Job Description
Job Description
JOB SUMMARY:
The Special Education Teacher is responsible for delivering individualized instruction and academic, behavioral, and social-emotional support to students with Autism Spectrum Disorder (ASD) and/or Intellectual and Developmental Disabilities (IDD) in a nonprofit approved private school setting. This role ensures that each student receives a structured, engaging, and therapeutic educational experience aligned with their Individualized Education Program (IEP) and relevant treatment goals. The teacher collaborates closely with interdisciplinary teams, instructional support staff, and families to promote student growth and success in a safe, positive, and inclusive environment.
WORK SCHEDULE:
This is a 219-day (including ESY), full-time exempt position. Schedules follow the approved school calendar and may include occasional after-school meetings, IEP conferences, or school events.
ESSENTIAL DUTIES AND RESPONSIBILITIES:
• Develop and implement IEP-driven lesson plans tailored to students’ academic, functional, and behavioral needs.
• Conduct educational assessments and participate in multidisciplinary evaluations to inform instructional programming.
• Create instructional opportunities that promote academic progress, critical thinking, and personal development.
• Differentiate instruction using evidence-based practices aligned with student learning profiles.
• Monitor student progress, adjust instruction as needed, and maintain accurate data and documentation.
• Establish and maintain classroom routines and behavioral expectations using positive behavior support strategies.
• Supervise and collaborate with teaching assistants and related service staff to support student success.
• Participate in IEP meetings, team conferences, and professional development sessions.
• Provide timely written reports, progress updates, and other documentation as required by supervisors, families, or school districts.
• Support school-wide behavior systems and participate in de-escalation or crisis intervention procedures when necessary.
• Maintain compliance with agency policies, state regulations, and special education laws (e.g., IDEA).
• Actively contribute to the positive climate of the school community and support students in transitions and extracurricular activities.
• Maintain active certification in agency-approved crisis intervention training, including all required levels of Physical and Psychological Management Training (PMT). Apply training techniques appropriately to ensure the safety and well-being of individuals served, staff, and others in the environment. Demonstrate competency in de-escalation strategies, safe physical interventions, and adherence to agency protocols.
• Perform other duties as assigned by the Director of Education.
SKILLS, KNOWLEDGE AND ABILITIES:
SKILLS:
• Effective instructional planning and classroom management.
• Clear written and verbal communication for progress reports, documentation, and team collaboration.
• Ability to engage students in active learning and adapt instruction to varied learning styles.
• Strong organizational and time management skills.
• Technological proficiency for instructional and recordkeeping tasks.
KNOWLEDGE:
• Strong understanding of ASD, IDD, and related educational needs.
• Working knowledge of IEP development, special education law, and data collection processes.
• Familiarity with trauma-informed practices, behavior intervention plans, and individualized accommodations.
• Understanding of academic curricula, instructional methodologies, and state education standards.
ABILITIES:
• Ability to build rapport with students while maintaining professional boundaries.
• Ability to collaborate with a multidisciplinary team and engage families in the educational process.
• Ability to maintain composure in challenging situations and follow crisis intervention procedures as trained.
• Ability to work independently while meeting documentation and compliance expectations.
• Ability to physically assist students when necessary, including during behavioral support interventions.
EDUCATION, EXPERIENCE AND OTHER QUALIFICATIONS:
• Bachelor’s degree in Special Education or a related field required.
• Valid state certification in Special Education required.
• Minimum of two (2) years of classroom teaching experience preferred.
• Experience working with students with ASD and/or IDD preferred.
• Training in crisis prevention/intervention, CPR, and first aid required (may be completed post-hire).
• Strong interpersonal skills and cultural competence.
• Valid driver’s license and reliable transportation may be required for community-based instruction.
WORK ENVIRONMENT AND PHYSICAL DEMANDS:
• Work is performed in a school/classroom setting.
• Must be able to lift up to 50 pounds and assist students with physical or behavioral support as needed.
• Ability to be on feet for extended periods and actively participate in classroom and community-based learning activities.
• Exposure to behaviors that may require intervention or safety procedures.
• Perform all requirements of crisis management techniques (e.g., PMT) when necessary.
A job description is not meant to be all-inclusive of every task and/or responsibilit