Primary Grades Autistic Support Teachers - Locations to be Determined

YORK CITY SCHOOL DISTRICT; York (York County); On-site; USD 50,000 - 70,000; Full time

Job summary

YORK CITY SCHOOL DISTRICT is seeking an Autistic Support Teacher to provide specialized instruction in a supportive learning environment. The successful candidate will implement Applied Behavioral Analysis techniques, manage Individualized Education Plans (IEPs), and collaborate with various staff to ensure the needs of students are met. Qualifications include a valid Pennsylvania Teaching Certificate with a Special Education certification. This position requires strong communication skills and the ability to adapt teaching methods to meet student needs.

Qualifications

• Valid Pennsylvania Teaching Certificate with a Special Education certification.
• Highly Qualified in mid-level core subjects preferred.
• Act 34 Clearance, Act 151 Clearance, FBI Clearance (self-paid).
• Ability to demonstrate knowledge of technological applications.

Responsibilities

• Implement an intensive instructional model using principles of Applied Behavioral Analysis (ABA).
• Plan and adapt the general/Special Education curriculum for students.
• Develop timely and compliant IEPs for eligible students.
• Collect and share student progress on goals and objectives.

Skills

Communication skills

Ability to adapt and set priorities

Professionalism

Knowledge of best practices

Education

Valid Pennsylvania Teaching Certificate with Special Education certification

Level II instruction certification preferred

Tools

VB-MAPP

SRA

Job description

Experience and Qualifications

• Valid Pennsylvania Teaching Certificate with a Special Education certification.
• Level II instruction certification preferred
• Highly Qualified in mid-level core subjects preferred
• Exhibits professionalism in actions, speech and appearance
• Knowledge of best practices
• Ability to set priorities and adapt to change
• Ability to communicate effectively in both oral and written form
• Demonstrates knowledge of technological applications
• Manages multiple projects and responsibilities
• Act 34 Clearance, Act 151 Clearance, FBI Clearance (self-paid).
• Act 126 & Act 71 Certifications.
• Drug Screening (self-paid).
• Letter of Interest, Resume and Application on District website.

Goal

The Autistic Support Teacher will implement an intensive instructional model, using principles of Applied Behavioral Analysis (ABA). The Autistic Support Teacher is responsible for planning instruction and adaptation of the general/Special Education curriculum to accommodate students in the learning process. This teacher will function as the Case Manager for students with Individualized Education Plans (IEPs) and oversee the compliance of Chapter 14 paperwork.

Primary Duties And Responsibilities

• Complies with timelines, laws and regulations relating to District, State and Federal policies and procedures
• Develops timely and compliant IEPs for eligible students
• Plans and implements academic instruction for students that exhibit communication, social and behavioral challenges using evidence‑based methods (e.g. Direct Instruction) and modified curriculum (e.g. VB‑MAPP, Unique, SRA) as well as general education curriculum, when appropriate
• Plans and implements non‑academic instruction in areas such as social skills, toileting and community‑based instruction
• Understands and completes Functional Behavior Assessments (FBAs) and Positive Behavior Support Plans (PBSPs)
• Collects, documents and shares student progress on goals and objectives, accommodations, service time and discipline/suspensions
• Collaborates with all service providers, General Education Teachers and other staff to support and provide documentation for the evaluation and re‑evaluation process
• Differentiates instruction to meet the needs of the individual students
• Provides support to General Education classroom teachers, when appropriate
• Provides direction and training to the Paraprofessional staff assigned to the Autistic Support classrooms
• Develops, implements and evaluates the effectiveness of Behavior Support Plans
• Employs CPI techniques, along with an understanding of the function of behavior to prevent behavior‑related issues and intervene safely and effectively, including restraint techniques when indicated
• Maintains routine and consistent contact with student’s parent/guardian
• Participates in building‑level or District meetings as directed by the building Principal or Central Office leadership
• Participates in specific professional learning, in‑class coaching and ongoing professional reflection to continuously improve instructional practices
• Performs all other duties as assigned by the Principal or District leadership