High School Special Education Teacher - Autism Program; Grades 9-12

High School Special Education Teacher - Autism Program (Grades 9-12)

CREST Collaborative - Andover, Massachusetts

Position Type: Full-time

• 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 evidence‑based practice.
• In collaboration with support staff, adapt and/or modify curricula and instruction drawn from 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.

• Master's Degree preferred.
• Massachusetts certification in Special Education required. Preferred certification in Mild/Moderate Disabilities 9-12.
• Experience with students with ASD, Intellectual Disabilities and Emotional Disabilities.
• Experience using assistive technology to promote curricular access required.
• Experience using the principles of Applied Behavior Analysis within teaching and behavioral methodologies.
• Experience working with students with complex social/communication/behavioral profiles including promotion of functional communication, antecedent management and de‑escalation.
• Must be capable of lifting a minimum of 50 pounds.
• Assists with student behavior management as needed.
• At least 2 year(s) of relevant experience preferred.
• Citizenship, residency or work visa required.

It is the policy of the Collaborative to provide a safe and secure working and learning environment for its entire staff and student body without distinction based on actual or perceived differentiating characteristics, including race, color, age, religion, creed, ancestry, veteran or military status, national origin, citizenship, sex, socioeconomic status, homelessness, academic status, limited English proficiency, genetic information, gender identity or expression, physical appearance, marital status, pregnant or parenting status, sexual orientation, mental, physical, developmental or sensory disability or by association with a person who has or is perceived to have 1 or more of these characteristics;

or by any other protected status or characteristic under federal, state, or local laws. Discrimination, sexual and bias‑motivated harassment and violations of civil rights disrupt the educational process and will not be tolerated. The Collaborative is committed to prevention, remediation and accurate reporting of bias incidents and civil rights violations. To that end, all staff and students can enjoy the advantages of a safe and tolerant environment where individual differences are respected.

The Collaborative undertakes to engage in activities and programming such as training of all school personnel intended to foster respect for diversity, civil rights and non‑violence in school settings.