Lifeskills/Autism Special Education Teacher

Job Goal: As a collaborative member of the Special Education team in the Granby Public Schools, the Life Skills/Autism Teacher is responsible for teaching, evaluating, and implementing programming for students with significant disabilities in a sub-separate Life Skills program. The Life Skills program will be for students who will be entering Grades 6-12, who will require blocks of time in the program when not partially included in the content and elective courses as identified in their IEP. The successful candidate must have a working knowledge of effective instructional practices, behavior techniques, content curriculum, and instructional supports and interventions. Significant experience with this population of students is required, excellent communication skills are essential. They must be able to work collaboratively with Special Education staff, therapists, administrators, and consultants. The candidate must manage a fluid caseload and maintain flexibility with scheduling. The Special Education Teacher job includes consistent parent communication, paraprofessional supervision, transition planning, implementation of behavioral modification and crisis intervention plans, discrete trials, data collection, and additional professional obligations related to student and programming needs, as determined by the Director of Pupil Services or building administrators. Supervision: Reports to the Building Principal and the Director of Pupil Services Education, Work Experience, and Licensure: - Bachelor’s Degree (required); - Master’s Degree (preferred) - Maintain a Massachusetts Teaching Certification/Licensure in Teacher of Students with Severe Disabilities (preferred), - Massachusetts Educators Licensure in Teacher of Students with Moderate Disabilities (required), and SEI endorsement - Experience working with students with Autism Spectrum diagnosis, Intellectual Impairment, and/or challenging behaviors strongly preferred - Able to meet the expectations of the Massachusetts Standards and Indicators of Effective Teaching Practice - Ability to write an individualized student-focused effective IEP with SMART goals, functional Transition Plans, and sensible accommodations, using district software using formal and informal data - Ability to administer, interpret, and report findings from standardized and informal evaluations - Safety Care Training Certification (District will provide training) - Effective written and oral communication skills - C.O.R.I. and fingerprinting report as determined by the Superintendent - Current authorization to work in the United States Performance 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 differentiated instruction - Creates a classroom environment that is conducive to learning and appropriate maturity and interests of the students - Collaborates with grade-level teachers to modify curriculum for special needs students and increase inclusion opportunities - Strong behavior management skills - Supporting social, emotional, and behavioral development - Assesses the accomplishments of students regularly 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 students - Oversees transition support staff, paraprofessionals, and tutors as designated by the Principal and/or the Director of Pupil Services - Act as the Special Education Liaison for assigned students - 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 - Conducts educational evaluations and writes comprehensive reports on students - Participates in case conferences, special education team meetings, and faculty meetings on a before or after school basis when assigned - Implements curriculum and provides specialized instruction that allows all students to successfully engage in developmentally appropriate and standards-based instruction - Work collaboratively across school settings, including co-teaching and common planning with therapists and support staff - Use innovative approaches and instructional strategies, including the effective use of technologies, to increase student access, learning, independence, and confidence to learn - Modify/adapt materials and instructional lessons to meet the specific needs of students with disabilities across the school day, as identified in the IEPs, report on student progress with IEP goals at scheduled intervals throughout the school year, and analyze a - variety of data to drive instruction and improve student access and performance - Maintain consistent communication with students, staff, families, and outside agencies - Collaborate with school personnel, parents, and various community agencies to improve the quality of student outcomes and implement effective Individual Education Programs (IEPs), 688 Referrals, and Transition Plans for students - Evaluate students’ abilities in basic academics and social development - Plan meaningful community experiences - Provide instruction that targets self-care, including personal hygiene, cooking, and other ADL skills - Help manage student behavior to provide a safe, supportive, and optimal learning environment - Proctor MCAS and/or lead MCAS ALT development and procedures - Acts as a Mandated Reporter (Chapter 119, Section 51A) - Other duties as assigned by the Building Principal and/or Director of Pupil Services.