Special Education & Bilingual Teacher Staffing Resources

As noted in the August 13th, 2024 edition of Principals Digest, NYC Public Schools and the UFT have reached an agreement regarding bilingual special education. This agreement states that effective July 1, 2024, tenured teachers currently working under a monolingual special education license who also hold a valid NYS bilingual extension can change their license to a bilingual license during the 2024-25 school year and receive a payment of $5,000.

This temporary flexibility also allows certified teachers to complete either the examination requirement or the instead of both sets of requirements.

This is a fantastic opportunity to expand NYCPS’ capacity to serve Bilingual Special Education (BSE) students citywide. Importantly, this agreement does not impact existing tenure or any future eligibility regarding tenure. Any decision by a teacher to switch to a bilingual license must result from a mutual agreement between the teacher and principal. Once the change is made, the teacher must provide instruction in a traditional BSE program or a Mixed Group Class.

The Special Education Office (SEO)  encourages principals to begin outreach to teachers on their staff who may be interested in this opportunity. Whether through a traditional BSE program or a Mixed Group Class, this flexibility allows us to ensure students are receiving the services they need in a language-rich environment.

This agreement expires on June 30, 2025, so it is important to act now to capitalize on this initiative.

For questions about bilingual special education and mixed group classes, contact your district administrator of special education. For questions regarding teacher licenses, certification, and eligibility, contact your district director of HR.

The Office of Teacher Recruitment and Quality (TRQ) recommends prioritizing your Special Education vacancy as these candidates are in high demand. 

Step 1: Post your vacancy in Galaxy 

• This should always be your first step to ensure you receive TRQ’s support with your teacher staffing needs. 

• Make sure that the information you provide is accurate and up to date and includes a contact email address. 

Step 2: Post your open position and search for candidates in BOTH the New Teacher Finder (NTF) for new and external teachers and the Open Market Transfer System (OMT) for current DOE teachers  

• Make sure the information is thorough and includes detailed information about your school and the role. If anything changes or the position is filled, update the posts accordingly. A sample NTF post can be found here. 

• Note that external DOE candidates cannot see vacancies listed in Galaxy and rely on the NTF for their job searches. 

• If you find a new teacher candidate through referral or connections with a college or university, the candidate must still apply through the NTF to complete their Applicant Gateway process. 

• Tutorials on using the NTF (how to post positions and search for candidates) can be found on H.I.R.E. Connections. 

• Remember: OMT is open from April to August each year and then transitions to the Excessed Staff Selection System (ESSS). The NTF is available year-round but has the highest concentration of candidates from March through late July. 

Step 3: Attend a Virtual Networking Event 

• Look out for a series of Special Education events taking place from March to September.  

• Events are held two to four days per week and are subject or district specific. 

• Information is posted in P-Digest and on H.I.R.E. Connections the month prior. Schools with 2+ or escalated vacancies may receive invitations by email directly from TRQ. 

• Any member of your school community can serve as an event representative – APs, Peer Recruiters, teachers, etc. 

Step 4: Look into Alternative Staffing Solutions 

• Encourage current teachers at your school to take advantage of Additional Certification programs to meet your school’s needs.  

Step 5: Utilize the Resources on H.I.R.E. Connections 

• Find NTF tutorials, information about alternative and additional certification programs, sample demo lessons and interview questions, and more resources and best practices information to support you with your staffing needs. 

• Use the Contact Us button to reach out to the Office of Teacher Recruitment and Quality (TRQ) to request help with creating a list of candidates or with questions about the candidate search process. 

Step 6: Contact Your HR Director 

• Unsure of your school’s HRD? You can search for your school: https://sites.google.com/schools.nyc.gov/edudirectory/home

Schools should prioritize FSF to hire staff to cover all mandated services, including services mandated on students' Individualized Education Programs (IEPs). This will ensure that students begin the school year receiving their full IEP-mandated programs and services (i.e., SETSS, ICT, or Special Class) in the upcoming school year. When planning to hire for the next school year, the principal should declare vacancies and hire special education teachers to cover all mandates before using budget for other positions – especially any discretionary positions.

It is essential that schools plan to meet student mandates on IEPs, at this time of year when teams are reviewing student needs, holding IEP meetings, and as new students are being matched to the entering class for the next school year. Be sure to plan for and hire enough teachers to cover all anticipated needs for certified special education teachers. In planning for hiring special education teachers, review the IEPs of current students to determine the appropriate number of special education teachers and paraprofessionals needed to ensure the provision of special education programs and related services as indicated in students’ IEPs. As soon as they are available, review the IEPs of students expected to attend next year. Any IEP changes that are considered a result of these reviews should be based on individual student needs, not on concerns about the ability to fund or hire special education teachers.

On a weekly basis, throughout the school year, schools should review their Program Services (SESIS/STARS linkage) Reports to ensure that students with IEPs are fully served. If students are not fully served, Administrators of Special Education (ASE) and Academic Policy and Systems Leads (APPA) with the support of the borough Directors of Special Education, can support schools in determining if this is a result of the need for a special education teacher. Senior Directors of School Finance and Human Resources can support schools in identifying candidates and the funds to hire staff.

Spring through the start of school, school leaders are encouraged to:

• Forecast: Work with the District Administrator of Special Education (ASE) and District HR Director to begin forecasting special education vacancies:

  • Utilize Program Services Reports to review need based on current students

  • Utilize SESIS to identify incoming (list noticed) 6th and 9th grade students with IEPs

  • Utilize lists of incoming kindergarten students emailed to principals from  T5CaseManagement@schools.nyc.gov

   NOTE: Specific dates when schools begin receiving access to incoming K, 6th, and 9th graders in SESIS will be announced in Principals’ Digest.

• Plan for enough teachers to allow some extra instructional time, should the number of students with IEPs or the range of recommendations in your school require additional classes or sections.

• Programming: Ensure that each Special Education teacher is fully utilized/programmed for mandated periods FIRST; consider developing a pool of teachers for paid preps for coverages throughout the semester, or other flexible assignments that would allow redeployment if more students with IEPs are assigned to the school. 

  • Hiring Committee: Organize a Hiring Committee which includes staff with knowledge of special education and the school’s specific special education needs (e.g., a special education teacher, general education teacher, AP for special education, special education liaison) to support the principal in hiring decisions 

Vacancies 

• • Create and post vacancies in Galaxy. Escalate staffing needs to your District Human Resources and Senior Finance Directors for recruitment and associated budgetary needs. Inform your superintendent of hiring needs and the potential support needed from them regarding budget. 

  • Create vacancy postings in the New Teacher Finder to be viewed by new, external teacher candidates. Teachers are unable to view vacancies in Galaxy. 

  • Actively communicate with your District Human Resources Director to ask about teacher recruitment events, and updated candidate pools from which to interview. 

  • Reach out to the Office of Teacher Recruitment and Quality through the H.I.R.E. Connections portal for information on the available candidate pools, in-person and virtual events, hiring best practices, and to request lists of new teacher candidates. Utilize TRQ’s teacher hiring supports whenever possible. 

Special Education Vacancies: 

• • Certification must match class/grade assignment; 

  • Special Class teachers need a specialist certificate (not generalist certificate) with content area extension or specialty for grades 7-12; 

  • Review certifications for entire school staff to ensure efficient programming and identify opportunities to leverage teachers with more than one certification. Ensure that shifts in academic expectations for IEP program recommendations (particularly number of periods) are reflected during articulation years. 

  • New Teacher Finder: 

  • Utilize the New Teacher Finder to search for traditional pathway and alternative certification pathway (e.g., NYC Teaching Fellows and NYC Teaching Collaborative Partner Teachers) teacher candidates. 

  • Open Market Transfer: Use Open Market Transfer (OMT) to recruit experienced teachers (open April 19, 2023– August 8, 2023). 

  • Events: Attend in-person and virtual new teacher networking events organized by the Office of Teacher Recruitment and Quality. There are a limited number of early hiring events for districts participating in Early Commitment. Please reach out to TRQ for more information. Starting in June, schools citywide can reference H.I.R.E. Connections for a calendar of events and to register. 

  • Webinars: Sign-up to attend TRQ webinars that are offered year-round on topics related to staffing and hiring for your school. Topics include Special Education Staffing, Extended Certification Programs, Inclusive Teacher Recruitment and Hiring, and New Teacher Finder Training. Notifications are posted in Principals’ Digest and on H.I.R.E. Connections. 

    • Alternative Certification (Alt. Cert.) Candidates: Grades 1-6 and Grades 7-12 Bilingual Special Education, Special Education NYC, and Dual Certification Special Education – Math and Special Education - Science Teaching Collaborate and NYC Teaching Fellows for the 2023-2024 SY will be in the New Teacher Finder  by late April. There is a limited number of available Alt. Cert. candidates for the 2023-24 school year, and Partner Teachers are only eligible to accept positions in certain high-need districts. Principals and/or hiring managers are encouraged to search the New Teacher Finder for potential candidates to meet their teacher staffing needs. 

    • Extended Certification Programs: The DOE offers extended certification programs to enable current DOE teachers to pursue a Students with Disabilities (SWD) certification or Bilingual Extension through the completion of subsidized graduate-level coursework. Between January and April, principals may refer interested teacher candidates by completing the Extended Certification Programs and NYC STEP Referral Form. Interested teachers can learn more about these programs here.The application opens in the Spring.  

    • Excessed Staff Selection: After OMT closes on August 8, 2023, search for available teachers in excess (ATRs) using the Excessed Staff Selection System (ESSS) or by reaching out to the Office of Teacher Recruitment and Quality using their online form or through H.I.R.E. Connections for continued new teacher staffing support. 

    • General Education and Content Area Positions: When hiring for general education and content area positions, consider hiring teachers who hold both a common branch or content certification as well as a special education certification and/or bilingual extension. 

    • General Education Teacher Appointment w/ Special Education Certification: Consider asking teachers appointed under a general education certification who also hold a special education certification to provide some amount of special education services as part of their regular teaching program. 

After start of school if there is still a staffing need, school leaders: 

• • • Must continue to utilize the NTF to identify new teachers. Reach out to TRQ through H.I.R.E. Connections for NTF support or help with candidate lists. 

    • Should document outreach, interviews, outcome of interviews for all candidates. 

    • Must utilize Sub Central and employ special education certified substitute teachers to cover short and long-term absences and ensure that all IEP mandated programs and services are provided. 

    • Must continue to work with the District ASE and District HR Director and Office of Teacher Recruitment and Quality for continued staffing supports. 

    • Should consider, where applicable, the use of appropriate certified F-Status teachers and Sixth Period Shortage coverage. 

If a qualified, certified special education teacher, including ATRs and substitute teachers cannot be identified school leaders should: 

• • • Ensure that all Integrated Co-Teaching (ICT) classes have two teachers assigned to them. 

    • Ensure that all ICT classes are within the 60/40 ratio and consistent with contractual class size. 

    • Ensure that all special classes have a teacher (and paraprofessional if applicable) assigned to

      • them and that the class size does not exceed the regulatory maximum (e.g., 12, 15, etc.). 

      • Contact the District ASE to obtain an authorization for SETSS Services (“P-4”) if a DOE special education teacher cannot be identified and assigned within 2 school days of the start of the school year or if two periods per day of SETSS cannot be provided by the student’s current school as an alternative until an ICT class is available. (NOTE: P-4 is non-compliant and intended to be used as a temporary provision of service until the correct service can be provided by the school. School leaders should document efforts to hire a full-time special education teacher to provide SETSS in their recruitment log and reach out to their District for assistance when needed.) 

      • If ICT services are not being provided by a certified special education teacher, ensure that students are receiving two periods per day of SETSS as interim support until a special education teacher is available to provide ICT. For more information about supporting students who are not receiving Integrated Co-Teaching please review the Special Education Standard Operating Procedures (SOPM ) on pages 96 and 97. 

      • Where a teacher with a bilingual extension is not available, ensure that all students with bilingual ICT and special class recommendations are provided with an Alternate Placement Paraprofessional. Information regarding the provision of APPs can be found in SAM 13.

    • Note: These interventions are interim measures that do not meet the mandates of the students. Once implemented, the school must continue to take the appropriate steps to hire and program so that the students’ mandates are met.

• (SY23-24 UPDATE ) hiring-for-the-provision-of-special-education-program-services - Copy.pdf

• 200 KB Download

1. When can candidates apply for the Students with Disabilities (All Grades) certificate?

Individuals can apply for the SWD (All Grades) certificate in the TEACH system now. The certificate types, pathways, and requirements for this certificate title are listed on the Search Certification Requirements webpage.

2. Which ages/grade levels does the Students with Disabilities (All Grades) certificate cover?

The SWD (All Grades) certificate permits individuals to teach students with disabilities in pre-Kindergarten through grade 12 in New York State public schools. Teachers who hold this certificate cannot teach students with disabilities from ages 0-2 years, but can teach students with disabilities from ages 3-4 years (e.g., children in Universal Pre-Kindergarten programs).

3. If a candidate wants to teach students with disabilities (SWD) at the early childhood level, do they need to hold the SWD (Birth-Grade 2) or SWD (All Grades) certificate?

The SWD (Birth-Grade 2) certificate will continue to exist. Individuals who are interested in teaching students with disabilities from ages 0-2 years would need to hold the SWD (Birth-Grade 2) certificate. Individuals who are interested in teaching students with disabilities from age 3-grade 2 could hold either the SWD (Birth-Grade 2) certificate or the SWD (All Grades) certificate.

4. What is the timeline for phasing out the SWD (Grades 1-6) and SWD (Grades 7-12) certificates?

The Department will no longer issue certificates in the SWD (Grades 1-6) and SWD (Grades 7-12) certificate titles, other than for the Professional certificate and reissuance of an Initial certificate, with an effective date that begins after September 1, 2030. The Professional certificate and reissuance of an Initial certificate in these certificate titles will continue to be issued, holding harmless candidates who have a valid or expired Initial SWD (Grades 1-6) and/or SWD (Grades 7-12) certificate.

Individuals will continue to be able to apply for the SWD (Grades 1-6) and/or SWD (Grades 7-12) certificates through the individual evaluation pathway prior to September 1, 2023, and will be eligible for these certificates provided that they meet all requirements for the certificate prior to September 1, 2026.

5. Who is eligible for the extension to teach certain subjects to students with disabilities in grades 5-9 or grades 7-12, and when do the revised requirements for the extension go into effect?

Special education teachers who hold one of the certificates listed on the Subject Area Extension webpage are eligible for the extension. Eligible special education teachers will be able to obtain the extension by completing 12 semester hours in the subject area or passing the content specialty test (CST) in the subject area of the extension.

Practicing Special Education Teachers

6. Will a candidate that holds a special education certificate lose their certificate or be required to obtain the SWD (All Grades) certificate by NYSED?

No. Teachers who hold a SWD certificate in a grade band (Birth-Grade 2, Grades 1-6, Grades 5-9, Grades 7-12) or the Permanent Special Education certificate will not be required to obtain the new SWD (All Grades) certificate by NYSED, as those certificates will continue to be recognized in the future. They will not “lose” their certificate and can choose to pursue the SWD (All Grades) certificate, if they wish.

7. If a candidate holds a Students with Disabilities certificate in a grade band, will their certificate be automatically changed to the SWD (All Grades) certificate, or will they be automatically eligible for this new certificate?

No. The SWD (All Grades) certificate has different requirements than the SWD certificates in a grade band (Birth-Grade 2, Grades 1-6, Grades 5-9, Grades 7-12). Therefore, teachers who hold these certificates would not have their certificates automatically changed to the SWD (All Grades) certificate and would not be automatically eligible for this new certificate. Teachers wishing to obtain the SWD (All Grades) certificate would need to apply and pay the application fee for the SWD (All Grades) certificate. The fee reflects the time that Department staff would devote to reviewing the documentation submitted for the application. Please see FAQ #1 for information about the SWD (All Grades) certificate requirements and when the application is available.

8. If a candidate holds a Students with Disabilities certificate in a grade band, will they need to complete coursework and/or exams to obtain the SWD (All Grades) certificate?

Teachers who hold a SWD certificate in a grade band (Birth-Grade 2, Grades 1-6, Grades 5-9, Grades 7-12) will be able to apply for the SWD (All Grades) certificate through a variety of pathways that have different requirements. Applicants may or may not need to complete coursework or exams for the certificate, depending on the pathway through which they are seeking the new certificate. Please see FAQ #1 for information about the SWD (All Grades) certificate requirements and when the application is available.

https://www.highered.nysed.gov/tcert/certificate/special-education-teacher.html 

Effective July 1, 2021, all special education teachers who teach one or more subject areas in a special class (self-contained class) in grades 7-12, with some or no students under alternate assessment, must either:

• be certified in each subject area that they teach, or

• meet the teaching experience requirement for the statement of continued eligibility (SOCE) and have an active SOCE application in the TEACH online system in each subject area that they teach.

Please note that the policy above applies to all candidates, including NYC Teaching Fellows.    

The NYC Specialized Teacher Enhancement Pathway (NYC STEP) is designed to be a supportive and school-embedded training program for current teachers with an existing base certificate to leverage their skills and experiences to meet the needs of secondary students with disabilities and multilingual and English language learners. Teacher participants will complete self-guided online coursework, and receive coaching and support from high-quality NYC DOE teacher facilitators and may be able to apply credit equivalency towards a Secondary Students with Disabilities (SwD) Grades 7-12 Generalist additional certification or Bilingual Education Extension at a significantly discounted rate. 

NOTE: Application periods vary for each program. We encourage you to complete the application to learn more about your qualifications and provide you with additional information.

The Office of Teacher Recruitment and Quality is excited to announce an opportunity for schools to expand services to students with disabilities and English language learners through the NYC Extended Certification Programs for current NYCPS teachers. Through these programs, qualified teachers can obtain an additional certification in Special Education or a Bilingual Extension while teaching in their school. Extended Certification Programs are opportunities for current NYCPS teachers to extend their qualifications, extend their reach, extend programming options, and extend learning for NYC students.  

We know that these certifications are in high demand, and we are determined to help you staff these positions with all available options. By referring teachers to these programs, you are jump-starting your staffing for the 2025-26 school year and engaging in a strategy to retain strong teachers at your school. 

When teachers enroll in these programs, principals can expand programming options to support students with disabilities or multilingual learners. This is an opportunity for you to staff high-need subject areas from within and better serve your student body. 

As participants in these programs, teachers complete coursework and training while teaching, and depending on the program, the teacher can be staffed in the new license area as early as September 2025. The teacher commits to teaching in that license at their current school for two years following successful completion of their program. We have partnered with local colleges and universities to offer programs that are university based. By working with multiple partners, we can offer programs with different entry points and expand the open seats for NYCPS teachers. 

Next Steps: 

1. Review your faculty needs and identify where your school would benefit most from teachers with additional certifications or extensions. 

2. Hold “Stay Conversations” with teachers you plan to refer to these programs. We encourage you to begin these conversations with your faculty early to maximize their program options, though the referral form will remain open through the end of the school year. 

We look forward to your referrals, and to your teachers' applications. 

Click Here to Refer Teachers

You can also share the NYC Extended Certification Programs application below with interested teachers directly as well.

Click Here for the NYC Extended Certification Programs Application

The NYC DOE’s Extended Certification Programs provide school administrations a valuable opportunity to both grow the capacity of their teaching staff and ensure that vacancies in hard-to-staff subjects are filled by teachers who are the best fit for their school’s culture.

The NYC DOE’s Extended Certification Programs enable current DOE teachers to enroll in courses through local colleges and universities to earn either a certification in Special Education or a Bilingual Extension. While these programs provide teachers a great avenue to continue their education, the benefits of these programs also extend to the teacher’s school. 

• Teachers enrolled in Extended Certification Programs commit to teaching within that certification for 2 years after successfully completing their program. This aids in teacher retention for the schools where they teach, ensuring that hard-to-staff subjects are more likely to stay staffed. 

• By staffing these high need subjects with teachers from within their team, schools also ensure that their students receive teachers who are the best fit for their school’s culture, as they are already members of the staff. 

• The Extended Certification Programs also enable schools to put themselves on a path to NYSED compliance. Not only can they staff Special Education and Bilingual Education classes with enrolled teachers, quickly meeting the practical educational needs of their students, but once these teachers complete their programs, schools then have fully certified teachers in those classes. 

The NYC DOE’s Extended Certification Programs offer current DOE teachers the ability to pursue either an additional certification in Special Education, or a Bilingual Extension while continuing to teach in their school. 

For schools to realize many of the benefits the Extended Certification Programs offer, it is important that principals and administrations be proactive in promoting the programs to their teachers and referring interested candidates. There are several ways to determine which teachers may be interested in, or may be worth encouraging to pursue Extended Certification Programs. 

• Are there subject areas or grades that would benefit from having additional Special Education or Bilingual teachers? If you have a rising class with a need for bilingual education or students with disabilities, teachers for that grade level should be considered. If you are aware of upcoming departures of Special Education or bilingual teachers, it may be prudent to speak with other teachers for students with similar base certifications to gauge their interest in earning an additional license through Extended Certification Programs. For example: if you have a SWD English teacher retiring, speak with your other English teachers to see if any are interested in earning a license in Special Education. 

• Are any of your teachers fluent in other languages? Teachers who already possess speaking, reading, and writing fluency in another language may consider seeking a Bilingual Extension through one of these programs to certify their skills and gain a valuable license. 

• Do any teachers in your school have past experience that may lend itself towards an additional license? If you know of teachers in your school who may have had previous professional experience working with bilingual students or students with disabilities outside of the NYC DOE, discuss with them the possibility of pursuing an additional license through an Extended Certification Program. 

In all cases, it is important to discuss the prospect of enrolling in the Extended Certification Programs with your teaching staff, to ensure that any applicants are willing and committed to pursuing an additional license. You can submit the names of teachers interested in the Extended Certification Programs through the referral form here. 

The NYC Extended Certification Programs by NYCPS encompass several programs that offer participants the ability to pursue either an additional certification in Special Education or a Bilingual Extension. While all of the programs share many of the same base requirements, certain programs have particular preconditions as well. 

To qualify for any NYC Extended Certification Program, an applicant must...

• Possess a current NYSED certification in an eligible license.  

  • For the 2025- 26 school year, in order to qualify for a Students with Disabilities Extended Certification Program, teachers need to already possess an active Bilingual Extension.

• Be currently employed as an appointed teacher with NYC Public Schools.  

• Provide a transcript for review by the program’s partner college or university to confirm that all required prerequisite courses have been completed. 

In all cases, the university will ultimately determine a candidate’s acceptance into a program, upon the submission and review of an application. 

Candidates applying to an NYC Extended Certification Program to earn a Bilingual Extension must also...

• Be fluent and literate in a language other than English. 

• Be currently teaching at a NYCPS school with an approved bilingual program or which was granted a waiver. 

 Depending on the program, an MA/MS in education may also be required. 

The goal of the NYC DOE’s Extended Certification Programs is to empower teachers with the skills and certifications necessary to engage with students with disabilities or bilingual students and help them flourish through education. As a result, teachers enrolled in an Extended Certification Program commit to teaching in their new license area for two years following their successful completion of the program. Teachers can also be staffed under their new license while still completing their coursework, depending on their program. 

The NYC DOE’s Extended Certification Programs offer current NYC DOE teachers the ability to earn either an additional certification in Special Education, or a Bilingual extension while continuing to teach in their school. In thinking about how Extended Certification Programs might benefit your school, consider the following.  

• What will your school’s teaching needs be 2023-2024 school year be? If you are aware of upcoming retirements or other vacancies in your teaching staff, particularly in high need subject areas such as Bilingual Education and Special Education, consider if that position could be filled by someone on your staff who might enroll in an Extended Certification Program.  

• Where are you currently out of compliance? Extended Certification Programs provide teachers with the skills and licenses necessary to lead Special Education or Bilingual classes. If your school is facing, or may face problems with not being in NYSED compliance, having teachers in your school enrolled in these programs ensures that your teaching staff can not only quickly fill positions in those subjects, but once certified, will allow you to remain in compliance. 

• What issues have you faced hiring teachers for Special Education, or with a Bilingual Extension in the past? It can often be difficult finding qualified candidates for vacancies in these high need subject areas. It may be more practical to have teachers already a part of your school fill these vacancies than it would be to recruit entirely new hires for the roles. 

The Clinically Rich Intensive Teacher Institute (CR-ITI) is designed to support teachers of multilingual & English language learners in English as a new language and bilingual education classroom settings. This NYSED grant offers a tuition discount toward advanced certificate programs leading to credentials in English to Speakers of Other Languages and Bilingual Education at local public and private universities.
NOTE: Application periods vary for each program.

On November 14, 2024, TRQ led a mini-training focused on staffing for multilingual positions in preparation for the upcoming hiring season. The presentation included expectations for spring/summer 2025, a customizable worksheet to use while preparing schools and providing active support, and resources to utilize throughout the year.

View webinar recorded on November 14, 2024

Download a copy of the ML/ELL Director Multilingual Staffing Worksheet

All New Teacher Finder (NTF) best practices and trainings are available here. 

When posting a bilingual vacancy, take these three steps:

1. Always specify the language of instruction. Without that detain included in the posting, you will be connecting with candidates who do not meet the needs of your students.

2. Post for the base certification as well. Post the position under each certification area that it requires. On the bilingual posting specify what base certification is required or accepted, and on the base certification posting specify that the candidate needs their bilingual extension in your school's language of instruction. This will help you connect with the right candidates.

3. Be proactive. NTF postings are not tied to your budget. If you anticipate a need, put a posting in the NTF and begin connecting with candidates early.

Depending on the time of year, hiring managers have three types of candidates to consider for bilingual and ENL vacancies.

• Current Teachers​:

  • Do you have teachers at your school who have a bilingual extension that are teaching under a monolingual license? Check with your HRD, or if a teacher tells you they have it, confirm in TEACH.​

  • Utilize the Open Market Transfer System by posting your positions in Galaxy and connecting with current NYCPS teachers who are looking to change schools.​

• New Teachers from the New Teacher Finder​: 

  • Traditionally certified teachers with a bilingual extension​. These are candidates who have completed an education degree at an institution of higher education. 

  • Alternative Certification Teachers. These are candidates that are enrolled in a program to earn their education degree while teaching in an NYCPS. This includes the NYC Teaching Fellows and NYC Teaching Collaborative.

• Building Teachers:​

  • Extended Certification Programs: Subsidized program for current NYCPS teachers at schools with approved bilingual programs with fluency in the language of instruction.

  • Ed Prep NYC: Subsidized program for current NYCPS school based staff in non-teaching positions to earn an education degree. ​

  • NYCPS-run Alternative Certification Programs: In 2022, over 25% of these cohorts were made up of prior NYCPS school staff members.

    • NYC Teaching Fellows​: Subsidized program for career changers to earn their education degree while teaching in NYCPS. Training is completed during the summer in high-need certification areas. 

    • NYC Teaching Collaborative​: Subsidized program for career changers to earn their education degree while teaching in NYCPS. Partner Teachers train in schools during the Spring semester and are exclusively training to teach high-need certification areas.

If you would like assistance sourcing candidates or strategizing to fill a bilingual or ENL position in your school, please sign up for our Bilingual Staffing Office Hours.

In these office hours you can sign up for a 30-minute 1:1 meeting with a member of our team who can support you with your vacancy.