessary for program operations.  This position may receive content area technical support and training from the Teacher, Bus Driver, Cook and Program Managers/Specialists.
 
Fundamental Duties/Essential Functions
Duties of the position are described in major functional areas listed below.  Additional duties may be assigned
 
Classroom Aide
1. Assists classroom staff in all classroom activities, field trips and outdoor activities including lesson plans.
2. Assists in developing materials and providing activities related to the cultural background of the children and families served.
3. Helps supervise at mealtime, eating with the children to encourage good nutrition and proper social skills.
4. Helps keep the classroom and its contents clean and orderly.
5. Assists the Teacher in any aspect of the program as the need arises.
6. Serves as a substitute in the absence of the Teacher or Assistant Teacher.
7. Performs other duties as assigned.
 
Bus Aide
 
1. Assists driver in keeping the interior of the vehicle clean at all times.
2. Assists with cleaning the exterior of the vehicle as weather allows.
3. Maintains accurate record keeping for program requirements.
4. Reports any damage or malfunction immediately to the Bus Driver.
5. Assists, as requested, to perform safety checklist of the interior of the bus, including maintenance of fire safety supplies and seat belts.
6. Ensures that the bus is empty at the end of each run and that all children are accounted for.
7. Interacts with children during bus route for socializing and educational experiences.
8. Ensures that children remain seated and with seat belts on at all times.
9. Assists with parents/families signing children on and off the bus.
10. Communicates with parents/families as needed.
11. Performs other duties as assigned.
Kitchen Aide
1. Completes routine kitchen/dining room/food chores as assigned.
2. Prepares necessary food and serving items or service prior to or after use.
3. Participates in kitchen clean up, inventory and other kitchen tasks as requested.
4. Substitutes for regular Cook or Assistant Cook as needed.
5. Performs other duties as assigned.
 
 
 
Disabilities Aide
 
1. Works with assigned children with disabilities.
2. Supports the work of the classroom staff, Specialists, Managers and/or the Mental Health Consultant in carrying out individual plans for children with special needs.
3. Performs other duties as assigned.
 
Training and Other
1. Attends all workshops and meetings as deemed necessary by the supervisor.
2. Attends all required staff and parent meetings and activities.
3. Responsible for understanding Head Start Program Performance Standards and other required local regulations.  If working in a Pre-K Counts classroom, responsible to understand the state regulations as determined by OCDEL
4. Successfully completes and maintains Basic First Aid and CPR certification.
5. Is knowledgeable of the regulations associated with prevention of occupational disease and injury, including the exercise of universal precautions and the prevention of contamination.  
6. Performs other duties as assigned.
 
Training
1. Participate in all training and professional development activities as required under the Head Start Program Performance Standards, the Head Start Act, OCDEL, and as planned for by the program.
 
Knowledge and Abilities
1. Knowledge of the basics of working with preschool children. 
2. Knowledge of the purpose of the respective program employed to work under (HS/EHS/PKC). 
3. Knowledge of basic food preparation, serving and sanitation practices.  
4. Knowledge of local resources, customs and language helpful.
5. Ability to relate sensitively with children and to work well with staff and parents and families. 
6. Ability to follow directions and take initiative. 
7. Ability to keep all information on families strictly confidential. 
8. Ability to communicate effectively with children and staff. 
9. Must have the physical, emotional and mental ability to assist the Bus Driver with a vehicle full of children in a safe and pleasant manner when riding the bus. 
10. Ability to work with children with disabilities. 
 
Language Skills
1. Ability to communicate both written and orally. 
2. Ability to follow directions from both written and oral instructions.
3. Ability to read and comprehend instructions, short correspondence and memos.  Ability to write simple correspondence.
4. Ability to communicate with families and children in a positive and helpful manner.
5. Ability to respond to common inquiries or complaints from community.
6. Bilingual skills helpful (English/Spanish).
 
Mathematical Skills
1. Ability to add, subtract, multiply and divide.
 
Reasoning Skills
1. Ability to apply common sense understanding to carry out instructions furnished in written or oral form.
2. Ability to maintain confidentiality.
 
 
Other Skills and Abilities
1. Ability to exhibit patience and tact when communicating with children, families, staff, management, referral sources and the public.
2. Ability to project professionalism in conducting daily activities.
 
Education and Experience
1.   This is an entry-level position. 
2.   The minimum requirement is that the individual be 18 years of age. 
3.   Must have a high school diploma or GED  
4.   Must be willing and able to obtain Basic First Aid and CPR Certification and maintain certification.
5.   The program will verify references and complete a sex offender registry check.  An initial health exam with acceptable tuberculosis screening results, a clear criminal records, FBI, and Child Abuse clearances check. These are required post job offer and prior to employment. 
6.   Current and former Head Start/Early Head Start parents will receive preference for employment vacancies for which they are qualified. 
 
Physical Demands and Working Conditions
1. Time spent riding on public roads in changing weather conditions. 
2. Requires riding in all weather conditions including rain, snow, ice, wind, heat, etc. 
3. Must be able to assist in changing tires and make other minor repairs as necessary.
4. May be required to lift up to 45 pounds.
5. Some exposure to communicable diseases.
6. Noise level in work environment may be moderate to loud.
7. Work is typically performed in a classroom, kitchen or bus setting and some office work may be required.
8. Some evenings and weekend work may occasionally be required for events such as home visits, parent teacher conference, Parent Committee meetings, community and social events.
 
Standards of Conduct
By signing this job description, I agree to abide by the following Standards of Conduct as outlined in Head Start Program Performance Standards 1302.90 (c):
1. I agree to not use corporal punishment.
2. I agree to not use isolation to discipline a child.
3. I agree to not bind or tie a child to restrict movement or tape a child’s mouth.
4. I agree to not use or withhold food as a punishment or reward.
5. I agree to not use toilet learning/training methods that punish, demean, or humiliate a child
6. I agree to not use any form of emotional abuse, including public or private humiliation, rejecting, terrorizing, extended ignoring, or corrupting a child.
7. I agree to not physically abuse a child.
8. I agree to not use any form of verbal abuse, including profane, sarcastic language, threats, or derogatory remarks about the child or child’s family.
9. I agree to not use physical activity or outdoor time as a punishment or reward.
10. I agree to respect and promote the unique identity of each child and family and refrain from stereotyping on the basis of gender, race, ethnicity, culture, religion, disability, sexual orientation or family composition.
11. I agree to follow program confidentiality policies concerning information about children, families, and other staff members.
12. I agree to never leave a child alone or unsupervised while under my care.
 Application Procedure:
Apply Online

Selection Procedure:
 




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Openings as of 4/5/2025

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 4/5/2025

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 4/5/2025

Early Intervention Paraprofessional-Part Time

JobID: 610

Position Type:
  Special Education/Early Intervention Classroom Paraeducator


Date Posted:
  4/29/2024


Location:
  Juniata County EI Class/Country Kids Preschool


  Additional Information:  Show/Hide
The Tuscarora Intermediate Unit 11 invites applicants for a part-time Early Intervention Paraprofessional in our Juniata County, PA classroom.  Starting rate $15.03/hour.

The Early Intervention Paraprofessional / Personal Care Aide are directly responsible to the assigned classroom teacher and Supervisor of Special Education.
Qualification Standards
1. Education: High School/GED diploma required.
2. Experience: Preferred experience in an early childhood setting or special needs population.
3. Must obtain and maintain Highly Qualified status as a Paraprofessional in the state of Pennsylvania.
4. Must complete and maintain Pennsylvania training hours as required for paraprofessionals each year.

Essential Duties/ Skills & Abilities
Support children with special needs in an inclusion based classroom including the following:
1. Assist the teacher in preparing materials, including locating, copying, and creating materials in support of instructional activities pre-planned by the educational team.
2. Demonstrate the appropriate use of the English language in both oral and written communications skills.
3. Communicate effectively with the public, staff members, students and parents and other community partners using tact and good judgment.
4. Assist students with personal hygiene, health and safety issues if required.
5. Perform health procedures (medication administration, tube feeding, catheterizations, asthma treatments etc, as needed) after receiving detailed training from parent.
6. Demonstrate use of computer to access email and calendars and complete basic word processing and data based applications as is required.
7. Preview short and long term lesson plans prepared by the team and anticipate the need for specific supplies and materials.
8. Adhere to prior teacher training/directions and lead small group activities planned by the teacher in an atmosphere where students are actively engaged in meaningful learning experiences.
9. Assist the teacher in adapting the curriculum/ routines to meet the needs of students with diverse cultural and socio economic backgrounds, learning styles and specials needs.
10. Participate successfully in training programs offered to increase skill and proficiency related to assignment and the procedures used with exceptional students.
11. Maintain a clean and orderly environment for students and staff.
12. Assist in the implementation of appropriate student behavior management techniques.
13. Manage time efficiently and keep up with all required tasks.
14. Maintain confidentiality at all times.
15. Assist as assigned in the collection of assessment data from a variety of sources and in compiling and organizing data for review by the teacher along with any other clerical duties.
16. Ability to exert up to 50 pounds of force, occasionally, to lift, carry, push or otherwise move equipment/supplies, be outside in all seasons, hear within normal ranges and see within normal ranges.
17. Willingness to travel to various training sites and staff developmental activities
18. Ability to provide personal, reliable vehicle for own travel requirements.
19. Ability to present oneself in a professional manner following attendance, punctuality, personal appearance and appropriate dress code.
20. Perform other tasks consistent with the goals of this position and/ or as assigned by the Teacher or Supervisor of Special Education.




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Openings as of 4/5/2025

Early Intervention Paraprofessional-Part Time

JobID: 630

Position Type:
  Special Education/Early Intervention Classroom Paraeducator


Date Posted:
  8/8/2024


Location:
  Huntingdon, PA


Date Available:
  when filled


Closing Date:
  when filled


  Additional Information:  Show/Hide
The Tuscarora Intermediate Unit 11 invites applicants for a part-time Early Intervention Paraprofessional in our Huntingdon, PA classroom.  Starting rate $15.03/hour. 

The Early Intervention Paraprofessional / Personal Care Aide are directly responsible to the assigned classroom teacher and Supervisor of Special Education.

Qualification Standards
1. Education: High School/GED diploma required.
2. Experience: Preferred experience in an early childhood setting or special needs population.
3. Must obtain and maintain Highly Qualified status as a Paraprofessional in the state of Pennsylvania.
4. Must complete and maintain Pennsylvania training hours as required for paraprofessionals each year.

Essential Duties/ Skills & Abilities
Support children with special needs in an inclusion based classroom including the following:
1. Assist the teacher in preparing materials, including locating, copying, and creating materials in support of instructional activities pre-planned by the educational team.
2. Demonstrate the appropriate use of the English language in both oral and written communications skills.
3. Communicate effectively with the public, staff members, students and parents and other community partners using tact and good judgment.
4. Assist students with personal hygiene, health and safety issues if required.
5. Perform health procedures (medication administration, tube feeding, catheterizations, asthma treatments etc, as needed) after receiving detailed training from parent.
6. Demonstrate use of computer to access email and calendars and complete basic word processing and data based applications as is required.
7. Preview short and long term lesson plans prepared by the team and anticipate the need for specific supplies and materials.
8. Adhere to prior teacher training/directions and lead small group activities planned by the teacher in an atmosphere where students are actively engaged in meaningful learning experiences.
9. Assist the teacher in adapting the curriculum/ routines to meet the needs of students with diverse cultural and socio economic backgrounds, learning styles and specials needs.
10. Participate successfully in training programs offered to increase skill and proficiency related to assignment and the procedures used with exceptional students.
11. Maintain a clean and orderly environment for students and staff.
12. Assist in the implementation of appropriate student behavior management techniques.
13. Manage time efficiently and keep up with all required tasks.
14. Maintain confidentiality at all times.
15. Assist as assigned in the collection of assessment data from a variety of sources and in compiling and organizing data for review by the teacher along with any other clerical duties.
16. Ability to exert up to 50 pounds of force, occasionally, to lift, carry, push or otherwise move equipment/supplies, be outside in all seasons, hear within normal ranges and see within normal ranges.
17. Willingness to travel to various training sites and staff developmental activities
18. Ability to provide personal, reliable vehicle for own travel requirements.
19. Ability to present oneself in a professional manner following attendance, punctuality, personal appearance and appropriate dress code.
20. Perform other tasks consistent with the goals of this position and/ or as assigned by the Teacher or Supervisor of Special Education.




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Openings as of 4/5/2025

Early Intervention Teacher

JobID: 590

Position Type:
  Special Education/Early Intervention Classroom Teacher


Date Posted:
  3/4/2024


Location:
  Juniata County EI Class/Country Kids Preschool


  Additional Information:  Show/Hide
The Tuscarora Intermediate Unit has an opening for an Early Intervention Teacher in our Mifflintown, PA classroom. 

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 4/5/2025

Early Intervention Classroom Teacher for Early Intervention Communication Support Classroom

JobID: 656

Position Type:
  Special Education/Early Intervention Classroom Teacher


Date Posted:
  12/10/2024


Location:
  Huntingdon, PA


Closing Date:
  until filled


  Additional Information:  Show/Hide
Full time Early Intervention Teacher position working in Huntingdon, PA. This position will be working in a Communication Support Classroom classroom with students with low language skills and/or autism.  This classroom is located at The Learning Tree Preschool which is an inclusive classroom setting.  Starting salary is $51,296-$54,920 commensurate with experience. PSERS Retirement.  The position is 185 days.  We also offer an additional $1,000 IEP stipend per year. 
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.
 
 
 
 





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Openings as of 4/5/2025

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 4/5/2025

Itinerant Teacher of the Visually Impaired

JobID: 579

Position Type:
  Special Education/Early Intervention Itinerant Teacher


Date Posted:
  1/22/2024


Location:
  TIU Special Education


  Additional Information:  Show/Hide
The Tuscarora Intermediate Unit seeks applicants for Itinerant Teacher of the Visually Impaired.  The Itinerant Teacher of the Visually Impaired shall be directly responsible to the assigned Supervisor of Special Education for supervision and evaluation.  Salary range is $53,839 to $72,867 based on experience and education. 

TIU will work with a candidate to secure the required emergency certification in this area.
Prerequisite: Bachelor's degree in general or special education.

Visual Impairment Certification can be obtained with 21 credit hours.  All courses are offered online. Program can be completed in 18 months.
• This is a full-time 190 day position .  Instructional days = 185 /In-Service/Professional Development days = 5
• We offer a $6,000 sign-on bonus.
• Teacher will work with early intervention and K-12  students 
• Starting Step 1 salary for a Bachelor's degree would be $53,839 - additional credit will be given for certificated instructional experience in any area
• Supplemental annual stipend of $1,000 for IEP development 
• Tuition reimbursement will be provided
• Teacher mentor will be assigned as needed
• 10 Sick Days and 2 Personal Days awarded annually
 
Fundamental Duties/Essential Functions
1.         Accept referrals of eligible students from qualified personnel in the TIU service area.
2.         Be aware of vision screening results by either taking part in the screening procedure or conferring with the school nurses who have completed the vision screening process.
3.         Conduct formal and informal assessments of students to assist in the determination of visual impairment eligibility and then participate in the Individualized Education Program team meetings.
4.         Use available assessment and other diagnostic information, in addition to parent, teacher and other team member input to formulate intervention goals and objectives.
5.         Schedule and conduct student sessions with consideration towards the needs and capacities of the student within the framework and policies of the school.
6.         Institute an eclectic curriculum for partially seeing students which emphasizes sight utilization training (with appropriate visual aids), auditory training and listening skills development, basic orientation and mobility techniques.
7.         Provide instructional support for students in academic subject areas.
8.         Direct the student toward gainful activities related to the classroom situation.
9.         Review and correct completed assignments, using such aids as Braille Writer, Slate and stylus, or computer.
10.       Be aware of visual health problems and take proper measures to insure correction, when possible.
11.       Any employee who completes certification and/or licensure requirements shall fulfill School-Based Access Program (SBAP) functions.
12.       Attend trainings, workshops and conferences in order to remain current in the field of vision support.
12.       Perform other tasks as assigned by the designated 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 Instructional I or II Certificate, Visually Impaired PK-12
2.         Experience:  Prior experience as teacher of the Visually Impaired 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 4/5/2025

Occupational Therapist

JobID: 665

Position Type:
  Special Education/Occupational Therapist


Date Posted:
  3/17/2025


Location:
  Fulton County


  Additional Information:  Show/Hide
The Tuscarora Intermediate Unit has an opening for an Occupational Therapist in our Fulton County, PA classrooms. This is a 190-day position providing services in both a school age and early childhood setting. Salary range is $62,740-$75,591 based on experience and education. 

The Occupational Therapist shall be directly responsible to the assigned Supervisor of Special Education for supervision and evaluation.
Fundamental Duties/Essential Functions
1. Perform and interpret appropriate tests and procedures which aid in the evaluation of the needs of physically handicapped students.
2. Assist the multidisciplinary team in the comprehensive assessment of a student so that appropriate and adequate educational programs and services are considered as part of the team decision making process.
3. Plan and implement therapy programs on the basis of evaluations, following referral and approval of the program by the physician.
4. Consult with the teacher to effectively link therapy with IEP goals and objectives in the sensory motor and gross motor areas.
5. Provide assessment data and recommendations about intervention strategies and expert knowledge in specific areas of a child's development through periodic progress reports.
6. Consult with parents regarding evaluation results, as well as making recommendations to the parent about any interventions that can be done at home.
7. Function as a liaison between the school and community-based therapy program.
8. Any employee who completes certification and/or licensure requirements shall fulfill School- Based Access Program (SBAP) functions.
9. Perform other tasks as assigned by the designated 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 occupational therapy assessment procedures and therapy methods.
3. Ability to orally communicate effectively in English with others in all levels of group and individual contacts.
4. Ability to communicate effectively in writing, using the English language.
5. Ability to provide personal, reliable vehicle for own travel requirements.
6. Ability to exert up to 50 pounds of force, occasionally, to lift, carry, push, or otherwise moveequipment/supplies including students.
7. Willingness to conduct therapy in various physical settings to include homes, schools, community centers,etc.
8. Ability to employ interpersonal skills so as to effectively collaborate with school staff, parents and agency personnel.

Qualification Standards
1. Education: Possess an Occupational Therapy License to practice in Pennsylvania.
2. Experience: Prior experience as an occupational therapist in educational settings is 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 4/5/2025

Occupational Therapist (anticipated)

JobID: 666

Position Type:
  Special Education/Occupational Therapist


Date Posted:
  3/19/2025


Location:
  Mifflin County


  Additional Information:  Show/Hide
The Tuscarora Intermediate Unit has an anticipated opening for an Occupational Therapist in our Mifflin and Juniata County, PA classrooms. This is a 190-day position providing services in both a school age and early childhood setting. Salary range is $62,740-$75,591 based on experience and education. 

The Occupational Therapist shall be directly responsible to the assigned Supervisor of Special Education for supervision and evaluation.
Fundamental Duties/Essential Functions
1. Perform and interpret appropriate tests and procedures which aid in the evaluation of the needs of physically handicapped students.
2. Assist the multidisciplinary team in the comprehensive assessment of a student so that appropriate and adequate educational programs and services are considered as part of the team decision making process.
3. Plan and implement therapy programs on the basis of evaluations, following referral and approval of the program by the physician.
4. Consult with the teacher to effectively link therapy with IEP goals and objectives in the sensory motor and gross motor areas.
5. Provide assessment data and recommendations about intervention strategies and expert knowledge in specific areas of a child's development through periodic progress reports.
6. Consult with parents regarding evaluation results, as well as making recommendations to the parent about any interventions that can be done at home.
7. Function as a liaison between the school and community-based therapy program.
8. Any employee who completes certification and/or licensure requirements shall fulfill School- Based Access Program (SBAP) functions.
9. Perform other tasks as assigned by the designated 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 occupational therapy assessment procedures and therapy methods.
3. Ability to orally communicate effectively in English with others in all levels of group and individual contacts.
4. Ability to communicate effectively in writing, using the English language.
5. Ability to provide personal, reliable vehicle for own travel requirements.
6. Ability to exert up to 50 pounds of force, occasionally, to lift, carry, push, or otherwise moveequipment/supplies including students.
7. Willingness to conduct therapy in various physical settings to include homes, schools, community centers,etc.
8. Ability to employ interpersonal skills so as to effectively collaborate with school staff, parents and agency personnel.

Qualification Standards
1. Education: Possess an Occupational Therapy License to practice in Pennsylvania.
2. Experience: Prior experience as an occupational therapist in educational settings is 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 4/5/2025

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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