What are the responsibilities and job description for the 26-27 Special Education AIM Teacher position at Somerville Public Schools?
Position Summary
The AIM Program serves students who meet the criteria for a student with Autism. Students receiving support through the district-wide AIM program require intensive communication support and receive frequent instruction through the methodology of discrete trial instruction. This program is overseen by a Program Director, and supported by a BCBA, providing a supportive and structured environment for students to develop educational, social, pragmatic, and communication skills and develop positive peer relationships. The program is based on the principles of Applied Behavior Analysis with a focus on reinforcement systems and consistent behavior management programs, developed and supervised by the BCBA, and delivered by highly trained and supervised teaching staff, in partnership with consultants as needed.
Students receive rigorous programming focused on students’ needs, which may include discrete trials or small group settings for behavior management, social skills, functional academics, daily living skills, communication, speech and language, sensory integration, motor skills, talk therapies, and pre-vocational or vocational skills. Students have access to related services in accordance with their IEPs and instruction is provided both in small groups and on a one-to-one basis. The teacher-student ratio is small enough so that each student is able to have their unique and individual needs met to reach their personal goals.
Inclusion opportunities are structured for each student based on the student’s areas of strength and need. Typically, students will be included in the school community for social opportunities such as lunch, fine and applied arts classes, and physical education. The amount of time included for these activities is individualized based on target goals, student strengths, and student interest.
Ongoing family support, training, and consultation are also available to coordinate opportunities between home and school to ensure skill generalization.
209-day work year
Scheduled School Year: 184 days (School Year Schedule)
Additional work days: 25 days outside of the regular school year which would include SPED Summer School Programs
Essential Functions & Responsibilities
The essential functions or responsibilities listed below are intended only as illustrations of the various types of work that may be performed. The omission of specific statements of duties does not exclude them from the position if the work is similar, related, or a logical assignment to the position
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 position’s essential functions.
MA Criminal Offender Record Information (CORI) Clearance
Fingerprints
The Somerville Public School does not discriminate in its programs, facilities or employment of educational opportunities on the basis of race, color, age, religion, disability, pregnancy, home status, marital/civil union status, sex/gender, gender identity, sexual orientation, citizenship status, place of birth, national origin, ancestry, cultural identity, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals' group or interferes with their ability to learn or work.
The AIM Program serves students who meet the criteria for a student with Autism. Students receiving support through the district-wide AIM program require intensive communication support and receive frequent instruction through the methodology of discrete trial instruction. This program is overseen by a Program Director, and supported by a BCBA, providing a supportive and structured environment for students to develop educational, social, pragmatic, and communication skills and develop positive peer relationships. The program is based on the principles of Applied Behavior Analysis with a focus on reinforcement systems and consistent behavior management programs, developed and supervised by the BCBA, and delivered by highly trained and supervised teaching staff, in partnership with consultants as needed.
Students receive rigorous programming focused on students’ needs, which may include discrete trials or small group settings for behavior management, social skills, functional academics, daily living skills, communication, speech and language, sensory integration, motor skills, talk therapies, and pre-vocational or vocational skills. Students have access to related services in accordance with their IEPs and instruction is provided both in small groups and on a one-to-one basis. The teacher-student ratio is small enough so that each student is able to have their unique and individual needs met to reach their personal goals.
Inclusion opportunities are structured for each student based on the student’s areas of strength and need. Typically, students will be included in the school community for social opportunities such as lunch, fine and applied arts classes, and physical education. The amount of time included for these activities is individualized based on target goals, student strengths, and student interest.
Ongoing family support, training, and consultation are also available to coordinate opportunities between home and school to ensure skill generalization.
209-day work year
Scheduled School Year: 184 days (School Year Schedule)
Additional work days: 25 days outside of the regular school year which would include SPED Summer School Programs
Essential Functions & Responsibilities
The essential functions or responsibilities listed below are intended only as illustrations of the various types of work that may be performed. The omission of specific statements of duties does not exclude them from the position if the work is similar, related, or a logical assignment to the position
- Plans units and lessons and delivers instruction aligned to State standards and district curriculum.
- Provides ongoing formative and summative assessments and analyzes assessment data in order to determine learning needs of students.
- Adapts curriculum and instruction to teach all students according to their varied learning strengths and needs.
- Establishes and maintains culturally responsive and two-way communication with parents, guardians, and caregivers.
- Collaborates with other educators for the delivery of specialized instruction and/or social and emotional support according to students’ needs.
- Follows the guidance and direction of the School Principal and other school and district administrators to maintain a safe, welcoming, culturally affirming, and equitable learning environment.
- Participates in professional growth opportunities, reflects on current practices, and incorporates new methodologies into instructional planning and delivery.
- Additional duties as assigned by the Principal/Supervisor and in accordance with the SEU Collective Bargaining Agreement.
- Appropriate Department of Elementary and Secondary Educator's license in the field or subject for this position; Special Education
- DESE SEI endorsement Required
- Bilingual Educator Preferred
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 position’s essential functions.
- Mobility: Frequent walking, standing, and navigating stairs.
- Lifting/Strength: Ability to lift, push, pull, or carry objects ranging from 10 to 30 lbs (e.g., books, supplies, equipment).
- Physical Dexterity: Bending, crouching, kneeling, stooping, and reaching to assist students.
- Stationary Tasks: Remaining in a stationary position (sitting/standing) for long periods.
- Position Reports to: The school building principal and Director of Special Education
- Position Supervises: Not applicable
- Position Type: Full Time
- FLSA Classification: Exempt
- Union Status: SEU, Unit A
- Salary and benefits are determined in accordance with the Somerville Educators Union, Unit A collective bargaining agreement and the policies of the Somerville School Committee.
MA Criminal Offender Record Information (CORI) Clearance
Fingerprints
The Somerville Public School does not discriminate in its programs, facilities or employment of educational opportunities on the basis of race, color, age, religion, disability, pregnancy, home status, marital/civil union status, sex/gender, gender identity, sexual orientation, citizenship status, place of birth, national origin, ancestry, cultural identity, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals' group or interferes with their ability to learn or work.