.5 Special Education Teacher for ASD Classroom

Anova Education; Wakefield (MA); On-site; USD 52,000 - 78,000; Full time

Job summary

An educational organization in Wakefield, MA is seeking a Lead Special Education Teacher for the preschool STRIVE Program serving students on the Autism Spectrum. Responsibilities include developing Individualized Education Plans (IEPs), collaborating with professionals, and monitoring student progress. Ideal candidates have special education certification, experience with Autism and/or communication disorders, and strong interpersonal skills. This position is integral to providing tailored academic and therapeutic support to students.

Qualifications

• Experience with students on the Autism Spectrum.
• Experience implementing ABA techniques.
• Ability to develop and implement IEPs.
• Create data systems to monitor progress and adjust instruction.
• Collaborate with BCBA, teachers, therapists, and families.

Responsibilities

• Develop and implement high-quality Individualized Education Plans (IEPs).
• Maintain accurate documentation and lesson plans.
• Lead special education meetings to discuss student needs.
• Create data management for tracking progress and adjust instruction.
• Use assistive technology to support communication and learning.
• Perform eligibility evaluations for Special Education.
• Conduct diagnostic assessments and inform IEP scheduling.
• Communicate with parents to support student success.
• Lead special education meetings for IEP development.
• Ensure compliance with IEPs.
• Lead and support paraprofessionals in small group and inclusion settings.

Skills

Communication skills

Problem-solving

Organizational skills

Collaboration

Interpersonal skills

Education

Special Education Teacher Certification

Severe Disabilities license

Tools

Assistive technology

Job description

POSITION SUMMARY:

Lead special education teacher for the preschool STRIVE Program, which serves students on the Autism Spectrum in a substantially separate setting. Collaboration and consultation with the BCBA, general education teachers, therapists, administrators, and parents will be integral to this role. A successful candidate will monitor student progress with relevant data and design instruction to meet students’ academic, social/emotional, and behavioral needs.

TERM OF EMPLOYMENT:

School Year

SALARY RANGE:

Commensurate with experience per teachers’ contract

REPORTS TO:

Erin Manzi, Principal, Doyle Early Childhood Center

PERFORMANCE RESPONSIBILITIES:

• Develop and implement high-quality Individualized Education Plans (IEPs);
• Maintain accurate and current documentation; create lesson plans aligned with the curriculum Frameworks to ensure skill building;
• Implement Applied Behavioral Analysis techniques;
• Create data management techniques to collect and analyze data for the purpose of tracking academic, behavioral, and functional skill progress and adjust instruction practices based on data;
• Implement assistive technology devices and programs for communication and learning;
• Perform evaluations for eligibility for Special Education;
• Complete informal and formal diagnostic assessments and make recommendations for IEP programming and scheduling based on results;
• Frequent and ongoing parent communication and collaboration to support student success.
• Participate in and, at times, lead special education meetings with the purpose of developing IEPs specific to the needs of students;
• Ensure compliance with all aspects of student IEPs
• Lead and support paraprofessionals assigned to the program to support students in small group and inclusion settings. Provide specific direction related to approach and progress monitoring.

KNOWLEDGE, QUALIFICATIONS, AND PERSONAL QUALITIES:

• Special Education Teacher Certification, Severe Disabilities license highly preferred
• Experience working with students with Autism and/or Communication Disorders who require specially designed academic and therapeutic support. ABA experience highly preferred.
• Possess strong interpersonal skills (communication, problem-solving, collegiality, collaboration)
• Strong organizational skills and willingness to be flexible to meet the needs of students.
• Advocate for student needs and support changes to student schedules, curriculum content and format and therapeutic approach based on student progress and data collection.

The information contained in this job description is for compliance with the Americans with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position and additional duties may be assigned.