Description To manage a special education classroom including student instruction and assessment, data collection and analysis, staff training, and overall organizational behavior management. Essential Core Responsibilities Instruction • Presents Instruction to students based on assessment data and IEP/IIP/VAAP/SOLs across the instructional day • Assesses progress to inform the IEP and curricular goals • Collects and analyzes student and staff data to inform programmatic and training needs • Arranges the learning environment to maximize progress, independence, and safety • Creates and uses functional, socially significant, and developmentally appropriate materials • Conducts preference, educational, adaptive and other necessary assessments in preparation for instructional programming, IEP/IIP meetings, and classroom meetings Organizational Behavior Management • Provides staff training using the TPRA/AILC Observations and individual/group meetings • Writes IEP/IIP goals, performance descriptions, etc. based on assessment and student learning data • Reports progress towards IEP/IIP/VAAP/SOL goals and objectives according to designated schedule • Assesses skills and reports performance/progress for required student assessments (SOL,VAAP, etc.) • Maintains students’ daily home/school communication books • Addresses parent and/or local educational agency concerns and brings them to the attention of the Program Supervisor and/or other administrator • Follows protocols regarding supply requests and other administrative needs • Maintains daily schedule of students to learning areas • Ensures the planning of daily activities, including individual and group instructional sessions Classroom Management • Expectations are clear, well communicated, and relate to the goals and objectives of the program • Staff receive frequent, constructive feedback and reinforcement for successful completion of job duties • Conduct regular classroom meetings, communicating any issues to Program Supervisor or other administrator • Assures staff have the necessary knowledge, skills, and abilities to accomplish goals • Provides parents and county educational personnel observational opportunities • Assures performance issues are addressed and documented as they occur according to Faison policies and procedures • Conducts performance reviews for all staff under their supervision • Safety issues are reviewed and communicated to assure a safe and healthy workplace • Utilizes the progressive disciplinary model, addressing all concerns with staff members under their supervision in a timely manner • Administers medication, following appropriate training, when needed • Responds to crisis and medical emergency situations as necessary, following appropriate training Requirements Experience Requirements • Experience with and the ability to work with children with autism and their families • Supervisory experience and excellent interpersonal skills • Knowledge of special education and applied behavior analysis curriculum and assessments • Previous experience with teaching children with autism • Teaching skills, analytic skills and experience managing classrooms for students categorized as: pre-listeners, listeners, speakers, speaker-listeners, reader-writers, self-managers and self-editors • Specific knowledge and experience related to the teaching position applied for (see categories listed above). Education Requirements • Bachelor’s degree in related subject area required • Master’s degree in special education or related field preferred • Certification in Applied Behavior Analysis preferred • Hold or be eligible for special education teacher licensure in Virginia; once obtained, must maintain appropriate license to remain in position • Maintains all necessary licensures and completes ongoing professional development training as assigned by supervisors Essential Physical Requirements • Lift 50 pounds (and keep back straight while doing so) • Bend at all joints fluently • Move in and out of and maintain a kneeling position for up to five minutes • Reach in all directions • Grasp using both hands • Move quickly in both confined and open spaces to avoid safety issues • Run in order to retrieve an individual who is moving quickly away from staff • Maintain balance while lowering to a half squat position