26/27 SY Special Education Teacher ASC Program
Anova Education, Phoenix, AZ, United States
PENDERGAST SCHOOL DISTRICT
Job Description
Job Title: Special Education Teacher ASC Program (Autism Support Cadre)
EXEMPT: Yes
JOB CODE:
SALARY LEVEL: Teacher Salary Schedule
DEPARTMENT: Educational Services
LOCATION: Desert Horizon School
TERM OF EMPLOYMENT: 10 Month
REPORTS TO: Building Principal
DATE APPROVED:
POSITION LEVEL:
SUMMARY
Under general direction of the school principal the teacher will work with students who have behavioral and cognitive disabilities in an autism program providing specific instructional and behavioral strategies and techniques. The teacher will be able to write and implement IEPs to fit the needs of the students in the program.
REQUIRED QUALIFICATIONS
Arizona Special Education Cross Categorical or MR Certification
Highly qualified in Elementary Education K-8 classroom
Provisional SEI or ESL Endorsement
Arizona Fingerprint Clearance Card
PREFERRED QUALIFICATIONS
Knowledge of TEACCH methodologies
Knowledge of Picture Exchange Communication System (PECS)
Knowledge of teaching social skills (i.e. Social Stories)
Knowledge of Applied Behavior Analysis
Knowledge of Functional Behavioral Analysis and Behavior Intervention Plan(s)
Knowledge of Structure Teaching Model (STM)
Such alternatives to the above required & preferred qualifications as the Superintendent/Designee may find appropriate and acceptable
ESSENTIAL DUTIES AND RESPONSIBILITIES
Writes individualized IEP plans for students with disabilities.
Communicates frequently with parents.
Creates picture schedules for students to utilize within the structured teaching model.
Creates adaptations for the sensory needs of students.
Uses teaching strategies that encompass visual pictures and objects.
Supervises and manages teaching assistants in small group and individual instruction as well as daily jobs and routines.
Provides differentiated academic and behavioral instruction for students with autism.
Creates and plans schedules that allow students to access general education curriculum and typical peers.
Collaborates with general education teachers, administration, and related services through Professional Learning Communities.
Monitors progress by the collection of data through IEP goals.
Attends professional development in alignment with the district initiatives.
Perform such other duties and assumes such other responsibilities as may be assigned by the Superintendent/Designee.
EVALUATION
At least once annually in accordance with Governing Board Policy
LANGUAGE SKILLS
Ability to read, analyze, and interpret education materials and programs. Ability to write reports, procedure manuals, and correspondence. Ability to effectively present information and respond to questions from groups of teachers, students, administration, and the community.
MATHEMATICAL SKILLS
Ability to work with mathematical such as probability and statistical inference. Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations.
REASONING ABILITY
Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.
PHYSICAL DEMANDS
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee is required to talk and hear. The employee frequently is required to stand, walk, sit, and use hands to handle, or feel objects, or controls; and reach with hands and arms. The employee is occasionally required to climb or balance and stoop, kneel, crouch, or crawl. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.
WORK ENVIRONMENT
The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of the job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment is usually moderate.
SUPERVISION
Building Principal
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Job Description
Job Title: Special Education Teacher ASC Program (Autism Support Cadre)
EXEMPT: Yes
JOB CODE:
SALARY LEVEL: Teacher Salary Schedule
DEPARTMENT: Educational Services
LOCATION: Desert Horizon School
TERM OF EMPLOYMENT: 10 Month
REPORTS TO: Building Principal
DATE APPROVED:
POSITION LEVEL:
SUMMARY
Under general direction of the school principal the teacher will work with students who have behavioral and cognitive disabilities in an autism program providing specific instructional and behavioral strategies and techniques. The teacher will be able to write and implement IEPs to fit the needs of the students in the program.
REQUIRED QUALIFICATIONS
Arizona Special Education Cross Categorical or MR Certification
Highly qualified in Elementary Education K-8 classroom
Provisional SEI or ESL Endorsement
Arizona Fingerprint Clearance Card
PREFERRED QUALIFICATIONS
Knowledge of TEACCH methodologies
Knowledge of Picture Exchange Communication System (PECS)
Knowledge of teaching social skills (i.e. Social Stories)
Knowledge of Applied Behavior Analysis
Knowledge of Functional Behavioral Analysis and Behavior Intervention Plan(s)
Knowledge of Structure Teaching Model (STM)
Such alternatives to the above required & preferred qualifications as the Superintendent/Designee may find appropriate and acceptable
ESSENTIAL DUTIES AND RESPONSIBILITIES
Writes individualized IEP plans for students with disabilities.
Communicates frequently with parents.
Creates picture schedules for students to utilize within the structured teaching model.
Creates adaptations for the sensory needs of students.
Uses teaching strategies that encompass visual pictures and objects.
Supervises and manages teaching assistants in small group and individual instruction as well as daily jobs and routines.
Provides differentiated academic and behavioral instruction for students with autism.
Creates and plans schedules that allow students to access general education curriculum and typical peers.
Collaborates with general education teachers, administration, and related services through Professional Learning Communities.
Monitors progress by the collection of data through IEP goals.
Attends professional development in alignment with the district initiatives.
Perform such other duties and assumes such other responsibilities as may be assigned by the Superintendent/Designee.
EVALUATION
At least once annually in accordance with Governing Board Policy
LANGUAGE SKILLS
Ability to read, analyze, and interpret education materials and programs. Ability to write reports, procedure manuals, and correspondence. Ability to effectively present information and respond to questions from groups of teachers, students, administration, and the community.
MATHEMATICAL SKILLS
Ability to work with mathematical such as probability and statistical inference. Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations.
REASONING ABILITY
Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.
PHYSICAL DEMANDS
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee is required to talk and hear. The employee frequently is required to stand, walk, sit, and use hands to handle, or feel objects, or controls; and reach with hands and arms. The employee is occasionally required to climb or balance and stoop, kneel, crouch, or crawl. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.
WORK ENVIRONMENT
The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of the job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment is usually moderate.
SUPERVISION
Building Principal
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