Substitute Special Education Teacher - Abilities First LaGrange School Program

Description

Who We Are

For over 60 years, Abilities First, Inc. has been empowering individuals with developmental disabilities to live their most vibrant, independent lives. From early education to adulthood, our wide range of services-including preschool and school programs, day programs and residential services, community connections, and employment services-are designed to uplift every individual’s unique strengths and dreams.

We believe in the power of people-of every background, identity, and ability-to create change and build a more inclusive world. Abilities First is proud to be an equal opportunity employer and is welcoming and supportive of people of varying abilities, races, ethnicities, religions, socio-economic status, gender and gender identities. At Abilities First, you’ll join a mission-driven team that values collaboration, celebrates individuality, and is dedicated to meaningful work. If you're ready to turn your passion into purpose, we’d love to welcome you aboard.

Who We Need

Abilities First is seeking patient, energetic and passionate Substitute Special Education Teachers for our LaGrange School program located in Poughkeepsie, NY. This position is responsible, through the use of the integrated services model, for the assessment of each student’s individual needs, curriculum planning and development, carryover of therapy goals into the classroom setting and coordination of the classroom support staff.

Schedule:

Monday - Friday 8:00 am-3:30 pm, 35 hours per week, 48 weeks per year (includes a 6-week summer program) This is an as needed position

Pay Range:

$31.32 - $33.32 per hour

Responsibilities:

• The classroom teacher uses standardized and non-standardized assessment tools to determine the current level of performance of each student.
• The classroom teacher coordinates the planning and implementation of an instructional program that needs the individual age-appropriate educational needs of each student in the classroom.
• The classroom teacher writes IEP’s monthly progress notes and weekly lesson plans.
• The classroom teacher organizes and maintains a neat and structured environment, which assists the facilitation of each student’s learning, which includes the use of space, selection of materials, scheduling, and behavior management.
• Then classroom teacher coordinates classroom support staff the assessment, planning and implementation of each student’s IEP.
• The classroom teacher assists in the classroom according to staffing patterns and students’ needs (changing diapers, assistance with toileting, assistance with feeding) leading by example.
• The classroom teacher escorts and assists students to and from the bus providing opportunities for student’s increased independence in orientation and mobility.
• The classroom teacher observes and arranges for staff to observe related services such as occupational therapy, physical therapy, speech therapy and vision services to ensure the execution of those goals in the classroom. The classroom teacher should also encourage the “push-in” model of therapy within the classroom environment, when appropriate.
• The classroom teacher develops and maintains positive interpersonal communications with staff and other professionals, maintains a good social-emotional climate, which serves to enhance the overall performance of the classroom staff, as well as creating the positive self-esteem of each student.
• The classroom teacher attends professional/general staff meetings and in service training within the agency and throughout the community and shares that knowledge with other members of the staff.
• The classroom teacher shares knowledge of the student with other professionals in order to appropriately meet each student’s educational needs at classroom Team Meetings, Doctor’s Conferences and School. District Committee on Special Education Annual Meetings.
• The classroom teacher provides and maintains a sufficient and safe level of supervision of each student for the amount of time that is spent in school.
• The classroom teacher follows all agency policies and procedures and demonstrates a continuous regard to personal safety and the safety of others.
• The classroom teacher performs other appropriate job-related activities as required by immediate supervisor or as circumstances warrant.
• Ensures that employees follow the Code of Ethical and Legal Behavior and conform to the strictest standards of Corporate Compliance and HIPAA, as well as all federal, state, local and municipal laws and regulations.
• Adhere to agency Code of Legal and Ethical Behavior, which require all employees, consultants, board members, volunteers and affiliates to perform their responsibilities according to ethical and legal standards with honesty, integrity, fairness, good faith and respect for others and the law.

Requirements

Physical Demands

• Have the ability to push and pull students in wheelchairs, lift, bend, squat, turn in the knees, pivot and grasp with both hands (in order to properly and safely perform the techniques taught in CPR/First Aid, behavior intervention techniques, and lifting and carrying techniques), with or without a reasonable accommodation.
• Possess verbal and written communication skills, in English, to ensure adequate regulatory documentation.

*Eligibility requirements may apply

Qualifications:

• Master’s Degree in Special Education with appropriate NYS Teaching Certification, or Bachelor’s Degree in Special Education or a related field, with graduate level coursework in Special Education with NYS Provisional Certification or Certificate of Qualification.