Special Education (Autistic Support with Applied Behavioral Analysis) Teacher

Pine-Richland School District

Position Description

Position Title: Special Education (Autistic Support with Applied Behavioral Analysis) Teacher

Location/Department: Pine-Richland Middle School

Reports To: Building Principal

Salary: Pine-Richland School District considers both levels of education as well as prior teaching experience in determining starting salaries. For the 2026-27 school year, the starting annual salary for a full-time teacher will be no less than $62,957.

Summary

Responsible for designing, implementing and providing all required academic and related support for students in the district's special education/autistic support program, in accordance with the students' individualized education plans. Work schedules vary dependent upon building schedule and student needs. Work may be performed after school hours, as necessary.

ESSENTIAL DUTIES AND RESPONSIBILITIES: Additional duties may be assigned.

• Implement goals and objectives of students on caseload in accordance with IEP's in both an inclusive and pull-out setting, as needed.
• Participate in all relevant student-support team meetings (e.g., IEP, Intervention Team, Crisis Intervention Team) and assist in the drafting and design of IEPs for students on caseload
• Assess, evaluate and timely report student academic progress.
• Teach Board-approved curriculum, including embedding direct instruction to target academic needs, and participate in regular curriculum review and mapping processes.
• Provide intensive ABA Instruction using evidence-based techniques. Administer, utilize, and collect daily data from criterion-referenced assessments, curriculum guides, and skill-tracking systems to guide instruction for academic, social, communication, verbal behavior, functional, adaptive, and self-help skills.1
• Create a safe, structured, and individualized learning environment by establishing clear behavioral expectations and implementing positive reinforcement systems (e.g., token economies) and predictable routines aligned to the "RAMS Way" (the district's PBIS system).
• Possess a full understanding of behavioral analysis, writing behavioral plans and implementing behavior plans to successfully manage challenging behaviors and implement replacement behaviors.
• Coordinate with and provide guidance to support staff (instructional assistants and para-educators) to ensure consistent implementation of IEP goals and behavioral strategies across all environments.
• Participate in and provide instruction to fellow staff members in de-escalation training and similar techniques.
• Attend meetings with students, parents and/or other professionals, as needed, to discuss individual student progress and needs.
• Develop and provide building and district-level in-service and professional development programs for staff relating to autistic program and needs of students in the program.
• Maintain effective working relationships and collaborate with all professional staff, administration, students, parents, and community groups to achieve educational goals and build a supportive school climate.
• Communicate goals and objectives of autistic program to school staff, parents, and community members.
• Understand sensory integration needs of students on the autism spectrum.
• Utilize high levels of positive reinforcement, extinction procedures, prompting, scaffolding, shaping, and generalization to support student learning to improve communication, social behaviors, and self-care
• Willingness and ability to work closely with school-based teams and partners from outside the district to participate in systemic support, training, and on-site consultations to focus on evidence-based practices for students with autism
• Recognize individual social skills needs of students and facilitate social skills groups.
• Maintain knowledge of current research and best-practices in the field of autism and special education, including compliance with all applicable professional development requirements and participation in in-service and staff development activities.
• Participate in specific outside professional development opportunities and trainings related to teaching students on the autism spectrum.
• Participate in building-level orientation activities.
• Serve as a member of department/building teams, as needed.
• Maintain accurate and complete records, as required by law, and ensure that all activities comply with applicable federal, state and local laws, rules and regulations, as well as all Board policies, guidelines and administrative requirements.
• Regular and timely attendance.
• Other duties as assigned by the Administration.
  
  

Marginal Job Duties: Participate in extra-curricular activities in the school community with students. (This may include volunteering time to work with students on school projects, serving on committees or participating in the sponsorship of student activities, either as a volunteer or by supplemental contract.)

Supervisory Responsibilities

Supervises classroom and students, in accordance with the Discipline Code. May also coordinate the work of classroom instructional assistants. On occasion, supervise the activities of volunteers. Take all reasonable precautions to protect students, district equipment, materials and facilities.

QUALIFICATION REQUIREMENTS: 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 individuals with disabilities to perform the essential functions.

Education And Experience

Bachelors' or advanced degree from an accredited institution; successful completion of a student teaching experience; Demonstrated high academic achievement minimum 3.0 on a 4 pt. scale.

CERTIFICATES, LICENSES, REGISTRATIONS

Valid Pennsylvania Instructional Level I or II Special Education PK-12 or 7-12 certification required; current PA criminal record, FBI fingerprinting, and PA child abuse clearances.

CONFIDENTIALITY

Respects and maintains the confidentiality of student records, personal communication and family background at all time.

Language Skills

Ability to read, analyze, and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals. Ability to effectively present information and respond to questions from groups of managers, clients, customers, and the general public. Foreign Language instructors should be able to demonstrate near-native fluency.

Computer Skills

Ability to use and provide basic instruction in a PC or Macintosh environment, while assisting students.

Mathematical Skills

Ability to work with mathematical concepts such as probability and statistical inference, and fundamentals of plan and solid geometry and trigonometry. Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations.

REASONING ABILITY

Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form.

OTHER SKILLS And ABILITIES

Ability to work with special needs children. Ability to develop effective working relationships with students, staff and the school community. Ability to communicate clearly and concisely, both orally and in writing. Ability to perform duties with awareness of all district requirements and school district policies.

PHYSICAL DEMANDS the physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

During a typical workday, teachers are required to stand approximately 30-35% of the day on flat surfaces. Periods of continual standing can be up to 30 minutes at one time, but are at the teacher's discretion. Teachers may change position as desired. While standing, teachers write on the chalk/marker board or instruct students from a central location in the classroom. Standing is performed intermittently with sitting and walking. Teachers walk about the classroom while instructing and throughout the school day.

Lifting/carrying requirements are minimal. Teachers are required to lift books and classroom supplies weighing less than 10-15 lbs.; heavier objects weighing up to 25 lbs. (AV or computer equipment) on a rare basis. Carts are available to transport heavier items. Pushing/pulling Teachers are required to push/pull file cabinets or desk drawers. Climbing/balancing No significant amount of climbing or balancing is expected. Stooping, kneeling, bending at waist/knees not significant; however, teachers may stoop or kneel (such as at a student's desk) while engaged in special projects. Reaching Teachers may reach on frequent basis while performing typical job functions, primarily between the knee and shoulder levels.

Dexterity Fine manipulation is a requirement of this position while operating a computer. Teachers must also demonstrate legible handwriting, which can be understood by students and adults. Specific vision abilities required include close vision such as to read handwritten or typed material, and the ability to adjust focus. The position requires the individual to meet multiple demands from several people and interact with the public and other staff. The employee is directly responsible for safety and well being of students in their charge. The noise level in the work environment is moderate to loud.

WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The information contained in this job description is for compliance with the American with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. The individuals currently holding this position perform additional duties and additional duties may be assigned.