POSITION:   Special Education Teacher, Therapeutic Substantially Separate Program (See description)

 

The GPS Therapeutic Substantially Separate Programs are substantially separate programs. These classrooms serve students with Emotional Disabilities who require a highly modified curriculum, smaller class size, and a lower student/teacher ratio. The Therapeutic Substantially Separate classroom instruction is based on the principles of Applied Behavioral Analysis with support from a BCBA

 

QUALIFICATIONS:

1. Massachusetts Professional License for Teacher of Students with Moderate Disabilities or Severe Disabilities
2. Master’s Degree Preferred
3. ABA Experience Preferred

REPORTS TO: Building Principal and the Director of Pupil Personnel Services

 

JOB GOAL:     The Special Education Teacher is the Liaison for the students in the Therapeutic Substantially Separate program. This includes, but is not limited to; writing IEP’s, conducting assessments, maintaining ABA program books and other data collection procedures, graphing, writing progress reports, creating materials and visual supports, (academic, social, daily living and behavioral), embedding social skills and consulting to general education teachers and/or providing supports for students transitioning in the general education classroom.

 

PERFORMANCE RESPONSIBILITIES:

Provide specialized academic instruction and learning for students who have an IEP; with various moderate to severe disabilities; oversee support services to students; direct the work of paraprofessionals

• Meet state regulations for scheduling, facilitating, and writing IEPs and progress reports and manage all aspects of special education compliance for assigned student caseload
• Provide direction and oversight to classroom RBT's regarding daily student schedules, behavior plan implementation, data collection, material development, and academic modifications/ individualized IEP objective ABA programming
• Regularly consult and collaborate with related service providers and attend consultation meetings as indicated in student’s IEPs
• Ensure individual programs for students including the type of instructional strategies, and frequency of services are aligned with IEP and Massachusetts Curriculum Frameworks
• Track and Monitor students’ progress using academic, functional, and behavior data including data required for Massachusetts Alternative Assessment Portfolio (if needed for select students)
• Responsible for providing progress notes for students on an IEP during each marking period
• Conducts assessments and evaluations as needed and as determined by the special education coordinator
• Is able to manage challenging students that may engage in aggressions, profanity, spitting, or other forms of inappropriate or maladaptive behaviors
• Implements instructional and behavioral programs with support from BCBA including, but not limited to:
  • Discrete trail training
  • Data collection and graphing
  • Documentation and feedback
  • Instruction and de-escalation techniques that may require physical interventions and follow through
• Maintains high level of ethical behavior and confidentiality of information about students and their records
• Facilitates participation of assigned students in peer activities, general classroom activities, and maintains contact with teacher(s) to monitor student progress
• Oversee communication with parents and outside providers
• Must be able to meet all requirements of restraint training and physically able to perform restraint

OTHER DUTIES:

1. Maintains professional licensure and competence by attending staff development programs, and other professional activities
2. Performs any other related duties as assigned by the Principal, Director of Pupil Personnel Services or other appropriate administrator

TERMS OF EMPLOYMENT: School Year plus professional development days

 

SALARY AND BENEFITS: As per MTA/GEA contract

 

EVALUATION: As per MTA/GEA contract