April 25, 2024

We announce the following ANTICIPATED SPECIAL EDUCATION TEACHING vacancy in Rochester Community Schools for the 2024-25 school year. Applications will be accepted until filled.

AUTISM SPECTRUM DISORDER TEACHER CONSULTANT

ADMINISTRATION BUILDING

1.0 FTE

QUALIFICATIONS:

• Valid Michigan Teaching Certificate in Autism Spectrum Disorder.
• Masters degree in Education
• Completed a minimum of three years of satisfactory teaching experience, not less than two years of which shall be in teaching students with Autism in a Special Education classroom.
• Professional experience with individuals on the Autism Spectrum in a school setting.
• Such alternatives to the above qualifications as the Board may find appropriate and acceptable.

SALARY:      

Per Rochester Education Association Master Agreement

APPLICATION PROCEDURE:

https://rochester.tedk12.com/hire/index.aspx

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If you are a current Rochester Community Schools employee apply as an internal applicant.

If you are not a current Rochester Community Schools employee you must complete the entire application process.

SELECTION PROCESS:

Selection of an individual to fill this vacancy is determined by the appropriate administrators based upon experience, qualifications, and professional attributes. 

REPORTS TO:        Executive Director of Special Education

SUPERVISES:           None

JOB GOAL:               Provides consultation to educators, paraprofessionals, and parents who are directly involved with the education of students eligible for Special Education programs and/or services under the Autism category.

PREFERRED EXPERIENCE: 

1. Demonstrated skill in using creative and effective in-service training
2. Evidence of exceptional skills in behavioral
3. Demonstrated ability working with a wide age range of children and young
4. Demonstrated instructional consultation skills including outstanding organization and
5. Evidence of the ability to work with a wide variety of parents, professional staff and non- professional
6. Previous experience in Collaborative Evaluation
7. Experience with the use of Meeting Mechanics and Universal Supports Assessment and Planning
8. Knowledge or experience as a building ASD coach or START trainer,

 JOB RESPONSIBILITIES:

1. Demonstrated skill in using creative and effective in-service training techniques.
2. Evidence of exceptional skills in behavioral management.
3. Demonstrated ability working with a wide age range of children and young adults.
4. Demonstrated instructional consultation skills including outstanding organization and communication.
5. Evidence of the ability to work with a wide variety of parents, professional staff and non- professional staff.
6. Previous experience in Collaborative Evaluation Teams.
7. Experience with the use of Meeting Mechanics and Universal Supports Assessment and Planning Tool.
8. Knowledge or experience as a building ASD coach or START trainer, desired. 
9. Provides ASD consultation services to IEP teams.
10. Consults with classroom teachers to problem solve in the areas of socio-emotional learning, behavioral supports, classroom environment, lesson plans, visuals, instructional techniques, and assistive technology.
11. Meets with the Special Education Administrators and building principals to determine the level of support needed in each building based on the skill development of the teams and the needs of the students.
12. Assists building teams with the development of the capacity of the team to support the students with autism enrolled at each school.
13. Trains building teams on the use of Universal Supports Assessment and Planning Tool (USAPT).
14. Trains building ASD program teams on the use of the CETA-ROR 2020 Assessment (Classroom Environment and Teaching Assessment- Revised for Online and Remote) from START
15. Supports building coaches with the use of Meeting Mechanics, Universal Supports and other strategies as appropriate to meet the educational and behavioral needs of students.
16. Provides professional development and assists building teams in each district on the use of Universal Supports and Meeting Mechanics.
17. Assists building teams with interventions and recommendations to improve students’ functioning and progress in the school setting.
18. Supports IEP teams in the development of Functional Behavioral Assessments and Positive Behavioral Support Plans as needed.
19. Communicates with administrators, teachers, para educators, parents, and students to monitor ongoing needs as appropriate.
20. Attends IEPT meetings to provide guidance and support relative to meeting the needs of students with autism in the least restrictive environment.
21. Evaluates observation data and makes recommendations to IEP teams for plan modifications or new strategy implementation.
22. Collaborates with parents of new students to discuss RCS continuum of programs and services.
23. Serves as liaison between Special Education teachers, administrators, and classroom teachers.
24. On-site support of classroom.
25. Performs other duties as requested by the Executive Director of Special Education. 

Revised: 4/24