Job Title
Supervisor, Autism Specialist
- Grant Funded Position
Evaluation Type
Professional
Department
Special Programs & Services
Pay Grade
A4
FLSA
Exempt
Date Revised
May 2024
Supervisor
Associate Director, Special Programs & Services
BASIC FUNCTION & RESPONSIBILITY: Provide leadership through collaborative processes to support teachers, campus and district administrators in planning and implementing strategic activities designed to fulfill Autism Grant components and impact student achievement.
ENTRY QUALIFICATIONS: Bachelor's degree from an accredited college or university (Master's degree preferred), valid Texas Special Education certification, and five years of related experience, experience in Applied Behavior Analysis preferred.
CHARACTERISTIC DUTIES & RESPONSIBILITIES: The essential functions, pursuant to the Americans with Disabilities Act, may include the characteristic duties, responsibilities, knowledge, skills, and abilities noted herein; however, this is not a comprehensive listing of all functions and tasks performed by positions found in this job description.
KNOWLEDGE, SKILLS & ABILITIES:

• Ability to design and implement diverse interventions for students with Autism Spectrum Disorder (ASD)
• Knowledge of Research-Based Autism Strategies
• Understanding of curriculum design, implementation, and evaluation for students with Autism
• Knowledge of effective curriculum design and evaluation methods
• Familiarity with continuous improvement principles
• Understanding of creating collaborative structures in educational settings
• Proficiency in utilizing technology as a learning tool in all subjects
• Skill in using Assistive Technology
• Proficiency in collecting and interpreting data to adjust curriculum for student support
• Ability to supervise campus-based support teams
• Competence in developing and monitoring intervention tracking systems
• Capacity to coach campus leaders and staff on inclusive practices
• Awareness of behavioral characteristics commonly linked with Autism
• Familiarity with evidence-based practices aligned with applied behavior analysis for teaching foundational skills
• Effective communication with parents and professionals, both written and verbal
• Knowledge of community support systems
• Understanding of Special Education regulations
• Strong interpersonal skills and ability to manage emotional situations
• Ability to train others on effective behavior management and teaching techniques
• Basic understanding of educational curriculum and instructional methods
• Proficient in keyboarding, word processing, and file maintenance
• Effective communication, interpersonal skills, and basic math competency
• Proficiency in using a personal computer and software for spreadsheet and database development and word processing

Instructional Management:

• Support the implementation, monitoring and/or evaluation of assigned Autism programs for curriculum, behavior and/or instructional support, and ensure that assigned programs are efficiently and effectively administered.
• Provides teachers with support and/or resources to develop skills in working with students with Autism Spectrum Disorders through the planning and implementation of Autism Grant components.

Student Management:

• Attend Admission, Review, and Dismissal (ARD) committee meetings and other meetings as appropriate.
• Develop PLAAFPs and IEP Goals and monitor progress in accordance with district guidelines.
• Provide direct services to students as assigned, which may include but are not limited to discrete trial training, social skills instruction, in class support, functional routine training, pivotal response training, and increased adult supervision.
• Advise and support campus staff in development of programming and problem resolutions for individual students.
• Assist campuses in resolving parent/student issues and concerns in a timely manner.
• Assist in managing student behavior in accordance with Student Code of Conduct and student handbook.

Management of Administrative, Fiscal and/or Facilities Functions:

• Design, implement, measure, refine assigned programs and/or content areas, and assist with quality improvement efforts.
• Create data reports from various data management systems as needed.
• Analyze and respond to school data and educational trends.
• Respond in a timely and positive manner to all requests for support from campus and district administrators.
• Exhibit a high degree of initiative in response to requests for support from campus administrators.
• Model/demonstrate exemplary lesson delivery.
• Facilitate the development of collaborative cultures at the campus and district levels.
• Network with out-of-district entities to ensure district practices stay current with state and national best practice trends.
• Coordinate departmental activities with other District offices and administrators and provide assistance to requesting departments.
• Enhances the abilities of public school teachers and other related service providers to develop and manage educational programs for students with Autism Spectrum Disorder by assisting with planning, coordinating, and conducting in-service training workshops

Professional Growth and Development:

• Plan, conduct, and/or assist with staff development programs for individual school or district-wide personnel when appropriate.
• Participate in professional development that increases effectiveness and improves District performance.

School/Community Relations:

• Interface with governmental agencies, business and civic organizations, and the community to provide needed information and to promote the District's Autism Grant initiatives.

Other Responsibilities:

• Comply with policies established by federal and state law, including but not limited to State Board of Education and local Board policy.
• Perform other job-related duties as assigned.

SUPERVISION EXERCISED: Provide guidance and direction to assigned staff.
MENTAL DEMANDS/PHYSICAL DEMANDS/ENVIRONMENTAL FACTORS:

• Tools/Equipment Used : Personal computer and peripherals; standard instructional equipment
• Posture: Prolonged standing; frequent kneeling/squatting, bending/stooping, pushing/pulling, and twisting
• Motion: Frequent walking, possible physical containments of students who are a danger to themselves or others
• Lifting: Regular light lifting and carrying (less than 15 pounds); may lift and move textbooks and classroom equipment
• Environment: Work inside, may work outside; regular exposure to noise
• Mental Demands: Maintain emotional control under stress; work prolonged or irregular hours

KNOWLEDGE, SKILLS & ABILITIES:

• Knowledge of Research Based Autism Strategies
• Knowledge of curriculum design, implementation, evaluation, for students with Autism.
• Knowledge of effective curriculum design and evaluation methodologies.
• Knowledge of the continuous improvement principles.
• Knowledge and understanding of the complexities of building collaborative structures in the educational environment.
• Skill in the use of technology as a learning tool in all content areas.
• Skill is the use of Assistive Technology
• Skill in assisting with collection and interpretation of data to assist in adjustment of curriculum to support student learning.
• Skill in operating standard computer and software applications, including but not limited to electronic mail, word processing, spreadsheets, databases, and presentations.
• Skill in communicating effectively verbally and in writing.
• Ability to develop professional trust and rapport to effectively coach teachers to improvement.
• Ability to collaboratively employ a systems-perspective to maximize attainment of learning goals.
• Ability to assist in engaging others in collective inquiry and problem solving.
• Ability to assist in design, delivery, and integration of Autism curriculum.
• Ability to collaboratively analyze trends and lead improvement initiatives.
• Ability to collaboratively plan, organize, and deliver quality professional development.
• Ability to organize and prioritize work responsibilities.
• Knowledge and understanding of differentiation strategies, accommodations, and modifications that support learners with disabilities.
• Knowledge of the PLAAFP development and IEP writing process.
• Knowledge of the requirements of the Individuals with Disabilities Education Act (IDEA).
• Knowledge of the requirements for STAAR assessments including STAAR Alternate 2
• Knowledge of the Vertical Alignment documents and TEKS Curriculum Framework documents

ENTRY QUALIFICATIONS: Bachelor's degree from an accredited college or university, valid Texas Teacher Certification with an ESL supplement, and three years of classroom experience in Special Education, preferably a low-incidence assignment (Life Skills, Autism, Early Childhood Special Education, etc.).
PREFERRED QUALIFICATION: Master's degree from an accredited college or university.
PHYSICAL & MENTAL DEMANDS:

• Maintain emotional control under stress.
• Work with frequent interruptions.
• Travel district-wide frequently.
• Work extended and irregular hours.
• Sit for extended periods of time.
• Use computer for prolonged periods resulting in repetitive hand motions.
• Lift and/or move up to 50 lbs. Occasionally.
• Manage aggressive or dangerous behavior through SAMA de-escalation and physical restraint techniques.

ENVIRONMENTAL FACTORS:

• Work is normally performed in a campus and classroom environment with the possibility of exposure to biological substances/hazards and increased physical demands
• Work is performed in both indoor and outdoor environments.
• Work may regularly involved sitting, bending, lifting, positioning or carrying up to 50 lbs
• Work involves constant interpersonal interactions within the educational environment
• Work may involve aggressive, physical contact initiated by students.