Position Summary:
A Turning Pointe Substitute Special Education Teacher is expected to continue to develop and implement programs for a classroom that address and meet the needs and IEP goals during the designated interim period. The substitute teacher needs excellent interpersonal skills and a willingness to work as a collaborative member of a team.
Essential Job Functions:

• Prepare, adapt, and deliver instructional material
• Continue to provide suitable curricula and effective teaching methods based on assessment of students' needs
• Evaluate student's academic and behavioral progress
• Supervise students in classrooms, school buildings, and social-curricular activities
• Develop educational plans for the individual student
• Teach desirable study, work, and recreational habits by providing pupils with opportunities for which they are best suited
• Develop IEP's that reflect student needs, define measurable benchmarks for goals, and use data to measure goal progress
• Collaborate with the Family Services, occupational therapy and Language and Communication therapies to ensure generalization of skills and consistent programming.
• Meet regularly with Turning Pointe administration and consultants to develop TPAF curriculum and ensure fluid and consistent programming.
• Create and maintain student records and prepare reports relative to the work. Select appropriate texts, learning aids, materials, and supplies. Participate in teacher training, as required. Plan and participate in extracurricular student and staff activities
• Maintain records and prepare reports and correspondence related to the work.
• Collaborate and support the Turning Pointe Family Support Services department by meeting with parents, communicating life and behavior skills programs and supporting the generalization of skills to home and community environments.
• Work well with the Turning Point team in a collaborative manner
• Share ideas and implement TP school program objective
• Mentor and support student support staff and help organize schedules and oversee integrity of behavior support plans
• Support and feel comfortable with significant behavioral concerns and work towards reducing behaviors and addressing student-specific needs
• Support the TPAF fundraising objectives by providing information, collaborating on fundraising activities and reflecting the goals and objectives of the organization
• Perform other work and responsibilities as assigned

Requirements
Qualifications: Illinois Professional Educator License (PEL) with Learning Behavior Specialist (LBS1) endorsement or approval encompassing the grade levels and age ranges of the students served
Experience & Skills:

• Experience working with middle/high school students impacted by autism or other developmentally disabling disorders
• Experience implementing behavior support plans and knowledge of the principles of Applied Behavior Analysis
• A proven track record working as a team member in a therapeutic and/or educational environment
• Patience and a calm organized approach to work

Physical Demands:

• May include lifting and supporting up to 50 pounds
• Implement crisis protocols, which may include physical crisis management procedures
• May be required to bend, stoop, and kneel
• Ability to work at a desk, conference table or in meetings of various configurations
• Ability to stand and circulate for extended periods of time
• Moderate to high stress levels
• Daily contact with students, teachers, and school staff
• Regular contact with parents, community members and outside agency personnel
• May be exposed to contact with individuals displaying physically aggressive, self-abusive, or socially undesirable behavior