SPED Autism Teacher/Instructional Coach - Elementary

SPED Autism Teacher/ Instructional Coach Elementary EC-5

The SPED Autism Teacher/Instructional Coach will be responsible for carrying out the responsibilities of supporting students with instructional and behavioral programming needs within the partner site's specialized settings. Work in collaboration with partner site staff to develop, monitor and support district special education programs for academic and post-secondary success for students with disabilities. This position will work in close partnership with special education coordinators to provide general and specialized professional development, coach/model/teach in specialized settings, support the growth and development of partner site teaching staff and paraprofessionals. Specialized knowledge related to specific programs such as Life Skills, APPLE, ALE, Modified Learning, ECSE, AU, etc. will be utilized to develop and maintain effective instructional practices for children.  

QUALIFICATIONS

  Education/Certification Requirements:  

• Valid Texas Teacher Certificate with Special Education Certification and Core Subject certification in corresponding grade levels
• Minimum five years' experience as a classroom teacher in self contained settings (Life Skills, Autism and/or ECSE)
• Valid driver's license with driving record that meets District requirements
• Crisis Prevention institute (CPI) Non-violent Crisis Intervention Trained

MAJOR RESPONSIBILITIES AND DUTIES:  

• Plan, implement and evaluate a comprehensive program of behavioral, social, and academic support for students with challenging behaviors within the specialized programs (EC-12)
• Knowledge of behavior and social skills intervention techniques and methodology
• Knowledge of the creation of and monitoring of IEPs
• Knowledge of research-based interventions for working with students with autism spectrum disorders and other low incidence disabilities in the self-contained settings
• Knowledge of Life Skills, Autism and Early Childhood Special Education best practices

• Ability to organize and interpret data to make recommendations for support of students and classrooms
• Ability to coach and model instructional support appropriate for specialized classrooms.
• Ability to develop and deliver training on instructional and behavior supports for students with disabilities in the self-contained setting.
• Excellent organizational, interpersonal, and oral and written communication skills

  Experience:

• Five years of experience working directly with students with autism spectrum disorders, low incidence disabilities, other developmental delays and/or challenging behaviors. Candidates should provide documentation of successful interventions for students fitting these descriptions.

Instructional Management:

•   Collaborate with teachers to design and develop behavioral intervention plans (BIPs) and provide support to staff in implementing BIPs, classroom management and instructional strategies.

• Participate as a member of a multidisciplinary team, in student specific meetings/staffings and IEP meetings, as needed.
• Assist in developing structured classroom settings, student behavior plans, specific intervention plans for students and assist in their implementation, including designing and making materials/behavioral charts, etc.
• Assist with developing a support plan to support teachers in the specialized settings
• Conduct ongoing follow up observations of progress on the classroom support plan and services for specific students and/or classrooms
• Collaborate with educators to develop effective instructional programming for students with behavior and communication concerns

Student Management:  

• Model crisis prevention and proactive intervention strategies for special education teachers and assistants.
• Consult with teachers, administrators, and other relevant individuals to assist in effective behavioral and instructional programming to meet individual student needs

Organization Improvement:  

• Analyze critical needs of students with autism
• Work collaboratively to implement and improve programs
• Keep abreast of new developments in the field by reading professional literature, attending seminars and relevant training opportunities, and discussing problems of mutual interest with others in the field.
• Compile, maintain and file all physical and computerized reports, records and other documents required.
• Follow district and department policies and procedures

Other Responsibilities:  

• Comply with policies established by federal and state law, including but not limited to the State Board of Education and local Board policy

Mental Demands/Physical Demands/Environmental Factors:  

• Maintain emotional control under stress
• District-wide travel to multiple work locations as assigned
• Moderate lifting and carrying
• Occasional need to manage student behavior through physical restraint
• Exposure to biological hazards

Offers are pending background check

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