MS Special Educator, Autism Program - SY 24-25

SPECIAL EDUCATION TEACHER, AUTISM PROGRAM

Job Summary:

At Capital Village PCS (CVPCS), we cultivate a safe environment where students, and educators, can explore their interests and discover new things about themselves. Our learning community is seeking an Autism Program teacher that will plan and implement an intensive instruction model, using the principles of TEACCH and culturally affirming Applied Behavior Analysis (ABA) as directed, coached, and supervised by staff trained in this methodology. 

The daily teacher responsibility includes the day-to-day care of students with Autism, coordinating a team of support staff, and guiding students to develop social skills, learn new life skills, and live as independently as possible. You are excited to join us in supporting each of our students in reaching their full potential and the chance to capitalize on your unique strengths. 

Program Description: 

CVPCS provides a full continuum of services for students in grades 6-8 who have been found eligible to receive special education services. There are different settings along the continuum where these services can be provided, and students learn in the least restrictive environment (LRE) possible.

Our continuum includes one Communication and Education Support (CES) program classroom. The CES program classroom is for our students who need modified access to the general education environment through functional academic supports and have been identified with ASD or other similar types of learning needs. Our CES classroom is based on the principles of TEACCH and culturally affirming Applied Behavior Analysis (ABA) and uses research-based practices to provide students with highly structured environments. Teachers and staff in these classrooms support the academic, behavioral, communication, and social-emotional needs of students to help them develop independent living skills.

Our CES program has a small student to teacher ratio, and includes one classroom teacher and at least one classroom aide or registered behavior technician. The program is also supported by our related service providers including an occupational therapist, speech-language pathologist, school psychologist and/or social worker, and physical therapist through direct service provision and consulting services. Additionally, an applied behavior analysis (ABA) coach supports the program staff on a regular basis to assist in the daily use of ABA techniques in the classroom. 

What Excites You About This Role:

At CVPCS, we provide a safe environment where students, and educators, can explore their interests and discover new things about themselves. You are excited to join us in supporting each of our students in reaching their full potential and the chance to capitalize on your unique strengths. You would be a strong candidate for this position if the following resonates with you:

• TARGET SENSORY-COGNITIVE SKILLS: Leverage the use of the Styer-Fitzgerald curriculum for functional academics to build students' ability to visualize and verbalize 
• DATA ANALYSIS: Teachers and paraprofessionals collect daily data on students’ present levels of performance on Individualized Education Plan (IEP) and curriculum goals, as well as target behaviors, in order to monitor progress, make instructional decisions and differentiate instruction.
• MULTIMODAL TEACHING & LEARNING: Employ a variety of technologies to supplement instruction, including iPads, computer-based programs, and SmartBoards. Additionally, you will utilize assistive technology, visual aids and supports.
• HOME/SCHOOL CONNECTION: Partner with students’ families to create a positive and caring learning environment at school that connects with the home environment and supports students throughout their day.
• CASE MANAGEMENT CONSULT: Provide consultative support to the assigned case manager but not responsible for overseeing compliance and IEP documentation. It is the expectation that data sharing and consultation will be performed weekly/bi-weekly throughout the school year and participate in IEP meetings as appropriate
• ADAPTABILITY: Readily adjust approaches to a situation based on the needs of students. Flexible and responsive to need to change their classroom or program delivery to accommodate the student.
• RESTORATIVE DISCIPLINE: Participate in the design and implementation of an ABA-aligned restorative positive behavior interventions and supports (PBIS) program
• PROFESSIONAL DEVELOPMENT: Acquire, synthesize, and extend knowledge of functional academic curriculum and research-based interventions including: structured teaching, applied behavior analysis, and relationship-based interventions
• COLLABORATION: Engage with outside agencies, service providers, and consultants to improve programming and opportunities for students with ASD. Assists school leaders and organizational partners in the collection and completion of required reports about the program and services, and other related duties as assigned.

QUALIFICATIONS:

• Required:
  • Bachelor’s degree 
  • Prior experience working as a lead teacher and/or special educator
  • Knowledgeable of Common Core State Standards and strategies to meet the academic, developmental, and functional needs of students
  • Competency in the administration and interpretation of academic testing
  • Ability to establish and maintain effective working relationships with students, peers, families, and community
  • Ability to communicate clearly and concisely (oral and written)
• Bonus:
  • Advanced degree, graduate-level certificates, or coursework in Autism Spectrum Disorders, communication/social skills, Applied Behavior Analysis, or similar
  • Prior experience working with students with Autism in a specialized program