Teacher - Autism Spectrum Disorder (ASD) Program - 26-27

Teacher
- Autism Spectrum Disorder (ASD) Program - 26-27

Utica Community School District Various Locations
- Sterling Heights, Michigan Open in Google Maps

This job is also posted in Utica Community School District

Job : 5886860

Final date to receive applications: Posted until filled

Posted: Aug 14, 2026 4:00 AM (UTC)

Starting Date: To Be Determined

Qualifications:

• Must hold a valid Michigan teaching certificate with an Autism Spectrum Disorder (SV) endorsement.
• Candidates who otherwise meet Michigan Department of Education requirements for temporary approval in Autism Spectrum Disorder may be considered.
• Experience working with students with Autism Spectrum Disorder preferred.
• Knowledge and experience with evidence-based instructional practices, communication supports, positive behavioral interventions and supports, and data-based decision-making for students with Autism Spectrum Disorder preferred.

Description:

The Autism Spectrum Disorder (ASD) program teacher will develop, implement, and monitor individualized, evidence-based academic, communication, social, behavioral, adaptive, and functional supports for students with Autism Spectrum Disorder at the elementary level. The teacher will provide specially designed instruction aligned with students' Individualized Education Programs (IEPs), serve as a case manager, and collaborate with families, general education teachers, related service providers, paraprofessionals, and special services administration to support student progress, access to the general education curriculum, and participation in the least restrictive environment.

The ASD program teacher will demonstrate a commitment to the vision and mission of Utica Community Schools and to academic, behavioral, social, and functional growth for all students.

• Plan, deliver, and monitor specially designed instruction based on students' IEP goals, individual needs, present levels of performance, and progress-monitoring data.
• Implement evidence-based instructional practices and interventions appropriate for students with Autism Spectrum Disorder.
• Provide structured learning environments and individualized supports that promote student engagement, independence, communication, social interaction, behavior regulation, and academic achievement.
• Utilize visual supports, assistive technology, augmentative and alternative communication (AAC), and other individualized communication systems as appropriate to student needs and IEPs.
• Differentiate and adapt curriculum, instructional materials, assessments, environments, and instructional strategies to support student access and progress in the general education curriculum.
• Collaborate and consult with general education teachers, related service providers, special education staff, building administration, and special services administration.
• Coordinate instructional programming and lesson planning for students who participate in general education settings and support successful inclusion in the least restrictive environment.
• Develop, implement, and monitor positive behavioral interventions and supports consistent with student IEPs, behavior intervention plans, and district procedures.
• Collect, maintain, analyze, and utilize student performance data to determine progress, evaluate the effectiveness of interventions, and make instructional decisions.
• Establish targeted goals and systematically monitor student progress toward IEP goals and objectives.
• Serve as case manager for assigned students and maintain required special education records and documentation.
• Develop and implement compliant IEPs in collaboration with the IEP team, including appropriate present levels, measurable annual goals, supplementary aids and services, accommodations, supports, and programs and services.
• Maintain compliance with IDEA, the Michigan Administrative Rules for Special Education (MARSE), district procedures, and applicable timelines associated with the MET/IEP process and special education programming.
• Communicate regularly and effectively with parents/guardians regarding student progress, programming, strengths, needs, and educational performance.
• Participate as an active member of multidisciplinary evaluation, IEP, problem-solving, and student support teams.
• Collaborate with related service providers to integrate communication, occupational therapy, physical therapy, social work, behavioral, and other supports into students' educational programs as applicable.
• Provide direction, instructional guidance, and ongoing communication to paraprofessional staff assigned to the classroom to ensure consistent implementation of student programs and supports.
• Promote student independence and development of academic, communication, social, behavioral, daily living, adaptive, and functional skills as identified through the IEP process.
• Establish and maintain a safe, structured, supportive, and respectful classroom environment responsive to the individual sensory, communication, behavioral, and learning…