KH High School ASD Teacher

Notice of Vacancy

POSITION
:
High School Special Education Teacher – Autism Spectrum Disorder (ASD)

LOCATION
:
Kenowa Hills High School

START DATE/CALENDAR
: 2026–27 School Year / Per District Calendar

SALARY/BENEFITS
:
As outlined in the KHEA Master Agreement

This position offers the opportunity to make a meaningful impact in the lives of students with diverse learning needs while working alongside a dedicated and collaborative team.

• Must hold a valid Michigan teaching certificate with appropriate endorsement for the assignment (SV – Autism Spectrum Disorder), in accordance with Michigan Department of Education requirements.
• Experience working with secondary students with ASD and/or MiCI, and/or behavioral needs preferred
• Demonstrated ability to work collaboratively as part of a multidisciplinary team
• Strong knowledge of behavior intervention strategies, including de-escalation and positive behavior supports
• Experience developing and implementing IEPs, goals, and progress monitoring systems
• Ability to adapt instruction to meet diverse cognitive, behavioral, and social-emotional needs
• Commitment to inclusive practices and supporting students across settings
• Demonstrated cultural competence and ability to work effectively with diverse student populations
• Strong communication skills with students, families, staff, and outside agencies

To perform this position successfully, an individual must be able to perform each essential function satisfactorily. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• Provide specialized instruction to students with ASD across resource and inclusive settings, aligned to IEP goals
• Serve as IEP case manager, ensuring compliance with all state and federal requirements
• Develop and implement behavior intervention plans, including proactive and responsive strategies
• Utilize evidence-based de-escalation and crisis response techniques (e.g., CPI, Ukeru) to support student safety
• Respond to student dysregulation, which may include verbal escalation, refusal, elopement, or physical behaviors
• Maintain a structured, predictable, and supportive environment that promotes regulation and learning
• Support students in developing social-emotional, communication, and executive functioning skills
• Collaborate closely with paraprofessionals, including modeling strategies and providing direction
• Partner with general education teachers to implement accommodations, modifications, and inclusive practices
• Participate in IEPCs, evaluations, and transition planning
• Communicate regularly with families and outside agencies
• Maintain accurate documentation of student progress, behavior data, and services
• Engage in ongoing professional learning aligned with district initiatives

• Trained in or commitment to mandatory willingness to be trained in CPI (Crisis Prevention Institute) and/or Ukeru crisis management systems
• Experience with or commitment to implementing Capturing Kids’ Hearts (CKH) practices
• Knowledge of Positive Behavioral Interventions and Supports (PBIS) and trauma-informed practices
• Familiarity with structured literacy practices; LETRS training preferred; willingness to complete LETRS training required
• Experience using district curriculum and assessment tools to support diverse learners
• Ability to collect and analyze behavioral and academic data to inform instruction

The physical demands and work environment described here are representative of those required to successfully perform the essential functions of this position. This is not to be construed as an exhaustive statement of duties, responsibilities, or requirements.…