Elementary Autism Special Education Teacher

Job Goal: The Special Education Teacher will work predominantly with students on the Autism Spectrum and/or Intellectual Disabilities, their families, and the grade level teachers that serve them. Significant experience with this population of student needs is required, and excellent communication skills are essential. Must be able to supervise the implementation of behavioral modification and crisis intervention plans, discrete trials, and data collection, work on a multidisciplinary team, and understand and access community and school-based support systems. Supervision: Reports to the Building Principal and the Director of Pupil Services Education, Work Experience, and Licensure: Preferred: Bachelor's degree (Master’s Degree preferred) Massachusetts Educators Licensure in Teacher of Students with Severe Disabilities (All Levels) with SEI endorsement Required: Bachelor's degree (Master’s Degree preferred) Massachusetts Educators Licensure in Teacher of Students with Moderate Disabilities (PreK-8) with SEI endorsement Experience working with students with an Autism Spectrum diagnosis and challenging behaviors strongly preferred C.O.R.I. and fingerprinting report as determined by the Superintendent Competency in the use of current related educational technology Responsibilities: Champion the district's effort to effectively and successfully serve all students Commitment to curriculum, instruction, and assessment with the fidelity of implementation Analyze data, share and use data to inform instruction and support student achievement Plans a program of study that, as much as possible, meets the individual needs, interests, and abilities of the students Knowledge of a variety of academic strategies and differentiating instruction Creates a classroom environment that is conducive to learning and appropriate to the maturity and interests of students Collaborates with grade level teachers to modify curriculum for special needs students and increase inclusion opportunities Strong behavior management skills Training in de-escalation and physical restraint Supporting social, emotional, and behavioral skills development Assesses the accomplishments of students on a regular basis and provides progress reports, updated IEP goals and objectives Confers frequently with parents and professional staff members regarding the educational, and social well-being of your students. Oversees paraprofessionals as designated by the Principal or the Superintendent. Completes and maintains records and documentation pertinent to the Special Education program as required by state and federal special education regulations. Takes responsibility for professional growth and development. Acts as the special education liaison and conducts annual review meetings. Conducts educational evaluations and writes comprehensive reports on students' functional skills. Participates in case conferences, special education team meetings, and faculty meetings on a before or after school basis when assigned. Establishes and maintains individual student standards of behavior needed to provide a productive classroom environment. Selects and requests books and instructional aides appropriate to the ability, interest, and maturity level of students; maintains required inventory records. Identifies student needs and works with other professional staff members in assessing and addressing students learning problems. Employs a variety of instructional techniques and instructional media, consistent with the physical capacity of the location provided and the needs and capabilities of the individuals or student groups involved. Communicates with parents and school personnel on student progress. Engages in ongoing curriculum development activities as part of the district’s goal of maintaining a contemporary instructional program. Develops lesson plans based on the state standards and the appropriate instruction methodology. Takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities. Participates in faculty committees Maintains professional competence through in-service education activities provided by the school and/or through self-selected professional growth activities. Maintains accurate, complete, and correct records as required by law, school policy, and administrative procedures. Acts as a Mandated Reporter (Chapter 119, Section 51A). Complies with the Non-Violent Crisis Intervention Policy. Any other duties as may be assigned by the Principal/ Director of Pupil Services