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Teacher
2 months ago
SPECIAL EDUCATION TEACHER
- Qualifications:
- Baccalaureate Degree
- New York State Teaching Certificate-Special Education
- Willingness to complete Personalized System of Instruction (PSI) training modules in a timely manner. Three tiered training modules include knowledge of the terminology of the science of Applied Behavior Analysis, fast and accurate presentation and consecution of instruction (learn units), and analysis of individual student data.
- Ability and willingness to train and supervise teacher aides in appropriate presentation of instruction and consecution of student behavior. Ability to model appropriate classroom behavior.
- Sensitivity to the communication, academic, and social needs of students with developmental disabilities at all levels of independence.
- Accountability
Accountable to the Program Coordinator/Senior Behavior Analyst and the Behavior Analyst Supervisor and indirectly accountable to the Executive Director.
- Responsibilities
- Programming
- Conducts individualized criterion-referenced inventories of behavior repertoires (assessments) for all students annually.
- Presents individualized instruction to all students with a minimum per student and measures, graphs, and analyzes all students’ progress on all IEP objectives on a daily basis.
- Analyzes student progress on a daily or moment-to-moment basis and works closely with Behavior Analyst Supervisors to design phase and change and note objectives for each individual student.
- Work with the Behavior Analyst Supervisor on developing curricula and behavior procedures to be followed in the classrooms.
- Supervision
- Supervises and guides teacher aids in the application of behavioral techniques
- Ensures that programs are followed and data recorded appropriately
- Models appropriate classroom behavior for all classroom staff.
- Evaluation
- Assess students’ abilities according to their performance on criterion-referenced assessments, authentic assessments, and instructional objectives.
- Constructs ongoing analysis of problems and progress in IEP programs.
- Reviews communication, academic, and social progress of students at CSE meetings, annual and semi-annual interdisciplinary team meetings.
- Maintain an up-to-date account of students’ educational progress (IEP updates and student progress reports) and analyze program data daily.
- Completes IEP Packets for all students for NY State requirements
- Cooperatively reviews all class grouping lists and evaluates requests for reassignments with Behavior Analyst Supervisors, specialists, and teachers of students involved.
- Fiscal Planning
- Makes use of educational materials available, recommends to the Behavior Analysts Supervisors additional materials that should be obtained (with permission from the Director of Education), and purchases additional curricular supplies as needed.
- Reports to Behavior Analyst Supervisors on the conditions of classroom equipment and the physical environment (writes work orders for repairs) and ensures that classrooms are kept clean and in good condition.
- Additional Responsibilities
- Participates in the preparation of community-oriented programs.
- Maintains daily attendance records.
- Completes data summaries
- Participates in professional staff meetings, behavior analysis courses (when offered), and the Personalized System of Instructions (PSI) training modules provided as part of ongoing in service training.
- Maintains communication with families/agencies regarding students’ programs.
- Completes summaries of student’s progress four times a year.
- Participates in pre-placement screening and evaluations of prospective students.
- Ensures compliance with all New York State Education Department regulations.
- Attends professional conferences and in-service training sessions as scheduled during the year.
- Communicate with Behavior Analysis Supervisors in a timely manner whenever behavioral, instructional, or health and safety problems arise.
- Maintains up-to-date scripted curricula and communicates to other classroom staff regarding student program changes.
- Arrives at work on time every day.
- Protect the health, safety, and welfare of all students at all times, and adequately supervise or arrange for adequate supervision of students at all times (including break times).
- Assumes their responsibilities as assigned.
8. Physical Responsibilities
· Sitting, standing, bending, lifting, and moving intermittently during work hours
· Must be able to cope with the mental and emotional stress of the position
· Must possess sight and hearing senses or use prosthetics that will enable these senses to function adequately so that the requirements of the position can be fully met
· Must function independently, have personal integrity, be flexible, and able to work effectively with other personnel
· Must be in good general health and demonstrate emotional stability
