Job description:

• SPECIFIC EXPERIENCE REQUIRED/DESIRED: Holyoke Public School District is seeking a highly qualified full time Preschool teacher to teach two sessions: one morning ABA classroom for preschool students with autism spectrum disorder, and afternoon integrated preschool classroom for preschool students with and without disabilities. Candidate will work 5 days per week, teaching both sessions each day.
• Morning ABA Preschool Classroom: Our morning ABA classroom provides direct instruction in pre-academic domains, daily living skills, cognitive processing, social and play skill development. This teacher also assists in the development and implementation of behavior management as well as Applied Behavior Analysis (ABA) programs. Students enrolled in the morning ABA program receive the majority of their program within the specialized instructional setting, with access to inclusion to the maximum extent appropriate. This teacher will follow the regulations associated with Individuals with Disabilities Education Act (IDEA), Free Appropriate Public Education (FAPE), and procedural safeguards and Individual Education Plan (IEP) development and implementation. ABA teacher receives consultation from an autism specialist/BCBA (Board Certified Behavior Analyst), support from ABA paraprofessionals, from works under the supervision of the Chief of Pupil Services, Coordinator for District-Wide Autism Services, and School Principal.

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  Afternoon Integrated Preschool Classroom: Our afternoon integrated preschool classroom follows an integrated model of an 7/8 ratio of children with disabilities and peers to serve as role models.

JOB RESPONSIBILITIES:

• Demonstrate an ability to use research-based principles of effective instruction, such as specific prompting protocols, discrete trial instruction (DTI), pivotal response training (PRT), incidental teaching, and generalization training (for ABA session)
• Demonstrates an an ability to use research-based best inclusionary practices for teaching kindergarten readiness skills in the areas of pre-academics, play, socialization, communication, self-care, and independence to preschool aged children with and without disabilities. (for Integrated session)
• Ability to create and implement small and large group lesson plans (both sessions) & discrete trial/ABA curriculum (for ABA classroom)
• Follow district processes and procedures in assessing students referred for special education services to determine eligibility and appropriate services.
• Coordinate and facilitate Individual Education Plan (IEP) meetings.
• Design individualized education plans appropriate to meet the learning needs of students.
• Ability to complete thorough assessments.
• Provide necessary documentation and data to validate student progress toward goals and objectives.
• Maintain and update special education records as required by district, state and federal agencies.
• Ensure confidentiality of special education records.
• Provide behavior management programs to address behavior challenges and increase appropriate student behavior.
• Serve as a member of the school support team (SST).
• Coordinate the efforts and services of support personnel (Autism Specialist/BCBA, OT, PT, Augmentative Communication, Speech/Language Pathologists, etc.) services to assist student with special needs, collaborate on programming, and follow protocols designed by itinerant service staff.
• Participate in professional development activities to develop specialized skills.
• Establish positive working relationships with parents, teachers, educational assistants, and administrative personnel.
• Train, plan for, and supervise classroom-based paraprofessionals
• Ability to maintain professional and committed relationships with families
• Attends staff meetings and serve on staff committees as required
• Other duties as required by district and building administration

Qualifications

• Bachelor’s Degree
• Minimum of 3 years working in an ABA/Autism setting
• Minimum of 3 years working in an early childhood setting
• Minimum of 1 year supervising classroom staff
• Experience with implementation of ABA strategies and evidence-based inclusionary practices to target developmental and kindergarten-ready skills
• Commitment to ensuring academic success for all students
• Experience working with multi-disciplinary teams, strongly preferred
• Experience working in an urban setting, preferred
• Experience working with diverse student populations, preferred
• Experience with using media and technology to target learning
• Ability to read, interpret, and apply student performance data to instructional planning and execution
• Strong written and verbal communication skills; excellent teamwork skills
• Bilingual applicants (Spanish) strongly encouraged to apply

Required license(s):

• Must possess Massachusetts Educators Licensure in Early Childhood or moderate/severe special education