Elementary ABA/Autism Teacher (TOSD Required and Elementary Cert required)

The employee, Classroom Teacher, is responsible for instructional planning; management of behaviour; delivery of instruction; and assessment of performance for all assigned students.

Performance Responsibilities

• Professional Knowledge
  • The teacher demonstrates an understanding of the curriculum, subject content and the developmental needs of students by providing relevant learning experiences.
  • Effectively addressing appropriate curriculum standards.
  • Integrating key content elements and facilitating students' use of higher level thinking skills in instruction.
  • Demonstrating the ability to link present content with past and future learning experiences, other subject areas, and real world experiences and applications.
  • Demonstrating accurate knowledge of the subject matter.
  • Demonstrating skills relevant to the subject area taught.
  • Basing instruction on goals that reflect high expectations and an understanding of the subject.
  • Demonstrating an understanding of the intellectual, social, emotional, and physical development of the age group.
  • Communicating clearly and checking for understanding.
• Instructional Planning
  • Using student learning data to guide planning.
  • Planning time realistically for pacing, content mastery, and transitions.
  • Planning for differentiated instruction.
  • Aligning lesson objectives to the school's curriculum and student learning needs.
  • Developing appropriate long- and short-range plans, and adapting plans when needed.
• Instructional Delivery
  • Engaging and maintaining students in active learning.
  • Building upon students' existing knowledge and skills.
  • Differentiating instruction to meet students' needs.
  • Reinforcing learning goals consistently throughout the lesson.
  • Using a variety of effective instructional strategies and resources.
  • Using instructional technology to enhance student learning.
  • Communicating clearly and checking for understanding.
• Assessment of and for Learning
  • Using pre-assessment data to develop expectations for students, to differentiate instruction, and to document learning.
  • Involving students in setting learning goals and monitoring their own progress.
  • Using a variety of assessment strategies and instruments that are valid and appropriate for the content and for the student population.
  • Aligning student assessment with established curriculum standards and benchmarks.
  • Using assessment tools for both formative and summative purposes, and using grading practices that report final mastery in relationship to content goals and objectives.
  • Using assessment tools for both formative and summative purposes to inform, guide and adjust students' learning.
  • Giving constructive and frequent feedback to students on their learning.
• Learning Environment
  • Arranging the classroom to maximize learning while providing a safe environment.
  • Establishing clear expectations, with student input, for classroom rules and procedures early in the school year, and enforcing them consistently and fairly.
  • Maximizing instructional time and minimizing disruptions.
  • Establishing a climate of trust and teamwork by being fair, caring, respectful, and enthusiastic.
  • Respecting students' diversity, including language, culture, race, gender, and special needs.
  • Actively listening and paying attention to students' needs and responses.
  • Maximizing instructional learning time by working with students individually, as well as in small groups or whole groups.
• Professionalism
  • Collaborating and communicating effectively within the school community to promote students' well-being and success.
  • Adhering to federal and state laws, school policies and ethical guidelines.
  • Incorporating learning from professional growth opportunities into instructional practice.
  • Setting goals for improving knowledge and skills.
  • Engaging in activities outside the classroom intended for school and student enhancement.
  • Working in a collegial and collaborative manner with administrators, other school personnel, and the community.
  • Building positive and professional relationships with parents/guardians through frequent and effective communication concerning students' progress.
  • Serving as a contributing member of the school's professional learning community through collaboration with teaching colleagues.
  • Demonstrating consistent mastery of standard oral and written English in all communication.
• Student Academic Progress
  • Setting acceptable, measurable and appropriate achievement goals for student academic progress based on baseline data.
  • Documenting the progress of each student throughout the year.
  • Providing evidence that achievement goals have been met, including the state-provided growth measure when available, as well as other multiple measures of student growth.
  • Using available performance outcome data to continually document and communicate student academic progress and develop interim learning targets.

Reporting To Principal, Director, or Supervisor.

Required Qualifications

• Provide proof of U.S. citizenship or legal resident alien status by completing Federal Form 1-9.
• Provide evidence that a criminal record history check has been conducted and clearance has been given by the Department of Education.
• During the initial six-month period, provide a sworn statement that there have not been any convictions of a crime or a disorderly person's offense in accordance with 18A:6-7.1.
• Provide evidence that health is adequate to fulfill the job functions and responsibilities with reasonable accommodation pursuant to 42 U.S.C. 12101 and in accordance with N.J.A.C. 6:3-4A.4.
• Pass the state required Mantoux Intradermal Tuberculin Test as required by N.J.A.C. 6:3-4A.4.
• Meet such alternates to the above qualifications as the Superintendent may deem appropriate, acceptable and legal.

Verification of Competency

• District application and resume.
• Required documentation outlined in the qualifications above.
• A minimum of three letters of reference from former employers, teachers, professors or other professional sources, or copies of recent evaluations of teaching performance.
• Official College Transcripts.

Employment Terms

• Work year of ten months with days and calendar pursuant to contract.
• Salary or hourly/yearly wage, benefits, and leave time as negotiated.
• Conditions established by Laws and Codes of the State, and Policies, Rules and Regulations established by the Board of Education (N.J.S.A. 18A:27-4 et. seq.).