Non-Certified Special Education Substitute Teacher
Autism Services, Inc
40 Hazelwood Drive
Certified - Area - Special Education
JOB TITLE: Non-Certified Special Education Substitute Teacher
LOCATION:Autism Services, Inc. - Amherst
SCHEDULE:Monday - Friday 8:00 AM - 3:15 PM (Thursday until 4:00 PM)
SUMMARY OF DUTIES
A substitute teacher will supervise the classroom staff and follow the Individualized Education Plans (IEPs) for each student. As the need arises, the Certified Special Education Substitute Teacher will assume the role of a floating classroom substitute teacher as assigned by the Building Principal. If there are no teacher vacancies on a given day, the Certified Special Education Substitute Teacher will provide support as a floating Direct Support Professional to the classroom assigned by the Building Principal. All other responsibilities should be adhered to as written in the job description.
ESSENTIAL FUNCTIONS AND JOB RESPONSIBILITIES
Engages students in learning. The teacher clearly motivates students to perform assigned tasks according to their abilities. Communication is clear and accurate to students both orally and in writing. Interactions are always respectful. The teacher seeks ways to ensure successful learning for all students, making adjustments as needed to instructional plans and responding to students’ interests and needs.
Demonstrates knowledge of students. The teacher demonstrates thorough knowledge of students’ backgrounds, skills and interests, and uses this knowledge to plan for individual learning and/or small groups of students. The Individualized Education Plan (IEP) and Present Level of Educational Performance (PLEP) statements reflect understanding of student strengths and needs. Lesson plans and activities generally align to the New York State standards and Individualized Education Plan (IEP) goals.
Assesses student learning. The teacher’s plan for student assessment is aligned with instructional goals. Clear assessment criteria are used to monitor and plan for on-going instruction for individual students. Student progress is measured and recorded through several means: informal observations, tracking book, monitoring, and frequent checks for understanding. Instruction is adjusted based on assessment outcomes. The teacher is fully aware of school and agency resources and knows how to gain access to resources for students who need them. Uses time, materials and resources effectively.
Creates an environment of respect and rapport. Teacher-student interactions are friendly, demonstrating general warmth, caring and respect. Students exhibit comfortable responses to the teacher. Teacher models respectful behaviors and provides opportunities for support through team-building exercises. Classroom routines and procedures are outlined in some form. Students are given appropriate classroom responsibilities. Levels of supervision, behavior plans and student/staff assignments are available to ensure consistent interactions. Student work is displayed in the classroom. Teacher demonstrates high expectations for student achievement and learning using strategies for students with Autism. Teacher demonstrates a working knowledge of the agency’s mission.
Manages student behavior effectively. Teacher establishes clear standards of behaviors and responds to misbehavior in an appropriate, positive and respectful manner using the supports of a Functional Behavioral Assessment and Behavior Intervention Plan if needed. Transitions occur smoothly due to verbal reminders from teacher. The classroom is safe and learning is accessible to all students; teacher uses physical resources well and ensures that classroom arrangement supports the learning activities. Teacher’s classroom has a welcoming feel.
Communicates effectively with families and other professionals. The teacher provides frequent information to parents/caregivers, as appropriate. Teacher communicates with parents about student progress regularly and is available as needed to respond to parent concerns. A positive relationship with families is apparent. The teacher is supportive of colleagues and regularly shares information and knowledge with them. The teacher is organized, uses planner and attends scheduled meetings/events on time. Dress is appropriate for setting. Teacher is on time for work and is rarely off when students are in session.
Contributes to school and agency. The teacher is supportive and cooperative when presented with difficult tasks and responsibilities. He/she makes a substantial contribution to school and agency events/projects and participates in agency committees.
Conduct annual written evaluations for staff in supervision.
Responsible for being on time to every scheduled work shift and recording hours worked accurately via Paylocity or timeclock punches.
Responsible for approving the bi-weekly payroll for your staff accurately and timely via Paylocity.
Physical agility and ability to react to emergency situations, including Strategies for Crisis Intervention and Prevention – Revised (SCIP-R) certification as per regulatory guidelines.
Certification in CPR.
Follows all agency policies and procedures.
1. Bachelor Degree in Special Education. 2. New York State Special Education Teaching Certification – provisional/permanent. Including Child Abuse Identification workshop, School Violence Intervention and Prevention workshop, and fingerprint clearance. 3. Valid New York State Driver’s License. 4. One-year cumulative experience of working with the developmentally disabled preferred. 5. Professional qualities that emphasize a commitment to the education of developmentally disabled individuals. 6. Ability to meet physical requirements of the position when performing the following: standing, walking, sitting, grasping, bending, stooping, squatting, kneeling and climbing. 7. Ability to move, reposition, lift and transfer individuals as required by prescribed program/plan.