Autism Inclusion Support Teacher

Position:  Autism Inclusion Support Teacher   

Campus:  Dickinson High School                                                       

Wage/Hour Status: Exempt 

Immediate Supervisor(s):   Campus Principal    

Pay Grade: Per Compensation Manual

Days Employed: Per Compensation Manual

POSITION SUMMARY:

• Act as the case manager for students with Autism who are mainstreamed in the general education classroom
• Demonstrate ethical behavior and confidentiality of information regarding students in the school environment and community
• Manage student behavior for the purpose of providing a safe and optimal learning environment while utilizing effective and evidence-based approaches to meet the unique needs of students with Autism

QUALIFICATIONS:

Education/Certification:

• Bachelor's degree from an accredited university
• Valid Texas teaching certificate, with required general education and special education endorsements for assignments
• Demonstrated instructional competency in the core academic subject area assigned

Special Knowledge/Skills

• Must be able to work in a flexible and cooperative manner with co-workers, supervisors, and students
• Walk a minimum of 3 miles a day
• Grade level understanding of math, writing and reading
• Basic computer skills
• Certified in Non-Violent Crisis Intervention (CPI)  

MAJOR  RESPONSIBILITIES AND DUTIES:

Education Support for Students:

• Monitor student performance and progress
• On task behavior
• Data collection in accordance with their IEP or BIP goals
• Small group or individual testing
• STAAR testing
• Support the student inside and outside the classroom
• Assist in the classroom
• Assist in unstructured environments, i.e. assemblies, athletics
• Assist during transitions around the building
• Monitor the grade book for missing assignments or test failures
• Pull students to complete assignments
• Provide after school tutoring to bridge undeveloped academic concerns
• Develop and help to implement organizational skills that will work for each individual student
• Work with general education teachers to develop intervention strategies that support students in the classroom
• Alternative methods of instruction
• All other duties as assigned

Student Advocate:

• Consistently communication with parents, teachers, and administrators
• Make decisions based upon the best interest of each student
• Serve as a positive role model for students and practice the behaviors that are expected of the students

Mentor and Support Students with Emotional and/or Behavioral Concerns:

• Anger issues
• Classroom disruption
• Refusal
• Disorganization
• Impulsivity

Teach Social Skills:

• In their natural environment
• In a pull-out social skills lesson

ARD Committee Meetings:

• Develop and write adaptive behavior/social skills IEP goals for Annual ARD
• Develop and write a Behavior Intervention Plan (BIP)
• Update IEP goals every nine weeks and before Annual ARD
• Complete the Autism Supplement in ESPED
• Write a Transition Plan for students becoming 14 years of age and older
• Collect PLAAFP’s from student’s teachers
• Perform classroom observations for REEDs, when necessary

Parent Contact:

• Develop trusting relationships with parents/guardians
• Communicate events happening at school
• Initiate parent-teacher conferences for positive and corrective purposes
• Encourage/Solicit student and parent participation
• Collaborate with parents/guardians to bridge between home and school the approaches that are used with the students

Managing Paraprofessionals:

• Provide a schedule for paraprofessionals who will work with our students with Autism to follow
• Provide guidance and direction for paraprofessionals when dealing with students
• Provide feedback to paraprofessionals, minimum once weekly, regarding their ability to interact with and support students

Professional Development and Interactions:

• Be trained in evidence-based approaches for teaching students with Autism
• Participate in multiple staff development trainings that focus on working with students who have Autism
• Provide assistance for the training of other personnel
• Treat co-workers, supervisors, students, parents, and others with dignity and respect at all times
• Actively participate in faculty and grade-level/department meetings

SUPERVISORY RESPONSIBILITIES:

• Supervise assigned teacher aide

WORKING CONDITIONS:

Mental Demands/Physical Demands/Environmental Factors:

• Maintain emotional control under stress
• Frequent standing, stooping, bending, kneeling, pushing, and pulling
• Move small stacks of textbooks, media equipment, desks, and other classroom or adaptive equipment
• May be required to lift and position students with physical disabilities; control behavior through physical restraint, and assist non-ambulatory students
• Exposure to biological hazards