Autistic Support Teachers - Locations to be Determined

Experience And Qualifications

• Valid Pennsylvania Teaching Certificate with a Special Education certification.
• Level II instruction certification preferred.
• Highly Qualified in mid-level core subjects preferred.
• Exhibits professionalism in actions, speech and appearance.
• Knowledge of best practices.
• Able to set priorities and adapt to change.
• Able to communicate effectively in both oral and written form.
• Demonstrates knowledge of technological applications.
• Manages multiple projects and responsibilities.
• Act 34 Clearance, Act 151 Clearance, FBI Clearance (self-paid).
• Act 126 & Act 71 Certifications.
• Drug Screening (self-paid).

Goal

The Autistic Support Teacher will implement an intensive instructional model, using principles of Applied Behavioral Analysis (ABA).

Primary Duties And Responsibilities

• Complies with timelines, laws and regulations relating to District, State and Federal policies and procedures.
• Develops timely and compliant IEPs for eligible students.
• Plans and implements academic instruction for student that exhibit communication, social and behavioral challenges using evidence-based methods (e.g. Direct Instruction) and modified curriculum (e.g. VB-MAPP, Unique, SRA) as well as general education curriculum, when appropriate.
• Plans and implements non-academic instruction in areas such as social skills, toileting and community-based instruction.
• Understands and completes Functional Behavior Assessments (FBAs) and Positive Behavior Support Plans (PBSPs).
• Collaborates with all service providers, General Education Teachers and other staff to support and provide documentation for the evaluation and re-evaluation process.
• Differentiates instruction to meet the needs of the individual students.
• Provides support to General Education classroom teachers, when appropriate.
• Provides direction and training to the Paraprofessional staff assigned to the Autistic Support classrooms.
• Develops, implements and evaluates the effectiveness of Behavior Support Plans.
• Employs CPI techniques, along with an understanding of the function of behavior to prevent behavior-related issues and intervene safely and effectively, including restraint techniques when indicated.
• Maintains routine and consistent contact with student's parent/guardian.
• Participates in building-level or District meetings as directed by the building Principal or Central Office leadership.
• Participates in specific professional learning, in-class coaching and ongoing professional reflection to continuously improve instructional practices.
• Performs all other duties as assigned by the Principal or District leadership.