ASD Teacher (SC), (11 Months), Haggerty School (SY 25-26)

Cambridge Public Schools; Cambridge (MA); On-site; USD 45,000 - 75,000; Full time

Job summary

An established educational institution seeks a passionate ASD Teacher to provide specialized instruction for students on the autism spectrum. This role involves creating a supportive learning environment, implementing ABA strategies, and collaborating with a multidisciplinary team to ensure each student's success. The ideal candidate will have a strong background in special education, a commitment to fostering inclusive classrooms, and the ability to engage with families to enhance student learning. Join a diverse team dedicated to making a meaningful impact in the lives of students and their families.

Qualifications

• Bachelor's Degree in Special Education and MA Certification required.
• Experience with students on the Autism Spectrum and knowledge of ABA principles.

Responsibilities

• Provide direct instructional support to students on the Autism Spectrum.
• Develop and implement Individualized Education Programs (IEPs) for students.

Skills

Applied Behavior Analysis (ABA)

Individualized Education Programs (IEPs)

Augmentative & Alternative Communication (AAC)

Social Pragmatic Skills

Behavior Management Techniques

Data Collection and Analysis

Education

Bachelor's Degree in Special Education

MA Certification: Moderate or Severe Special Needs

Tools

ABLLS-R

Picture Exchange Communication System (PECs)

TEACCH

Job description

Position :

ASD Teacher (SC), (11 months)

Office of Student Services/Haggerty School

Cambridge is a vibrant, diverse city and a central hub and driver of the nation’s innovation economy. Home of the renowned educational institutions of Harvard and MIT, Cambridge is also the center of an impressive array of biotechnology, science, and information technology companies.

Educating about 7,000 students JK-12, the Cambridge Public Schools includes award-winning faculty, cutting edge technology, and innovative programs. While each of our public schools is unique, they are joined in a shared vision of rigorous, joyful, and culturally responsive learning plus personalized support for every student. Over 30% of CPS students speak a language other than English at home, and over 65 languages are spoken by our families. Among the most common are Spanish, Haitian Creole, Amharic, Arabic, Bengali, Chinese, and Portuguese. Our schools proudly embrace this diversity.

The Office of Student Services (OSS) is responsible for providing a variety of supports and services to students in Cambridge Public Schools (CPS). Our programs are dedicated to ensuring equitable access and success for students with disabilities and students who have advanced learning needs. The Office of Student Services is comprised of special education, 504 services and the office of advanced learning.

The Role :

The special educator for the ASD sub-separate classroom is responsible for providing specially designed instruction to student on the autism spectrum within sub-separate classroom based on the principals of ABA. The Autism Spectrum Disorder (ASD) Program is an eleven-month program designed for students diagnosed with an Autism Spectrum Disorder (ASD) in grades PK-12 who require intensive, specially designed instruction and support in order to access the curriculum. Students served in the program have needs in multiple areas such as communication, social, behavior and academic.

Essential Duties and Responsibilities include the following:

• Provide direct and indirect instructional support to students on the Autism Spectrum in a positive environment.
• Demonstrate knowledge of researched based strategies and methodologies and employ special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory.
• Directly teach socially acceptable behaviors, social pragmatic skills and self-regulation skills as determined by the student’s individualized education program (IEPs) and by employing techniques in an overall positive behavioral support system.
• Organize and maintain student data collection systems.
• Collect, graph, and analyze data to monitor student progress.
• Supervise the organization and maintenance of student data collection by paraprofessionals.
• Implement behavior management techniques; monitor, and evaluate the effectiveness of behavioral support plans.
• Provide paraprofessional staff with training and on-going supervision in ABA principles and strategies.
• Provide paraprofessionals with specific instruction regarding their responsibilities with regular feedback on performance.
• Complete annual evaluations for paraprofessionals.
• Design and implement programming for discrete trial training and other appropriate skill acquisition procedures based on ABA principles.
• Demonstrate knowledge of subject matter in the Massachusetts Curriculum Frameworks for Math, Science, Language Arts, History and Social Studies.
• Adapt the Massachusetts Curriculum Frameworks as needed.
• Integrate technology within instruction to increase student comprehension and interest.
• Consult and collaborate with general education staff, related service providers, and specialists around differentiated instruction, curricula and environmental modifications.
• Foster and support the inclusion of students into general education classrooms.
• Develop plans for effective communication, monitoring, and follow-up of students in inclusive classroom settings.
• Demonstrate ability to consult, collaborate and work with a multidisciplinary team.
• Assist parents in accessing community resources to enrich their child’s learning and actively involve parents in all areas of planning for their child’s education.
• Plan and coordinate parent education and training and provide after school parent training and home support as required and/or needed.
• Administer and interpret formal and informal education assessments and prepare written assessment reports.
• Confer with parents, administrators, testing specialists, counselors, and other related service professionals to develop individualized education programs (IEPs) designed to promote students' educational, physical, and social/emotional development.
• Chair team meetings, develop Individual Education Programs (IEPs - goals and objectives) and complete all required documentation in a timely manner.
• Maintain professional competence by participating in staff development activities, curriculum development meetings, and other professional opportunities.
• Perform related work as required.

Your Skill Set :

As the incoming ASD Special Educator,you will possess many, though perhaps not all, of the following characteristics and qualifications:

• Bachelor's Degree in Special Education required.
• Required MA Certification: Moderate or Severe Special Needs.
• At least two years of experience working with students in the Autism Spectrum Disorder.
• Knowledge and/or experience with (ABA) Applied Behavior Analysis.
• Knowledge and/or experience with ABLLS-R.
• Knowledge of the ACE Curriculum.
• Knowledge and/or experience with (AAC) Augmentative & Alternative Communication (moderate to high technology).
• Knowledge and/or experience with Picture Exchange Communication System (PECs). Knowledge and/or experience with (TEACCH) Treatment and Education of Autistic and related Communication disabilities.
• Knowledgeable in the IEP process and Special Education law.

Salary :

In accordance with the Cambridge Education Association Unit A Salary Schedule

Full credit on the salary schedule, not to exceed six (6) years will be given for previous outside teaching experience upon initial employment. In the case of exceptional needs, this requirement may be waived.

How to Join Our Team :

Please upload a resume and thoughtful cover letter, outlining how your skills and experience meet the qualifications of the position and stating how you heard about this opportunity.

At the Cambridge Public Schools, we are committed to cultivating an environment where diverse perspectives and backgrounds are embraced, acknowledging that a team reflecting diversity of race, color, ancestry, national origin, religion, age, gender, marital/domestic partner status, sexual orientation, gender identity, disability status, and veteran status allows us to serve our communities better. To that end, we welcome and encourage applicants to bring their authentic selves when considering employment opportunities within our school district.