What are the responsibilities and job description for the Elementary School Long- Term Substitute Teacher: ABA Paraprofessional position at Abby Kelley Foster Charter Public School?
Position: Elementary School Long- Term Substitute: ABA ParaprofessionalReports To: Elementary Principal and/or the Director of Special EducationGoal: Assists the Classroom Teacher, Special Education Teacher, and the Board-Certified Behavior Analyst (BCBA) in implementing an Applied Behavior Analysis (ABA) program for students with Autism Spectrum Disorders or other developmental delays. Preferred Qualifications: Associates Degree or higher Certified in Massachusetts ABA Experience Restraint Trained Experience implementing and monitoring Functional Behavioral Assessments and collecting data. Knowledge of age appropriate student activities; safety practices and procedures; and behavior patterns and developmental needs of students. Provide academic support as needed Essential Duties and Responsibilities include, but are not limited to: 1.
Support the academic and social/emotional/behavioral goals for students Collect data consistently with each student in accordance with their behavior support plans. Provide assistance in data collection for ongoing assessment of interventions of student progress. Collaborate with both general education teachers and support staff on both students progress on their goals and communicate adjustments or changes that need to be made. Work closely with the Behavior Technician and BCBA to track individual progress and make any needed changes.
Help transition students off plans slowly with constant observation and feedback to the students, staff, and families. Facilitate in the development and implementation of appropriate curriculum. Provide facilitation in the inclusionary model for appropriate exceptional education students. Maintain confidentiality of students and staff.
Be flexible to work with others in a wide variety of circumstances. Provide regular communication to families on the progress of their childrens behavior support plans. 2. Equity and High Expectations: Demonstrate a commitment to excellence, equity, and high expectations for all students, with an emphasis on building on the strengths that students bring to the learning process.
3. Professionalism: Model professional behavior that addresses job responsibilities, school policies and procedures, and the expectations of professionals working in a multi-lingual, multicultural, and economically diverse community. Attend IEP, Special Education, and staff meetings. Work with other professionals, such as homeroom teachers, speech therapists, social workers, occupational and physical therapists.
Read and respond to emails within 24 hours. Have willingness to assume any responsibilities appropriate for the position. Set a good example in terms of dress, punctuality, and attendance 4. Safe, Respectful, and Culturally, Sensitive and Responsive Learning Communities: Build and maintain safe, fair, and respectful learning environments that celebrate the diversity of the student population.
5. Instructional Planning and Implementation: Plan instruction and employ strategies that address the wide range of learning, behavioral, and communication styles of the student population. Demonstrate cultural proficiency and use effective and culturally relevant instructional practices. Assist in the educational and social development of students under the direction and guidance of the facilitator and classroom teachers.
6. Monitoring and Assessing of Progress: Use a variety of assessment tools and strategies to gather data to monitor students' progress. Assist classroom teachers in the administration of all mandated state and local assessments whenever appropriate. 7.
Reflection, Collaboration, and Personal Growth: Reflect on practice in collaboration with administrators and colleagues, monitor personal and professional growth, and pursue professional development in needed areas. Perform relevant tasks and duties assigned by the Elementary Principal. During the Term of Employment, the Faculty Member shall perform such duties as are required by the faculty position of ABA Teacher including those duties of a non-instructional nature which are customary with the position, as well as such other tasks as may be assigned by the Principal/Supervisor.
Support the academic and social/emotional/behavioral goals for students Collect data consistently with each student in accordance with their behavior support plans. Provide assistance in data collection for ongoing assessment of interventions of student progress. Collaborate with both general education teachers and support staff on both students progress on their goals and communicate adjustments or changes that need to be made. Work closely with the Behavior Technician and BCBA to track individual progress and make any needed changes.
Help transition students off plans slowly with constant observation and feedback to the students, staff, and families. Facilitate in the development and implementation of appropriate curriculum. Provide facilitation in the inclusionary model for appropriate exceptional education students. Maintain confidentiality of students and staff.
Be flexible to work with others in a wide variety of circumstances. Provide regular communication to families on the progress of their childrens behavior support plans. 2. Equity and High Expectations: Demonstrate a commitment to excellence, equity, and high expectations for all students, with an emphasis on building on the strengths that students bring to the learning process.
3. Professionalism: Model professional behavior that addresses job responsibilities, school policies and procedures, and the expectations of professionals working in a multi-lingual, multicultural, and economically diverse community. Attend IEP, Special Education, and staff meetings. Work with other professionals, such as homeroom teachers, speech therapists, social workers, occupational and physical therapists.
Read and respond to emails within 24 hours. Have willingness to assume any responsibilities appropriate for the position. Set a good example in terms of dress, punctuality, and attendance 4. Safe, Respectful, and Culturally, Sensitive and Responsive Learning Communities: Build and maintain safe, fair, and respectful learning environments that celebrate the diversity of the student population.
5. Instructional Planning and Implementation: Plan instruction and employ strategies that address the wide range of learning, behavioral, and communication styles of the student population. Demonstrate cultural proficiency and use effective and culturally relevant instructional practices. Assist in the educational and social development of students under the direction and guidance of the facilitator and classroom teachers.
6. Monitoring and Assessing of Progress: Use a variety of assessment tools and strategies to gather data to monitor students' progress. Assist classroom teachers in the administration of all mandated state and local assessments whenever appropriate. 7.
Reflection, Collaboration, and Personal Growth: Reflect on practice in collaboration with administrators and colleagues, monitor personal and professional growth, and pursue professional development in needed areas. Perform relevant tasks and duties assigned by the Elementary Principal. During the Term of Employment, the Faculty Member shall perform such duties as are required by the faculty position of ABA Teacher including those duties of a non-instructional nature which are customary with the position, as well as such other tasks as may be assigned by the Principal/Supervisor.
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