Substitute ABA Teacher
A substitute ABA teacher’s primary job responsibility is to implement curriculum programs & behavior intervention for students with autism spectrum disorder and other disabilities under the Lead teacher’s supervision. The substitute ABA teacher also assists in data collection and the development and overseeing in behavior plans for in-classroom implementation. The substitute ABA Teacher is responsible for assisting in planning group instruction, lesson planning, and adaptation of the education program to enable students to benefit from educational experiences. The substitute ABA Teacher implements curriculum based upon Applied Behavior Analysis including discrete trial training, task analyses and other research-based curriculum modifications and works 1:1, 2:1 or 3:1 with students.
ESSENTIAL DUTIES AND RESPONSIBILITIES includes the following (other duties may be assigned).
- Arrive at scheduled time and stay until scheduled time (depending on student/classroom assignment and/or terms of employment stated in offer letter).
- Provide a reliable method of personal contact in the event of teacher call-outs and substitute needs
- Communicate substitute availability in a timely manner when requested
- Maintain a positive, organized and safe learning environment.
- Manage time, materials and equipment effectively.
- Maintain a strong knowledge base and share information regarding best practice and proven methodologies in teaching students with autism and related disorders.
- Establish and maintain effective and efficient record keeping procedures.
- Interpret data for instructional planning and program evaluation.
- Demonstrate knowledge and understanding of subject matter content.
- Differentiate instruction in group setting to address individual student skills/strengths/weaknesses.
- Apply principles of learning and effective teaching in instructional delivery.
- Teachers will be expected to follow the school curriculum and methodology set forth by the Directors and Lead Teachers.
- Recognize overt indicators of student distress or abuse and take appropriate action based on school procedures and law.
- Use appropriate materials, technology and resources to help meet learning needs of all students.
- Provide a positive environment in which students are encouraged to be actively engaged in the learning process.
- Communicate effectively, both orally and in writing, with other professionals, students, parents and the community.
- Collaborate with other professionals and parents.
- Collaborate with peers to enhance the instructional environment.
- Assist others in acquiring skills and knowledge in specific areas of responsibility.
- Engage in a continuing quest for personal growth through in-service, classes and study.
- Conduct a personal assessment periodically to determine professional development needs with reference to specific instructional assignment.
- Model professional and ethical conduct when dealing with students, peers, parents and the community.
- Perform and fulfill all professional responsibilities.
- Prepare all required reports and maintain all appropriate records.
- Ensure that student growth and achievement is continuous and appropriate for age group, subject area and/or program classification.
- Perform other incidental tasks as directed by the Educational Director/Assistant Educational Director/Administration.
- Professionalism: Our school is a respected segment of the community. It remains this way only when its staff exhibits a professional attitude at all times, thereby providing role models for students, and highlighting the positive aspects of our organization at all times. Negative attitudes hinder an organization. Teachers are expected to maintain professionalism at all times. Discussing general school issues with parents in a negative connotation will be grounds for termination.
- Scheduling personal commitments so that they do not conflict with school responsibilities (insofar as this is possible).
- Follow school policies as outlined in the Employee Manual.
- May be required to perform other duties as assigned.
KNOWLEDGE, SKILLS AND ABILITIES:
- Teaching experience within the Autism/ behaviorally challenged population.
- Ability to interact with all levels of individuals.
- Computer skills including MS Office.
- Excellent communication, interpersonal and problem solving skills.
- Skill in oral and written communication with students, parents and others.
- Strong attention to detail.
- Enthusiasm for working with children with special needs.
- Responsible and caring attitude for the population we serve.
- Specific training and experience in teaching students with autism and related disorders.
- Experience in a classroom setting/ or with children.
- Experience with Verbal Behavior programs preferred but not required.
- Specific Knowledge and training in effective methodologies and best practices in teaching autistic students preferred, but not required.
- Ability to plan and implement activities for maximum effectiveness.
- Ability to maintain appropriate student supervision so that students have a safe and orderly environment in which to learn.
- Ability to work effectively with peers, administrators, support staff, and community agencies.
EDUCATION and/or EXPERIENCE:
- Bachelor's degree from an accredited educational institution in ABA, psychology, teaching, or related field and/or minimum three years' successful experience in ABA/teaching field (within the past five years)
- Coursework/training in working with the special needs population, including Autism, mentally handicapped, emotionally handicapped, varying exceptionalities, and/or language speech impaired.
- Master's degree in ABA, psychology, teaching, or related field
- Valid teaching certification
- Flexibility in teaching area (multiple certifications or experience)
- Extra-curricular abilities and interest:
BCaBA, RBT, CPR and/or PCM certification preferred
Light Work: Exerting up to 20 pounds of force occasionally and/or up to 10 pounds of force as frequently as needed to move objects.
SUBSTITUTE TEACHER BENEFITS:
- Competitive pay
- ABA Supervision for BCaBA/BCBA certification
Required application documents: Cover letter, Resume of experience and education, and Photocopies of certification documents (if applicable)
The Victory Center for Autism & Related Disabilities is an Equal Opportunity Employer. We do not discriminate on the basis of race, religion, color, sex, age, national origin or disability.
The Victory Center for Autism & Related Disabilities is a Drug Free Workplace!