Position Title: Autism Resource/Classroom Teacher
Immediate Supervisor: Principal, Special Education Supervisor, Special Education Director
Basic Function:
Essential Duties & Responsibilities:
- Collaborate with school staff to meet the individual needs of students.
- Problem-solve with teachers, paraprofessionals, and other school staff
- Conduct small group and individual trainings to increase understanding of students specific needs and facilitate appropriate accommodations
- Work with School nurses, speech/language pathologists, related services professionals, parents, and outside agencies to provide a full range of services based on the students needs.
- Assist school psychologists in determining eligibility for special education services.
- Works with the CAT team to provide assistive technology, as needed.
- Facilitate the successful school experience of students with autism including:
- Transitions to new Schools
- Curriculum, instruction, and materials accommodations per students IEPS
- Organizational needs
- Communication needs
- Behavioral/social needs
- Sensory modality needs
- Transportation needs
- On with parents of students with autism:
- Provide autism information that is relevant to Students’ needs
- Act as a liaison between home and School
- Provide written verbal progress reports as indicated by the IEP, (daily to quarterly)
- Provide direct interventions, as needed, for academics, social skills, and behavior.
- Develop IEPs for students on the assigned caseload to assure that all needed components of the IEP meet the needs of the student and are Article 7 compliant.
- Utilize available technology to increase student independence and engagement.
- Participate in staff development and professional growth opportunities.
- Participate in school-wide curriculum and assessment initiatives, as appropriate for individual students
Qualifications:
- Required experience and training
- Licenses in at least one area of special education
- Highly Qualified at the primary level
- Applicant must not have had a recommendation for Positive Assistance/Probation on their most recent evaluation
- History of timely submission of comprehensive and complete IEPs
- Documented college course(s) on Applied Behavior Analysis (OR direct work experience supervised by a practicing Behavior Analyst), OR Training in the TEACHH Model (i.e., Structured Teaching)
- Successful teaching experiences (verified through professional references) including:
- Conduction social skills groups for high functioning students with ASD
- Visually structuring academic tasks (i.e., TEACCH model)
- Organizing sensory diets for specific students with ASD
- Supporting students with ASD in general education classrooms
- Structuring the environment with:
- Visual schedules that support all the activities of the day
- Independent work citations to support independence
- Task Analysis of academic skills that show a student the visual relationship between various aspects of the task to be learned
- Skills in designing accommodations for general dedication classrooms, to help students with ASD better understand the expectations
- Experience with differentiating diagnosis of ASD from other disabilities
- Professional strengths which include:
- Ability to maintain a calm, supporting manner i the face of concurrent, multiple student challenges
- Effective collaboration skills with general education teachers
- Ability to develop through IEPs with effective Behavioral Intervention Plans
- Excellent organizational skills, including a visual schedule for all staff who are assigned to work with specific students
- Ability to train and direct several paraprofessional to work efficiently in the same classroom
- Strong data keeping system
- Skillful in “saying less” and “showing more” when working with students
- Excellent oral and written communication skills
Physical Demands:
Primary functions require sufficient physical ability and mobility to work in an office; dexterity of hands and fingers to operate a computer keyboard and other technologies and office equipment, sitting, standing and walking for extended periods of time; kneeling; bending at the waist; lifting; pushing; pulling and carrying equipment, supplies and materials weighing up to 25 pounds; repetitive hand movement and fine coordination to use a computer keyboard; emotional stability to work effectively under pressure and to keep all aspects of the job under control; hearing and speaking to exchange information in person or on the telephone; seeing to read; prepare and assure the accuracy of documents.
Additional Information: To learn more about the Empowerment Zone, our impact, and what we offer staff, visit www.sbezone.org/careers. |