Special Education Teacher; Austistic Long-Term Sub UMIS

Special Education Teacher (Autistic Support)

Position:
Special Education Teacher (Autistic Support) Long-Term Sub

Department:
Upper Moreland Intermediate School

Reports to:

Assigned Building Principal

FLSA Status:
Exempt

Schedule:

Full Time, 7.5 hours/day (08/2026 to 11/2026)

Salary Range: $60,325 - $116,695

Mission Statement:
The Upper Moreland Township School District is an educational institution working in partnership with the community to provide all students with educational opportunities to develop knowledge, skills, behaviors, and habits of mind necessary for excellence and success as critical thinkers, as caring and confident individuals, and as contributing members of society. The District reflects the shared values of a diverse community of stakeholders and focuses on student success socially, emotionally, physically, and academically.

Students of the Upper Moreland Township School District will be provided with the foundation and skills necessary to excel in the exciting, complex, and interdependent world in which they live.

The Autistic Support Teacher (K-12) provides specialized instruction to students with autism, using evidence-based strategies to support communication, social, behavioral and academic development. The teacher designs and implements individualized education programs (IEPs), adapts curriculum, and monitors student progress. The teacher collaborates with related service providers, staff, and families to create a structured, supportive learning environment that promotes independence and success. Work is performed under the supervision of the Principal and/or Special Education Supervisor.

Creates a classroom and/or instructional environment that is attractive, safe, supportive, and conducive to the learning, communication, functional and sensory needs of students.

Creates a classroom and/or instructional environment that have materials in good condition and accessible to students, including but not limited to creating educational bulletin boards, web pages, parent/student newsletters, and other similar communication vehicles consistent with district practice.

Use relevant technology to support and differentiate instruction including student communication.

Provide research-based specialized instruction aligned with the foundations of ABA to address the instructional goals and objectives contained within each student's IEP.

Teaches District approved curriculum.

Strives by instruction and action to employ the District's philosophy of education, instructional goals and objectives, and performance expectations.

Assess student progress and determine the need for additional reinforcement or adjustments to instructional techniques.

Prepares for classes and shows written evidence of preparation upon request of immediate supervisor.

Develops lesson plans and instructional materials and employs a variety of instructional techniques and teaching strategies to meet the needs of students.

Employ various teaching techniques, methods and principles of learning to enable students to meet their IEP goals.

Manages allotted learning time to maximize student achievement.

Uses resources that will promote high levels of learning and student engagement in the classroom environment.

Reflects on practice and student work to determine what went well and what changes could improve instruction and uses reflection to inform future instruction.

Assesses students' academic, social, functional and behavioral growth on a regular basis, keeps appropriate records and prepares progress reports as required, and communicates with parents as deemed necessary or when directed by a supervisor.

Maintains accurate, complete, and correct records as required by the District Policy, Administrative Policy, and Pennsylvania law.

Seeks the support of district specialists when concern regarding student progress arises.

Cooperates with other professional staff members in assessing and developing strategies to help problem solve.

Develops a code of conduct for the classroom which is consistent with established Administrative Policies and develops rules of classroom behavior which are enforced in a fair and just manner.

Provides clear behavior expectations for students and monitors student behavior throughout the class and school.

Communicates regularly with parents/guardians during and outside normal classroom day to create partnership around student learning by means of newsletters, notes, phone calls, conferences, and other means to discuss student's progress and the school program.

Develop and implement annual Individualized Educational Program (IEP) plans for students to include: present levels of educational performance, special education needs, instructional goals and objectives, and the special education and related services required to meet those goals.

Facilitates and attends IEP, or other related meetings necessary for student assessment and/or compliance with federal and/or state law.

Schedule team meetings…