Job Abstract

Valid California Teaching Credential (Mild/Moderate Credential and Autism Authorization) or meet the qualifications for credential authorization. CLAD or BCLAD Certificate is required.

? Demonstrated expertise in designing and delivering professional development to special education and general education staff on effective/evidence-based interventions to increase student skills in the areas of behavior, academic achievement, and

social-emotional development.

? Applicants MUST possess experience working with K-5 students with a variety of learning styles including students with Autism, a range of communication abilities, and behavioral needs

? Proven success to support students to meet and exceed annual IEP goals

? Proven success in developing complex schedules to support students’ success in their general education and special education settings

? Proven success in collaborating with school special education and general education teams

? Demonstrated understanding or implementation of effective school-wide RTI models to support success for all students

? Ability to work collaboratively with general education teams, special education teams, paraeducators and parents to work in the best interest of students

? Demonstrated success in researching and implementing new programs, both instructional technology and traditional, to accelerate learning in low-performing students

? Ability to work as a member of a collaborative team

? Fluency in Spanish is desirable

? Demonstrated expertise in using data to inform instructional decision making

? Demonstrated expertise in communicating effectively with parents

? Success in collaborative planning with school committees and school administration

? A minimum of three years of K-8 teaching experience with students with a range of significant disabilities, including Autism Spectrum Disorders and developmental delays

? Demonstrated expertise in consulting with and supporting general education teachers, special education teams, and school/district-level administrators in order to meet the

needs of students with disabilities in general education settings

? Demonstrated expertise in using data to inform instructional decision making, including the ability to accurately evaluate student academic and social/emotional progress, maintain records of such progress, prepare IEP paperwork and effectively communicate student progress in IEP meetings

? Demonstrated knowledge of appropriate supports and accommodations to meet individual student needs and the ability to work effectively with general education teachers to ensure that accommodations are consistently provided in general education settings for successful inclusion

? Demonstrated knowledge of positive behavioral interventions/supports to meet social/emotional needs of students

? Knowledge of Assistive Technology

? Familiarity with the Structured Teaching Model(TEACCH)

? Experience with the Unique curriculum preferred

? Lead and train a team of highly skilled paraprofessionals