Job Description
FULL-TIME SPECIAL EDUCATION TEACHER LBS1
JOB DESCRIPTION
REPORTS DIRECTLY TO THE EXECUTIVE DIRECTOR OF COMPLIANCE
ABLE ACADEMY’S MISSION IS TO HELP STUDENTS
ACHIEVE BEYOND LIMITS AND EXPECTATIONS
BY PROVIDING A TOP-QUALITY EDUCATION WITH FOUNDATIONS
ROOTED IN APPLIED BEHAVIOR ANALYSIS (ABA).
THE LICENSED SPECIAL EDUCATION TEACHER DEVELOPS AND PROVIDES SPECIALIZED INSTRUCTION AND LEARNING ACTIVITIES DESIGNED TO MEET THE UNIQUE NEEDS OF STUDENTS WITH DISABILITIES; EVALUATES AND ASSESSES STUDENT PROGRESS AGAINST INSTRUCTIONAL OBJECTIVES; FACILITATES A COLLABORATIVE APPROACH WITH OTHER PROFESSIONALS FOR ENSURING STUDENT SUCCESS AND GROWTH.
MINIMUM QUALIFICATION REQUIREMENTS
A CURRENT, VALID ILLINOIS STATE BOARD OF EDUCATION PROFESSIONAL EDUCATOR LICENSE WITH LBS1 ENDORSEMENT REQUIRED
EXPERIENCE WORKING AS A TEAM MEMBER IN A THERAPEUTIC AND/OR EDUCATIONAL ENVIRONMENT WITH INDIVIDUALS ON THE AUTISM SPECTRUM
KNOWLEDGE OF APPLIED BEHAVIOR ANALYSIS, SENSORY AND BEHAVIORAL STRATEGIES AND PRINCIPLES
EXPERIENCE WORKING WITH STUDENTS WITH DISABILITIES, SPECIFICALLY AUTISM SPECTRUM, IN A SCHOOL SETTING
SUPERVISION ENDORSEMENT A PLUS
CERTIFICATES, LICENSES AND REGISTRATIONS
ABLE ACADEMY LBS1 JOB EXPECTATIONS
REQUIRE 35 HOURS PER WEEK
READ, UNDERSTAND AND FOLLOW ABLE ACADEMY PARENT STUDENT HANDBOOK
READ, UNDERSTAND AND FOLLOW ABLE ACADEMY EMPLOYEE HANDBOOK
COMPLETE REQUIRED JOB SPECIFIC TRAINING INCLUDING BEHAVIOR, CLASSROOM AND ISBE REQUIRED TRAINING
READ AND UNDERSTAND THE JOB DESCRIPTION AND EXPECTATIONS
ESSENTIAL JOB DUTIES AND RESPONSIBILITIES
ORGANIZATIONAL LEADERSHIP
UPHOLD THE MISSION AND VISION OF ABLE ACADEMY.
COMPLY WITH THE ILLINOIS EDUCATOR CODE OF ETHICS.
PROVIDE INSTRUCTIONAL LEADERSHIP FOR THE CLASSROOM
PROVIDE LEADERSHIP AND SUPPORT FOR PARAPROFESSIONALS TO MEET THE NEEDS OF STUDENTS IN THE CLASSROOM.
DEVELOP, PLAN, AND MONITOR INSTRUCTIONAL PROGRAMMING FOR STUDENTS IN THE CLASSROOM.
PROVIDE LEADERSHIP TO PARAPROFESSIONALS IN MATTERS RELATED TO STUDENT INSTRUCTION, IMPLEMENTATION OF STUDENT ACADEMIC PROGRAMS, AND DATA COLLECTION.
FOSTER POSITIVE RELATIONS WITH RELATED SERVICES STAFF AND PARAPROFESSIONALS.
PARTICIPATE IN ONGOING PROFESSIONAL LEARNING ACTIVITIES AS DIRECTED BY THE EXECUTIVE DIRECTOR OF COMPLIANCE AND/OR THE DIRECTOR OF EDUCATION.
CREATE A POSITIVE CLASSROOM CULTURE THAT PROMOTES LEARNING AND ENGAGEMENT FOR STUDENTS AND FACULTY.
INSTRUCTION AND CURRICULUM RESPONSIBILITIES
PROVIDE RESEARCH-BASED SPECIALIZED INSTRUCTION TO ADDRESS THE INSTRUCTIONAL GOALS AND OBJECTIVES CONTAINED WITHIN EACH STUDENT'S IEP.
EMPLOY VARIOUS TEACHING TECHNIQUES, METHODS AND PRINCIPLES OF LEARNING TO ENABLE STUDENTS TO MEET IEP AND PROGRAMMING GOALS.
ASSESS STUDENT PROGRESS AND DETERMINE THE NEED FOR ADDITIONAL REINFORCEMENT OR ADJUSTMENTS TO INSTRUCTIONAL TECHNIQUES.
COMPLETE REQUIRED DOCUMENTATION OF STUDENT PROGRESS AND DATA NECESSARY FOR IEP REPORTS, GOALS, AND EVALUATIONS.
ASSIST STUDENTS BY USING APPLIED BEHAVIOR ANALYSIS STRATEGIES AND METHODS FOR THE PURPOSE OF TEACHING APPROPRIATE SOCIAL BEHAVIORS IN ACCORDANCE WITH THE STUDENTS’ SOCIAL AND BEHAVIORAL LEARNING GOALS.
PROVIDE DIRECTION AND SUPPORT TO PARAPROFESSIONAL STAFF IN DEVISING STRATEGIES FOR REINFORCING LEARNING MATERIALS AND SKILLS IN THE AREAS OF SOCIAL, COMMUNICATION AND LIFE SKILLS BASED ON A SYMPATHETIC UNDERSTANDING OF INDIVIDUAL STUDENTS’ NEEDS, INTERESTS AND ABILITIES ACROSS ALL SCHOOL ENVIRONMENTS.
PROVIDE OVERSIGHT AND DIRECTION TO PARAPROFESSIONAL STAFF TO IMPLEMENT THE STUDENT IEP ACCOMMODATIONS THROUGHOUT EACH STUDENT’S DAILY SCHEDULE WITH FIDELITY AND INTEGRITY.
FACILITATE SCHEDULED PLANNING MEETINGS THROUGHOUT THE WEEK WITH RELATED SERVICES STAFF, PARAPROFESSIONALS AND BCBA TO DISCUSS INDIVIDUAL STUDENT'S MODIFICATIONS OR ADAPTATIONS, ONGOING LEARNING ISSUES, INTERVENTIONS OR PROBLEMS.
COLLABORATE WITH THE DIRECTOR OF EDUCATION, LBS1 TEACHERS, SCHOOL TEAM AND THERAPISTS ON THE DEVELOPMENT AND DELIVERY OF INDIVIDUALIZED INSTRUCTIONAL AND EDUCATIONAL STRATEGIES IN INDIVIDUAL, GROUP, COMMUNITY AND VOCATIONAL SETTINGS.
MODIFY, ADAPT AND/OR CONDUCT ASSESSMENTS TO EVALUATE PROGRESS. IMPLEMENT STANDARDIZED ASSESSMENTS AS DIRECTED, MODIFY AND ADAPT TESTS, ENVIRONMENT OR EQUIPMENT TO MEET INDIVIDUAL STUDENT'S NEEDS.
PARTICIPATE IN TEAM MEETINGS AND IEP CONFERENCES, REVIEW STUDENT PROGRESS VIA ASSESSMENTS, MAINTAIN RECORDS OF STUDENT WORK AND DEVELOP INTERVENTION STRATEGIES TO ENSURE STUDENT SUCCESS AND GROWTH.
ASSIST IN MANAGEMENT OF STUDENTS DURING A CRISIS SITUATION IN CLASSROOM AND OTHER SCHOOL ENVIRONMENTS ENSURING ALL STUDENT NEEDS ARE MET AND STUDENTS ARE SAFE BY FOLLOWING THE CLASSROOM CRISIS PROCEDURES/PROTOCOL.
PROVIDE SUPPORT FOR STUDENTS’ AGGRESSIVE BEHAVIOR WHICH INCLUDES PHYSICAL MANAGEMENT (TRAINING PROVIDED UPON HIRE).
ESTABLISH A CLASSROOM CULTURE OF MUTUAL RESPECT AND COLLABORATION WITH STAFF, STUDENTS, FAMILIES/GUARDIANS, ADMINISTRATORS, OUTSIDE THERAPISTS AND COMMUNITY MEMBERS.
ESTABLISH A SAFE ATMOSPHERE CONDUCIVE TO A POSITIVE LEARNING ENVIRONMENT AND FOLLOW AND ADHERE TO THE GUIDELINES DOCUMENTED IN THE ABLE ACADEMY PARENT STUDENT HANDBOOK AND EMPLOYEE HANDBOOK.
PARTICIPATE IN EVENTS OUTSIDE OF THE REGULARLY SCHEDULED WORK DAY SUCH AS ORIENTATION, OPEN HOUSES OR CONFERENCES.
PERFORM CLERICAL, CLASSROOM MAINTENANCE, INSTRUCTIONAL DUTIES AND OTHER DUTIES AS ASSIGNED.
COMMUNICATION SKILLS
COMMUNICATE EFFECTIVELY BOTH ORAL AND WRITTEN TO THE ABLE ACADEMY STAFF, STUDENTS, FAMILIES/GUARDIANS, SCHOOL DISTRICTS, COMMUNITY GROUPS AND OTHER PERTINENT GROUPS/INDIVIDUALS IN A TIMELY MANNER.
DEMONSTRATE ETHICAL BEHAVIOR AND CONFIDENTIALITY OF INFORMATION ABOUT STUDENTS IN THE SCHOOL ENVIRONMENT AND COMMUNITY.
RESPOND TO INTERNAL STAFF AND EXTERNAL PARTY EMAILS WITHIN 24 HOURS.
KNOWLEDGE AND SKILLS
KNOWLEDGE OF IEP COMPONENTS, PROCESS, AND DEVELOPMENT
KNOWLEDGE OF SPECIALIZED INSTRUCTIONAL PRACTICES
ABILITY TO PLAN AND DEVELOP INSTRUCTIONAL ACTIVITIES CONSISTENT WITH APPROVED PROGRAM CURRICULUM AND PROGRAM OUTCOMES
ABILITY TO PRESENT COMPLEX MATERIALS AND CONCEPTS IN AN UNDERSTANDABLE AND GRADE AND SKILL APPROPRIATE MANNER
ABILITY TO UTILIZE ASSESSMENT TOOLS FOR THE PURPOSE OF ASSESSING AND EVALUATING STUDENT PERFORMANCE AND NEEDS
ABILITY TO DEVELOP STUDENT PROGRESS REPORTS, LESSON PLANS, LEARNING OBJECTIVES, AND ASSESSMENTS
ABILITY TO INTERACT EFFECTIVELY AND APPROPRIATELY WITH PARENTS, STUDENTS, STAFF AND OTHER EDUCATIONAL PROFESSIONALS REGARDING INSTRUCTIONAL NEEDS, CONCERNS OR PROBLEMS AND OTHER RELATED CLASSROOM RELATED ISSUES
ABILITY TO COMPLETE REQUIRED DOCUMENTATION ON STUDENT IEP GOAL PROGRESS, BEHAVIOR DATA AND DAILY DATA COLLECTION
KNOWLEDGE OF STRUCTURE AND CONTENT OF THE ENGLISH LANGUAGE INCLUDING THE MEANING AND SPELLING OF WORDS, RULES OF COMPOSITION AND GRAMMAR
OTHER
WORK WITH STUDENTS WHO MAY BE AGGRESSIVE OR DISRUPTIVE IN THE CLASSROOM AND OTHER SCHOOL ENVIRONMENTS.
KEEP STUDENT FILES AND PAPERWORK ORGANIZED.
MONITOR USE AND MAINTENANCE OF EQUIPMENT RELATED TO CLASSROOM INSTRUCTION.
PROVIDE INPUT TO THE EXECUTIVE DIRECTOR AND/OR DIRECTOR OF EDUCATION REGARDING THE ACQUISITION OF CURRICULUM MATERIALS.
COMPLETE ANY OTHER ASSIGNED DUTIES AND ASSIGNMENTS.
NOTE: THIS JOB DESCRIPTION DESCRIBES IN GENERAL TERMS THE NORMAL DUTIES THE EMPLOYEE WILL BE EXPECTED TO UNDERTAKE. HOWEVER, THE JOB OR DUTIES DESCRIBED MAY VARY OR BE AMENDED FROM TIME TO TIME WITHOUT CHANGING THE LEVEL OF RESPONSIBILITY ASSOCIATED WITH THE JOB. THE SPECIAL EDUCATION TEACHER LBS1 WILL WORK UNDER THE OVERALL SUPERVISION OF THE EXECUTIVE DIRECTOR OF COMPLIANCE.
TO PERFORM THIS JOB SUCCESSFULLY, AN INDIVIDUAL MUST BE ABLE TO PERFORM EACH ESSENTIAL DUTY SATISFACTORILY. THE REQUIREMENTS LISTED BELOW ARE REPRESENTATIVE OF THE KNOWLEDGE, SKILL AND/OR ABILITY REQUIRED. REASONABLE ACCOMMODATIONS MAY BE MADE TO ENABLE THE INDIVIDUALS WITH DISABILITIES TO PERFORM THE ESSENTIAL FUNCTIONS.
Company Description
ABLE academy is an ISBE-approved non-public specialized day school, which encourages students to Achieve Beyond Limits and Expectations. ABLE provides services for students who are in need of an intensive behavior analytic approach. ABLE academy provides services for students in grades 6 through age 22 with the following primary special education eligibility categories: Autism, Other Health Impairment, Intellectual Disability,, Speech/Language Impairment, and Emotional Disability. ABLE’s foundation is rooted in utilizing empirically-based Applied Behavior Analysis (ABA) methodologies to support all students in achieving increased levels of independence.