Job Description:Job Title:Teacher – Exceptional EducationTerms of Employment:9.5-month (200 Day)FLSA Status:ExemptWork Location:Richmond Technical CenterImmediate Supervisor:School PrincipalGeneral Description:Duties performed typically in a school setting. Performs professional work providing teaching and/or training services to students in a specialized subject. Work requires frequent standing, sitting, light lifting up to 10 pounds, walking, vocal communication for expressing or exchanging ideas, hearing to perceive information at a normal spoken word level and visual acuity for preparing and analyzing written or computer data.Essential Duties and Responsibilities:
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- Ability to effectively communicate and promote the mission, philosophy, and curriculum of the Autism Specialty classroom to parents, school and classroom staff, colleagues, and community partners.
- Participates in regularly scheduled and ongoing professional development and technical assistance sessions and demonstrate consistent and accurate implementation of all competencies addressed in the trainings including: alignment of IEP goals and objectives with ASOL, development of a safe and conducive learning environment; implementation of evidence based practices such as positive behavior supports, person-centered planning, functional communication instruction, applied behavior analysis and data collection.
- Working knowledge of the concepts, principles, and methodologies of instruction, learning theory, and teaching of special education students with intellectual disabilities and or Autism.
- Effectively meet and address the communication needs of students, including those with limited or no verbal communication skills.
- Develops, implements, and assesses instructional strategies to ensure all students are actively engaged in learning.
- Ability to develop a coherent lesson plan properly aligned with ASOL, Aligned Standards of Learning, and IEP goals to include evidence of utilizing appropriate teaching strategies, integrating technology, formative and summative assessments, and data-based interventions.
- Provides effective differentiated instruction to teach functional academic and daily living skills, social competence, self-management skills, self-advocacy skills, and community and vocational skills.
- Follows a standardized protocol for assessing students’ entry level skills, developing IEPs aligned with the students’ need, using data collection tools to measure student progress and inform instruction, and providing skill-specific instruction utilizing principles of applied behavior analysis and environmental supports.
- Meets on a regularly scheduled basis with autism mentors and other technical assistance providers to discuss the curriculum, review student progress, and identify professional development needs.
- Serves as case-manager and instructional leader of the classroom by supervising and providing training to instructional assistants and by working collaboratively with related service personnel to ensure a cohesive program that is aligned with the curriculum and reflects evidence-based practices.
- Demonstrates effective and respectful communication and interactions with family members, other caregivers, and community partners.
- Includes parents and caregivers in all aspects of the program including the IEP process, person-centered planning, review of student progress, and sharing of techniques/materials which can be used in the home and community setting to facilitate generalization of skills.
- Provides parent training and linkages to community resources as appropriate.
- Adheres to all federal, state, and division mandates as related to IEP development, assessments, and other special education procedures. Performs other related duties as assigned.
- Licensed to teach in the Commonwealth of Virginia or eligible for licensure in special education. Bachelor’s degree in special education with an endorsement in adaptive curriculum preferred.
- Three years of experience teaching students with autism, intellectual disabilities, or other low incidence disabilities, and knowledge of the transition process/priorities preferred.
- Three years of experience working in a collaborative and cooperative manner meeting with student’s parents to discuss student progress and areas of need and organizing exceptional education programs.
- Three years of experience working collaboratively with co- workers, staff, and community representatives, and three years of experience scheduling and conducting individualized education programs (IEP).
- Bilingual skills to include Spanish are a plus.
- Ability to perform job expectations independently as well as possess the ability to collaboratively work with various stakeholders.
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