Classroom Teacher - Peninsula Campus

Description

To manage a special education classroom including student instruction and assessment, data collection and analysis, staff training, and overall organizational behavior management.

Essential Core Responsibilities

Instruction

• •Presents Instruction to students based on assessment data and IEP/IIP/VAAP/SOLs across the instructional day
• •Assesses progress to inform the IEP and curricular goals
• •Collects and analyzes student and staff data to inform programmatic and training needs
• •Arranges the learning environment to maximize progress, independence, and safety
• •Creates and uses functional, socially significant, and developmentally appropriate materials
• •Conducts preference, educational, adaptive and other necessary assessments in preparation for instructional programming, IEP/IIP meetings, and classroom meetings

Organizational Behavior Management

• •Provides staff training using the TPRA/AILC Observations and individual/group meetings
• •Writes IEP/IIP goals, performance descriptions, etc. based on assessment and student learning data
• •Reports progress towards IEP/IIP/VAAP/SOL goals and objectives according to designated schedule
• •Assesses skills and reports performance/progress for required student assessments (SOL,VAAP, etc.)
• •Maintains students’ daily home/school communication books
• •Addresses parent and/or local educational agency concerns and brings them to the attention of the Program Supervisor and/or other administrator
• •Follows protocols regarding supply requests and other administrative needs
• •Maintains daily schedule of students to learning areas
• •Ensures the planning of daily activities, including individual and group instructional sessions

Classroom Management

• •Expectations are clear, well communicated, and relate to the goals and objectives of the program
• •Staff receive frequent, constructive feedback and reinforcement for successful completion of job duties
• •Conduct regular classroom meetings, communicating any issues to Program Supervisor or other administrator
• •Assures staff have the necessary knowledge, skills, and abilities to accomplish goals
• •Provides parents and county educational personnel observational opportunities
• •Assures performance issues are addressed and documented as they occur according to Faison policies and procedures
• •Conducts performance reviews for all staff under their supervision
• •Safety issues are reviewed and communicated to assure a safe and healthy workplace
• •Utilizes the progressive disciplinary model, addressing all concerns with staff members under their supervision in a timely manner
• •Administers medication, following appropriate training, when needed
• •Responds to crisis and medical emergency situations as necessary, following appropriate training

Requirements

Experience Requirements

• •Experience with and the ability to work with children with autism and their families
• •Supervisory experience and excellent interpersonal skills
• •Knowledge of special education and applied behavior analysis curriculum and assessments
• •Previous experience with teaching children with autism
• •Teaching skills, analytic skills and experience managing classrooms for students categorized as: pre-listeners, listeners, speakers, speaker-listeners, reader-writers, self-managers and self-editors
• •Specific knowledge and experience related to the teaching position applied for (see categories listed above).

Education Requirements

• •Bachelor’s degree in related subject area required
• •Master’s degree in special education or related field preferred
• •Certification in Applied Behavior Analysis preferred
• •Hold or be eligible for special education teacher licensure in Virginia; once obtained, must maintain appropriate license to remain in position
• •Maintains all necessary licensures and completes ongoing professional development training as assigned by supervisors

Essential Physical Requirements

• •Lift 50 pounds (and keep back straight while doing so)
• •Bend at all joints fluently
• •Move in and out of and maintain a kneeling position for up to five minutes
• •Reach in all directions
• •Grasp using both hands
• •Move quickly in both confined and open spaces to avoid safety issues
• •Run in order to retrieve an individual who is moving quickly away from staff
• •Maintain balance while lowering to a half squat position