The Special Education Teacher will create an evidence based educational program and a classroom environment that is multicultural/gender and ability fair/developmentally appropriate, is favorable to learning and growth and is based on a commitment that all children can learn. CREST is looking for a Special Education Teacher to teach students in our PreK-8 Autism program. The specific grade level has not been identified yet. Licensure in Moderate Disabilities PreK-8 is required.
The model is small group classroom instruction. Appropriate experience with students with Autism, Intellectual and Emotional disabilities at this grade level is preferred and licensure in Mild/Moderate Disabilities PreK-8 is required.The ideal candidate will ensure student progress toward team-identified skills and competencies, by development, delivery, supervision, and evaluation of specialized instruction. Essential duties and responsibilities may include, but are not limited to, the following: -Conduct and write formal diagnostic and functional assessment to support special education assessment. -Conduct and write formal diagnostic and functional assessment to identify need areas during reassessment.
Develop and write Individual Education Plans for students. With appropriate team members, identify individualized instructional priorities in indicated domains, including the general academic curriculum, functional academic skills, communication and social skills, social and behavioral development, recreation and leisure skills, functional and community living skills and pre-vocational skills. -Participate in TEAM meetings for students and demonstrate professionalism and excellent communication skills to share information with all stakeholders (Districts, Families, outside Providers).-Write objectives that are concrete, specifying the conditions, behavior, support, objective performance criterion, and target date.-Develop and deliver instruction to students. Determine the applicability of specialized curricula and instructional techniques using evidenced based practice.
In collaboration with support staff, adapt and//or modify curricula and instruction drawn form the general academic curriculum. -Deliver instruction in the least restrictive environment in which student growth on objectives is demonstrated. -Train and supervise special education support staff (instructional assistants, applied behavior analysis technicians, registered behavior technicians) in the development and delivery of the curricula. Assess and intervene to ensure reliable implementation of programs by all staff.
Properly document training and intervention. -In collaboration with administrators, participate in evaluation of special education support personnel, in accordance with current teacher and educational assistant contractual guidelines. -Develop and implement continuous progress data collection procedures to assess student growth using objective measures such as percent correct, event recording, interval recording, latency measures, prompt recording, or other objective data. -Review student progress frequently (i.e.
at least once a month) and adjust instruction in response to trends. -Create and maintain a professional and positive classroom culture with open communication to all stakeholders.
Tagged as: Teacher