Long-Term Elementary Autism Support Substitute Teacher

Fort Madison Community School District; Idaho Falls (ID); Sur place; USD 42 000 - 60 000; Plein temps

Résumé du poste

Fort Madison Community School District is seeking a Long-Term Substitute to provide instructional and behavioral support to a student with autism receiving special education services. This role collaborates with general and special education staff to deliver IEP-driven instruction and access to grade-level curriculum while maintaining a safe, structured, and supportive classroom environment.

The candidate will implement individualized behavior plans, use evidence-based autism strategies, and

Qualifications

• Must possess a valid Iowa teaching license or valid substitute teaching license or substitute authorization.
• Previous successful substitute experience is preferred but not required.

Responsabilités

• Collaborate daily with general education teachers to plan for and support the student's participation in grade-level instruction.
• Deliver and reinforce general education instruction with accommodations, modifications, and specially designed instruction per IEP.
• Provide daily instructional support aligned with the IEP and Behavior Intervention Plan (BIP).
• Implement teacher-developed lesson plans in general and special education settings.
• Facilitate access to grade-level curriculum and promote independence and engagement.

Connaissances

Collaboration with teachers

Behavior support

Data collection

Formation

Valid Iowa teaching license or substitute license

Description du poste

Fort Madison Community School District is seeking a Long-Term Substitute to provide instructional and behavioral support to a student with autism receiving special education services. This role collaborates with general and special education staff to deliver IEP-driven instruction and access to grade-level curriculum while maintaining a safe, structured, and supportive classroom environment.

The candidate will implement individualized behavior plans, use evidence-based autism strategies, and