Special Education Teacher Autism Program - Severe Disabilities Licensure - Long Term Substitute Job ID 1355
Bedford Public Schools (MA) · Bedford, MA · 1 mo ago
Education$275/hrFull-time
We need to output HTML fragment with sections: headings for sections like About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. Use
for sections like About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. Use - for any list of duties/requirements/benefits, and
for prose. Do NOT repeat job title as heading. Do NOT put Job ID/requisition numbers as headings. Remove boilerplate. Preserve all substantive info. Include a section only when posting has real, specific content for it. No filler.
We need to parse the posting.
Content:
- Opening: Bedford Public Schools Invites Applications For The Position Of Special Education Teacher Autism Program Short Term Substitute Immediate Start through mid-October (anticipated) Opening Date: Immediately
- Description: (paragraph about special ed teachers)
- Responsibilities: long list of duties, many bullet-like sentences.
- Additional Information: Master's Degree preferred, Massachusetts Licensure In Severe Disabilities (All Levels) Preferred, SEI Endorsement, Teaching Experience Preferred, Successful completion of a Massachusetts Criminal Record Check (C.O.R.I.) and a National Criminal Background Check including fingerprinting.
- Salary/Benefits: In accordance with BPS substitute rates; $275/day unlicensed, 10-91 days licensed $364.50/day, 92-179 days licensed, up to $381.40/day Bedford Public Schools are committed to hiring, mentoring, and retaining a diverse staff... (some equity statement). This includes benefits? It mentions salary rates. No explicit benefits besides salary. Could treat as Pay section.
- No explicit Schedule besides "Immediate Start through mid-October (anticipated)". That's schedule info. Could include Schedule section.
- No explicit Benefits beyond salary? The equity statement is not benefit. Could treat as Benefits? Probably not. The instruction: include Benefits section only if posting actually states them. It does not list benefits like health insurance, etc. So we should not create Benefits section.
- Pay: we have salary rates. So we can create Pay section.
- Schedule: we have "Immediate Start through mid-October (anticipated)". That's schedule.
- About the role: maybe we can have a short paragraph summarizing role? The description paragraph could be considered About the role. The posting includes a Description paragraph: "Special education teachers work with students...". That is about the role. So we can put that in
About the role
with .
- Responsibilities: we have a big list. We'll put
Responsibilities
with - each duty.
- Requirements/Qualifications/Skills: The posting includes "Additional Information" with Master's Degree preferred, licensure preferred, SEI endorsement, teaching experience preferred, background check. Also maybe "Requirements" could be those. We could split into Requirements (education/licensure) and Skills (ABA, discrete trial, etc.) but those are in responsibilities. However we can create a Qualifications section for education/licensure/endorsement, and maybe Skills for specific methodologies. But we need to avoid thin sections. Perhaps combine Requirements and Qualifications into one section? The instruction: use headings for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). We can choose which to include based on content. We have content for Requirements (Master's Degree preferred, licensure, SEI endorsement, teaching experience, background check). We have content for Skills (ABA, discrete trial teaching, incidental/natural environment teaching, behavior management, inclusion, adaptive equipment, accommodations, data collection, FBA, behavior support plans, MCAS accommodations, writing reports, etc.) Many of those are already in responsibilities. But we could still create a Skills section summarizing those. However we must not repeat content? The instruction: Preserve ALL substantive information; do NOT invent or summarize away detail. So we need to keep all details. If we put them in Responsibilities as list items, that's fine. If we also put them in Skills, that would duplicate. Better to keep them only once. So we can put the detailed duties under Responsibilities. For Requirements, we can list the education/licensure etc. For Skills, maybe we can list the specific methodologies like ABA, discrete trial, etc. But those are also duties. However we could treat them as skills required. To avoid duplication, we could put them under Responsibilities as duties, and not have a separate Skills section. That's okay because we only need to include sections when there is real specific content. We have Responsibilities content. We have Requirements content. We have Pay content. We have Schedule content. We have About the role content. That's enough.
Thus sections: About the role, Responsibilities, Requirements, Pay, Schedule.
We need to format.
About the role: paragraph from Description.
Responsibilities: list each duty as
- . The responsibilities paragraph includes many sentences separated by periods. We'll split into items.
Let's extract duties:
- Thorough and in-depth knowledge of and experience with the principles and practices of Applied Behavioral Analysis (ABA)
- Experience working with students with autism as demonstrated by successful student outcomes.
- Familiarity and experience with discrete trial teaching as well as incidental/natural environment teaching.
- Develop and implement schedules for students' services in accordance with their IEPs' service delivery.
- Coordinate schedules with classroom teachers and other specialists' service delivery.
- Select appropriate instructional programs and methodologies, plan, and implement instruction that matches students' IEP goals and objectives.
- Provide appropriate instruction to address IEP goals and objectives, and differentiate instructional accordingly.
- Employ appropriate behavior management techniques during individual or small group instruction.
- Experience facilitating appropriate inclusion in same grade general education settings.
- Maintain and use adaptive equipment and materials
- Develop and implement classroom and curricular accommodations and modifications.
- Teach and plan cooperatively with subject area teachers.
- Demonstrate ability to accurately collect student data and analyze such data in order to monitor progress and develop programming for students.
- Experience conducting functional behavior assessments and developing individual behavior support plans.
- Maintain assessment materials for special education evaluations.
- Administer MCAS with accommodations or develop portfolios for MCAS alternate assessment, as outlined in student/s' IEPs.
- Write reports based on evaluations and present reports at Team eligibility determination meetings.
- Individually test students and complete necessary assessment components for Special Education initial evaluations and reevaluations.
- Serve as a Special Education liaison, which includes parent/guardian contact, scheduling of meetings, and completion of necessary paperwork for evaluations and Team meetings.
- Participate in Team evaluation and review meetings for students on caseload.
- Write Individualized Education Programs (IEPs).
- Collaborate with colleagues on building to building transition
- Complete progress reports for all students, according to the schedule set by school and special education regulations.
- Coordinate progress reports from all service providers.
- Consult with special education paraprofessionals; Including planning, coaching, modeling.
- Provide feedback and input regarding paraprofessionals to the Special Education Program Administrator/Building Principal
- Consult with parents/guardians, classroom teachers, related service providers, school nurses, and paraprofessionals, regarding planning and students' program needs.
- Consult with classroom teachers and special education paraprofessionals regarding accommodations and modifications.
- Conduct parent/guardian/ teacher conferences during conference periods identified on the school calendar.
- Communicate frequently with parents/guardians of students of caseload (e.g. email, telephone, etc.)
- Participate in the school Open House for parents/guardians according to a schedule set each year.
- Participate in professional development opportunities to increase knowledge base and skills, as well as maintain licensure.
- Attend and participate in department meetings.
- Maintain the high level of confidentiality and professionalism expected of all faculty.
- Perform other related tasks or duties at the discretion of the Assistant Director of Special Education and/or Principal.
That's many items.
Now Requirements: from Additional Information:
- Master's Degree preferred
- Massachusetts Licensure In Severe Disabilities (All Levels) Preferred
- SEI Endorsement
- Teaching Experience Preferred
- Successful completion of a Massachusetts Criminal Record Check (C.O.R.I.) and a National Criminal Background Check including fingerprinting.
We could list as
- .
Pay: from Salary/Benefits: "In accordance with BPS substitute rates; $275/day unlicensed, 10-91 days licensed $364.50/day, 92-179 days licensed, up to $381.40/day". Also there is equity statement but that's not pay. We'll keep just the pay rates.
Schedule: "Immediate Start through mid-October (anticipated)". Also Opening Date: Immediately. Could combine: "Immediate start through mid-October (anticipated)". We'll put as
.
Now produce HTML fragment.
We need to use
for each section heading. Use
for prose. Use
- for lists.
We'll output:
About the role
Special education teachers work with students who have learning, mental, emotional, or physical disabilities. They adapt general education lessons and teach various subjects to students with mild to moderate disabilities. They also teach basic skills to students with severe disabilities.
Responsibilities
- Thorough and in-depth knowledge of and experience with the principles and practices of Applied Behavioral Analysis (ABA)
- Experience working with students with autism as demonstrated by successful student outcomes.
- Familiarity and experience with discrete trial teaching as well as incidental/natural environment teaching.
- Develop and implement schedules for students' services in accordance with their IEPs' service delivery.
- Coordinate schedules with classroom teachers and other specialists' service delivery.
- Select appropriate instructional programs and methodologies, plan, and implement instruction that matches students' IEP goals and objectives.
- Provide appropriate instruction to address IEP goals and objectives, and differentiate instructional accordingly.
- Employ appropriate behavior management techniques during individual or small group instruction.
- Experience facilitating appropriate inclusion in same grade general education settings.
- Maintain and use adaptive equipment and materials
- Develop and implement classroom and curricular accommodations and modifications.
- Teach and plan cooperatively with subject area teachers.
- Demonstrate ability to accurately collect student data and analyze such data in order to monitor progress and develop programming for students.
- Experience conducting functional behavior assessments and developing individual behavior support plans.
- Maintain assessment materials for special education evaluations.
- Administer MCAS with accommodations or develop portfolios for MCAS alternate assessment, as outlined in student/s' IEPs.
- Write reports based on evaluations and present reports at Team eligibility determination meetings.
- Individually test students and complete necessary assessment components for Special Education initial evaluations and reevaluations.
- Serve as a Special Education liaison, which includes parent/guardian contact, scheduling of meetings, and completion of necessary paperwork for evaluations and Team meetings.
- Participate in Team evaluation and review meetings for students on caseload.
- Write Individualized Education Programs (IEPs).
- Collaborate with colleagues on building to building transition
- Complete progress reports for all students, according to the schedule set by school and special education regulations.
- Coordinate progress reports from all service providers.
- Consult with special education paraprofessionals; Including planning, coaching, modeling.
- Provide feedback and input regarding paraprofessionals to the Special Education Program Administrator/Building Principal
- Consult with parents/guardians, classroom teachers, related service providers, school nurses, and paraprofessionals, regarding planning and students' program needs.
- Consult with classroom teachers and special education paraprofessionals regarding accommodations and modifications.
- Conduct parent/guardian
for prose. Do NOT repeat job title as heading. Do NOT put Job ID/requisition numbers as headings. Remove boilerplate. Preserve all substantive info. Include a section only when posting has real, specific content for it. No filler. We need to parse the posting. Content: - Opening: Bedford Public Schools Invites Applications For The Position Of Special Education Teacher Autism Program Short Term Substitute Immediate Start through mid-October (anticipated) Opening Date: Immediately - Description: (paragraph about special ed teachers) - Responsibilities: long list of duties, many bullet-like sentences. - Additional Information: Master's Degree preferred, Massachusetts Licensure In Severe Disabilities (All Levels) Preferred, SEI Endorsement, Teaching Experience Preferred, Successful completion of a Massachusetts Criminal Record Check (C.O.R.I.) and a National Criminal Background Check including fingerprinting. - Salary/Benefits: In accordance with BPS substitute rates; $275/day unlicensed, 10-91 days licensed $364.50/day, 92-179 days licensed, up to $381.40/day Bedford Public Schools are committed to hiring, mentoring, and retaining a diverse staff... (some equity statement). This includes benefits? It mentions salary rates. No explicit benefits besides salary. Could treat as Pay section. - No explicit Schedule besides "Immediate Start through mid-October (anticipated)". That's schedule info. Could include Schedule section. - No explicit Benefits beyond salary? The equity statement is not benefit. Could treat as Benefits? Probably not. The instruction: include Benefits section only if posting actually states them. It does not list benefits like health insurance, etc. So we should not create Benefits section. - Pay: we have salary rates. So we can create Pay section. - Schedule: we have "Immediate Start through mid-October (anticipated)". That's schedule. - About the role: maybe we can have a short paragraph summarizing role? The description paragraph could be considered About the role. The posting includes a Description paragraph: "Special education teachers work with students...". That is about the role. So we can put that in
About the role
with. - Responsibilities: we have a big list. We'll put
Responsibilities
with- each duty. - Requirements/Qualifications/Skills: The posting includes "Additional Information" with Master's Degree preferred, licensure preferred, SEI endorsement, teaching experience preferred, background check. Also maybe "Requirements" could be those. We could split into Requirements (education/licensure) and Skills (ABA, discrete trial, etc.) but those are in responsibilities. However we can create a Qualifications section for education/licensure/endorsement, and maybe Skills for specific methodologies. But we need to avoid thin sections. Perhaps combine Requirements and Qualifications into one section? The instruction: use headings for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). We can choose which to include based on content. We have content for Requirements (Master's Degree preferred, licensure, SEI endorsement, teaching experience, background check). We have content for Skills (ABA, discrete trial teaching, incidental/natural environment teaching, behavior management, inclusion, adaptive equipment, accommodations, data collection, FBA, behavior support plans, MCAS accommodations, writing reports, etc.) Many of those are already in responsibilities. But we could still create a Skills section summarizing those. However we must not repeat content? The instruction: Preserve ALL substantive information; do NOT invent or summarize away detail. So we need to keep all details. If we put them in Responsibilities as list items, that's fine. If we also put them in Skills, that would duplicate. Better to keep them only once. So we can put the detailed duties under Responsibilities. For Requirements, we can list the education/licensure etc. For Skills, maybe we can list the specific methodologies like ABA, discrete trial, etc. But those are also duties. However we could treat them as skills required. To avoid duplication, we could put them under Responsibilities as duties, and not have a separate Skills section. That's okay because we only need to include sections when there is real specific content. We have Responsibilities content. We have Requirements content. We have Pay content. We have Schedule content. We have About the role content. That's enough. Thus sections: About the role, Responsibilities, Requirements, Pay, Schedule. We need to format. About the role: paragraph from Description. Responsibilities: list each duty as
- . The responsibilities paragraph includes many sentences separated by periods. We'll split into items.
Let's extract duties:
- Thorough and in-depth knowledge of and experience with the principles and practices of Applied Behavioral Analysis (ABA)
- Experience working with students with autism as demonstrated by successful student outcomes.
- Familiarity and experience with discrete trial teaching as well as incidental/natural environment teaching.
- Develop and implement schedules for students' services in accordance with their IEPs' service delivery.
- Coordinate schedules with classroom teachers and other specialists' service delivery.
- Select appropriate instructional programs and methodologies, plan, and implement instruction that matches students' IEP goals and objectives.
- Provide appropriate instruction to address IEP goals and objectives, and differentiate instructional accordingly.
- Employ appropriate behavior management techniques during individual or small group instruction.
- Experience facilitating appropriate inclusion in same grade general education settings.
- Maintain and use adaptive equipment and materials
- Develop and implement classroom and curricular accommodations and modifications.
- Teach and plan cooperatively with subject area teachers.
- Demonstrate ability to accurately collect student data and analyze such data in order to monitor progress and develop programming for students.
- Experience conducting functional behavior assessments and developing individual behavior support plans.
- Maintain assessment materials for special education evaluations.
- Administer MCAS with accommodations or develop portfolios for MCAS alternate assessment, as outlined in student/s' IEPs.
- Write reports based on evaluations and present reports at Team eligibility determination meetings.
- Individually test students and complete necessary assessment components for Special Education initial evaluations and reevaluations.
- Serve as a Special Education liaison, which includes parent/guardian contact, scheduling of meetings, and completion of necessary paperwork for evaluations and Team meetings.
- Participate in Team evaluation and review meetings for students on caseload.
- Write Individualized Education Programs (IEPs).
- Collaborate with colleagues on building to building transition
- Complete progress reports for all students, according to the schedule set by school and special education regulations.
- Coordinate progress reports from all service providers.
- Consult with special education paraprofessionals; Including planning, coaching, modeling.
- Provide feedback and input regarding paraprofessionals to the Special Education Program Administrator/Building Principal
- Consult with parents/guardians, classroom teachers, related service providers, school nurses, and paraprofessionals, regarding planning and students' program needs.
- Consult with classroom teachers and special education paraprofessionals regarding accommodations and modifications.
- Conduct parent/guardian/ teacher conferences during conference periods identified on the school calendar.
- Communicate frequently with parents/guardians of students of caseload (e.g. email, telephone, etc.)
- Participate in the school Open House for parents/guardians according to a schedule set each year.
- Participate in professional development opportunities to increase knowledge base and skills, as well as maintain licensure.
- Attend and participate in department meetings.
- Maintain the high level of confidentiality and professionalism expected of all faculty.
- Perform other related tasks or duties at the discretion of the Assistant Director of Special Education and/or Principal.
That's many items.
Now Requirements: from Additional Information:
- Master's Degree preferred
- Massachusetts Licensure In Severe Disabilities (All Levels) Preferred
- SEI Endorsement
- Teaching Experience Preferred
- Successful completion of a Massachusetts Criminal Record Check (C.O.R.I.) and a National Criminal Background Check including fingerprinting.
We could list as
- .
Pay: from Salary/Benefits: "In accordance with BPS substitute rates; $275/day unlicensed, 10-91 days licensed $364.50/day, 92-179 days licensed, up to $381.40/day". Also there is equity statement but that's not pay. We'll keep just the pay rates.
Schedule: "Immediate Start through mid-October (anticipated)". Also Opening Date: Immediately. Could combine: "Immediate start through mid-October (anticipated)". We'll put as
. Now produce HTML fragment. We need to use
for each section heading. Use
for prose. Use
- for lists.
We'll output:
About the role
Special education teachers work with students who have learning, mental, emotional, or physical disabilities. They adapt general education lessons and teach various subjects to students with mild to moderate disabilities. They also teach basic skills to students with severe disabilities.
Responsibilities
- Thorough and in-depth knowledge of and experience with the principles and practices of Applied Behavioral Analysis (ABA)
- Experience working with students with autism as demonstrated by successful student outcomes.
- Familiarity and experience with discrete trial teaching as well as incidental/natural environment teaching.
- Develop and implement schedules for students' services in accordance with their IEPs' service delivery.
- Coordinate schedules with classroom teachers and other specialists' service delivery.
- Select appropriate instructional programs and methodologies, plan, and implement instruction that matches students' IEP goals and objectives.
- Provide appropriate instruction to address IEP goals and objectives, and differentiate instructional accordingly.
- Employ appropriate behavior management techniques during individual or small group instruction.
- Experience facilitating appropriate inclusion in same grade general education settings.
- Maintain and use adaptive equipment and materials
- Develop and implement classroom and curricular accommodations and modifications.
- Teach and plan cooperatively with subject area teachers.
- Demonstrate ability to accurately collect student data and analyze such data in order to monitor progress and develop programming for students.
- Experience conducting functional behavior assessments and developing individual behavior support plans.
- Maintain assessment materials for special education evaluations.
- Administer MCAS with accommodations or develop portfolios for MCAS alternate assessment, as outlined in student/s' IEPs.
- Write reports based on evaluations and present reports at Team eligibility determination meetings.
- Individually test students and complete necessary assessment components for Special Education initial evaluations and reevaluations.
- Serve as a Special Education liaison, which includes parent/guardian contact, scheduling of meetings, and completion of necessary paperwork for evaluations and Team meetings.
- Participate in Team evaluation and review meetings for students on caseload.
- Write Individualized Education Programs (IEPs).
- Collaborate with colleagues on building to building transition
- Complete progress reports for all students, according to the schedule set by school and special education regulations.
- Coordinate progress reports from all service providers.
- Consult with special education paraprofessionals; Including planning, coaching, modeling.
- Provide feedback and input regarding paraprofessionals to the Special Education Program Administrator/Building Principal
- Consult with parents/guardians, classroom teachers, related service providers, school nurses, and paraprofessionals, regarding planning and students' program needs.
- Consult with classroom teachers and special education paraprofessionals regarding accommodations and modifications.
- Conduct parent/guardian
- for lists.
We'll output:
- .
Pay: from Salary/Benefits: "In accordance with BPS substitute rates; $275/day unlicensed, 10-91 days licensed $364.50/day, 92-179 days licensed, up to $381.40/day". Also there is equity statement but that's not pay. We'll keep just the pay rates.
Schedule: "Immediate Start through mid-October (anticipated)". Also Opening Date: Immediately. Could combine: "Immediate start through mid-October (anticipated)". We'll put as