Autism Spectrum Disorder; ASD Teacher - Pinewood Middle School

Autism Spectrum Disorder (ASD) Teacher
- Pinewood Middle School

• Position Type:
  Special Education/ Special Education
  - Categorical
• Date Posted: 6/15/2026
• Location:
  
  Pinewood Middle School
• Closing Date: 06/22/2026

ALL APPLICATION MATERIALS MUST BE UPLOADED AND SUBMITTED NO LATER THAN 5:00 PM ON THE SPECIFIED POSTING DEADLINE.

Position: Autism Spectrum Disorder Teacher
Effective  School Year

Under the general supervision of the School Principal, the ASD Teacher designs and delivers specialized instruction to maximize the academic, interpersonal, and daily living skills of students on the autism spectrum. By implementing district-approved curriculum, creating a safe and optimal learning environment, and utilizing data-driven progress monitoring, the teacher addresses individual student needs to foster independence, growth, and meaningful learning experiences.

This position includes responsibility for the day-to-day coordination and direction of assigned support staff.

• Develop Individualized Education Program(s) for students based on evaluation data and research-based practices.
• Support student learning in the least restrictive environment.
• Integrate technology use in the classroom.
• Differentiate instruction to ensure student's progress.
• Document student progress on goals and objectives, accommodations, service time, and discipline/suspensions.
• Collaborate with all service providers, general education teachers, and other staff to assist in providing support and documentation for the implementation and review of existing evaluation data processes.
• Provide support to general education classroom teachers.
• Develop, implement and evaluate the effectiveness of behavior support plans.
• Log and maintain monthly Service Capture reporting requirements for Medicaid Billing.
• Maintain an electronic log to document student's goals and objectives, accommodations, and other IEP related services.
• Participate and support implementation of interventions in the Response to Intervention (Rtl) and student success team process as appropriate.
• Maintain and promote school district goals and objectives including positive behavior support initiative (PBIS) building initiatives.
• Utilize appropriate Crisis Prevention Techniques (CPI) to manage verbally & physically aggressive situations.
• Make and maintain regular, positive contact with parents via phone calls, email and/or home visits including communicating student progress.
• Participate in parent meetings, including IEPs and Parent/Teacher Conferences as required.
• Participate in special education/building/district meetings as directed by the special education supervisor.
• Plans and directs the daily work of assigned support staff, ensuring all instructional practices and behavioral interventions align with student IEPs, data collection requirements, and classroom expectations.
• Models effective instructional and behavioral strategies while providing real-time guidance and feedback to staff regarding student supervision and the implementation of educational programs.
• Manages staff performance and utilization by addressing minor procedural concerns directly and collaborating with building administrators on significant issues in accordance with district procedures.
• Regular, reliable and punctual attendance

Performs other related tasks as assigned by the Principal, Director of Special Education, and other central office administrators as designated by the Superintendent. The above description is illustrative of tasks and responsibilities. It is not meant to be all inclusive of every task or responsibility.

Uses standard office equipment such as personal computers, printer, copy and fax machines, and telephone.

Travels to school district buildings and professional meetings as required.

• A firm belief that all children can learn and an ability to accept differences in students.
• Ability to abide by all district policies and demonstrate competencies specified in Michigan Special Education Rules and Regulations.
• Ability to plan, prepare, and carry out engaging educational activities that promote the social-emotional, academic, and physical development of the whole child.
• Ability to establish and maintain a safe and secure learning environment.
• Knowledge of differentiated instruction based upon student learning styles.
• Knowledge of research based interventions for reading and math.
• Knowledge of Multi-Tiered Systems of Support.
• Ability to develop and maintain positive relationships with staff, families, students, and administration.
• Ability to engage in self-evaluation with regard to performance and professional growth.
• Demonstrate self-directedness and initiative when given a variety of tasks and responsibilities.
• Ability to apply common sense understanding and learned skills while interacting with students and adults.
• Knowledge of data information systems, data analysis and the formulation of action plans.
• Ability to communicate…