Anticipated Autistic Support Teacher

Sylvania; Stoverstown (PA); On-site; USD 55,000 - 75,000; Full time

Job summary

Sylvania is seeking an Autistic Support Teacher to plan, implement, and monitor specially designed instruction for students with Autism Spectrum Disorder (ASD). The role emphasizes inclusion, data-driven instruction, and collaboration with families and staff.

Responsibilities include developing IEPs, implementing evidence-based strategies, and maintaining compliance records to support student progress in line with IDEA and state standards.

Qualifications

• Bachelor’s degree in special education or related field required.
• PA Instructional I or II Special Education Teaching Certificate required.
• Autism Spectrum Disorder endorsement or experience preferred.
• Experience with BSPs, FBAs, and positive behavior interventions preferred.
• Knowledge of Pennsylvania Core Standards and PA Academic Standards for students with disabilities.

Responsibilities

• Develop and implement IEPs in compliance with IDEA and Chapter 14 regulations.
• Provide specially designed instruction tailored to the individualized needs of students with Autism.
• Use evidence‑based practices to support academic, behavioral, communication, and social skill development.
• Implement and monitor behavior support plans, accommodations, and modifications.
• Collect, analyze, and maintain data to track student progress and inform instructional decisions.
• Maintain accurate documentation, including IEPs, progress monitoring, and compliance records.
• Collaborate with general education teachers to support inclusion and access to the general education curriculum.
• Supervise and support paraprofessionals assigned to the classroom or students.
• Communicate regularly with parents/guardians regarding student progress and needs.
• Participate in IEP meetings, multidisciplinary team meetings, and professional development.

Skills

Communication skills

Collaboration

Data-informed instruction

Behavior support knowledge

Adaptability

Education

Bachelor’s degree in special education

PA Special Education Certification

Autism Spectrum Disorder endorsement

Tools

IEP management platforms

Instructional technology

Data systems

Job description

PURPOSE

The Autistic Support Teacher is responsible for planning, implementing, and monitoring specially designed instruction for students with Autism Spectrum Disorder (ASD). The primary purpose of this position is to address students’ individualized academic, behavioral, communication, and social‑emotional needs while promoting inclusion, independence, and educational progress in accordance with federal and state special education laws and district policies.

QUALIFICATIONS

TRAINING AND EXPERIENCE

• Bachelor’s degree in special education or a related field required
• Valid Pennsylvania Instructional I or II Special Education Teaching Certificate required
• Autism Spectrum Disorder endorsement or experience preferred
• Experience working with students with Autism and related needs preferred
• Knowledge of Pennsylvania Core Standards and the PA Academic Standards for students with disabilities
• Experience with behavior support plans (BSPs), functional behavioral assessments (FBAs), and positive behavior interventions preferred

GENERAL

• Ability to create a structured, supportive, and inclusive learning environment
• Knowledge of evidence‑based instructional strategies for students with autism
• Strong communication and collaboration skills
• Ability to work effectively with paraprofessionals, related service providers, and families
• Ability to use data to inform instruction and behavioral supports
• Commitment to professional growth and adherence to ethical standards
• Must complete required background checks and district‑mandated training

REPORTABILITY

The Autistic Support Teacher reports to the Building Principal and/or Special Education Supervisor or designee and works collaboratively with general education staff, special education personnel, and related service providers.

EVALUATION

Performance is evaluated by the Building Principal, Special Education Supervisor, or designee in accordance with district policies, procedures, and applicable collective bargaining agreements.

PERFORMANCE RESPONSIBILITIES

• Develop and implement Individualized Education Programs (IEPs) in compliance with IDEA and Chapter 14 regulations
• Provide specially designed instruction tailored to the individualized needs of students with Autism
• Use evidence‑based practices to support academic, behavioral, communication, and social skill development
• Implement and monitor behavior support plans, accommodations, and modifications
• Collect, analyze, and maintain data to track student progress and inform instructional decisions
• Maintain accurate and timely documentation, including IEPs, progress monitoring, and compliance records
• Collaborate with general education teachers to support inclusion and access to the general education curriculum
• Supervise and support paraprofessionals assigned to the classroom or students
• Communicate regularly with parents/guardians regarding student progress and needs
• Participate in IEP meetings, multidisciplinary team meetings, and professional development
• Ensure a safe, structured, and supportive classroom environment
• Follow all district policies, procedures, and safety protocols
• Perform other duties as assigned by the Principal or designee

POSITION SPECIFICATIONS

PHYSICAL DEMANDS

• Occasional travel between district buildings and instructional spaces.
• Frequent walking, standing, and movement throughout school facilities.
• Prolonged periods of sitting and standing.
• Moderate lifting and carrying (15–30 pounds).
• Manual dexterity for instructional materials, technology, and classroom equipment.

SENSORY ABILITIES

• Visual acuity to read instructional materials, student data, and computer screens.
• Auditory acuity to communicate effectively with students, staff, and families.
• Ability to speak clearly and effectively.

WORK ENVIRONMENT

• Classroom, learning support, and general education settings.
• May include small-group instructional spaces and inclusive classrooms.

TEMPERAMENT

• Ability to work collaboratively as part of a multidisciplinary team.
• Patience, flexibility, and responsiveness in a dynamic educational environment.
• Ability to manage frequent interruptions and changing student needs.

COGNITIVE ABILITY

• Ability to follow written and verbal directions.
• Ability to plan, organize, deliver, and assess instruction.
• Ability to analyze data and adjust instruction accordingly.
• Strong written and verbal communication skills.
• Ability to exercise professional judgment and prioritize responsibilities.

SPECIFIC SKILLS

• Proficiency with instructional technology, data systems, and IEP management platforms.
• Knowledge of evidence-based instructional and intervention practices.
• Ability to manage confidential information appropriately.
• Strong problem-solving, time-management, and organizational skills.

LICENSE

• Valid Driver’s License.

The position specifications described here represent the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. This job description is intended to comply with the Americans with Disabilities Act (ADA) and is not an exhaustive list of duties. Additional responsibilities may be assigned.