Job Description

The Joshua School is looking for the right Special Education Teacher to join our Centennial team!

Caseload: 6 students, aged 6-10

Salary: $60,000 - $75,000

Why Work at TJS:

Generous Time Off

• 9 Weeks of Paid School Breaks:
• Fall Break (1 week)
• Thanksgiving Break (1 week)
• Winter Break (2 weeks)
• Spring Break (1 week)
• Summer Break (4 weeks)
• 7 additional paid days off for holidays / long weekends
• 15 Days of Paid Time Off (General PTO / Sick Time)

Consistent Schedule and Paycheck

• TJS operates on a school schedule (M-F, 8:00 AM to 4:00 PM) with no evenings, weekends, or holiday work required!
• You are still paid regardless of student attendance, seat time, census.
• Our calendar provides 10 paid days for professional development and parent conferences.

No Billable Hours

• We don’t bill through insurance, so you are not responsible for meeting billable hours, nor is your pay dependent on meeting billable hours.

Transdisciplinary Team

• As a member of our team, you’ll be supported by Special Education Teachers, Behavior Specialists, Speech Therapists, Occupational Therapists, and Social Worker.

Comprehensive Benefits

• 100% employer-paid HSA medical insurance (plus PPO options)
• Dental, vision, telehealth, disability, and life insurance options
• 403(b) retirement plan
• Paid parental/medical leave (Colorado FAMLI)

Professional Learning

• TJS staff members receive access to the full Applied Behavior Analysis and Behavioral Health from Relias, allowing team members to direct their own learning journey.
• The Relias Library provide 65 credit hours of BACB-approved CEUs.

Staff Pantry

• Forgot lunch? Our campuses keep a pantry stocked with snacks and grab-and-go lunch items so that you can always grab a bite!

Full Job Description

"The Joshua School is committed to helping each individual with Autism Spectrum Disorder and Developmental Disabilities attain the highest quality of life, valuing each unique mind, body, and spirit."

ORGANIZATION :

We are a Colorado Department of Education (CDE) approved facility school and model autism site. Using Applied Behavior Analysis, we identify the needs of each student to create an independent and fulfilling life. These might include social skills, communication and language, academics, daily living and community skills, vocational skills and more. We believe that every child is smart, competent, and whole exactly as they are, and dignity is the birthright of every human being. We believe our children and their families have a right to aspire to a life of their choosing.

SUMMARY:

The Lead Teacher is responsible for the development, monitoring and maintenance of educational and behavior analytic programming for an assigned student caseload. The Lead Teacher will assess, design, implement and train staff on all aspects of programmatic supports within each student program and, as a multidisciplinary team member, collaborate with and train staff in evidence-based practices. With guidance from the Program Director, the Lead Teacher will participate in a leadership role within the organization, and in on-boarding and training for Instructional Assistants.

ESSENTIAL DUTIES AND RESPONSIBILITIES:

Leadership:

• As a Lead Teacher, will work with Directors, Specialists and Instructional Assistants (IAs) to implement student programming while modeling the core philosophies of TJS.
• Provide direct oversight and supervision to all Instructional Assistants on caseload including goal-setting and performance enhancement, staff reinforcement, performance evaluations, and hiring and selection.
• Oversee all functions related to the classroom.
• Lead and provide documentation of weekly clinicals.
• Provide Behavior Skills Training for staff to implement treatment programs and collect data for each goal with fidelity.
• Supervise all case managers toward completing their case manager responsibilities.
• Attend all staff training, meetings and lead teacher meetings.
• Be a model of professionalism and positivity for students and co-workers.
• Be responsible for overall classroom culture, including develop ongoing team building activities
• Establish regular 1:1 meetings with and observation of Instructional Assistants, and provide direct positive and constructive feedback regarding program fidelity, communication, and interpersonal skills.
• Meet with the Program Director and Specialists regularly to review student progress, observations, training topics, individual staff, student, and family needs.
• In collaboration with the Program Director, Specialists, and HR, establish a training schedule for new Instructional Assistants.
• Supervise staff who are in behavior certification programs, at the direction of the Program Director. (Applicable to BCBAs only.)
• Ensure that all classroom staff are up-to-date on physical intervention, safety, and medication administration certifications as provided by an approved provider (i.e. CALM, CPR, school nurse)
• Coordinate all communication with parents and participate in communication with school districts.

Programmatic Oversight

• Collaborate with Program Directors, IEP Specialists, Speech Language Pathologist(s), Occupational Therapist(s), Psychologist, Behavior Specialist, student families, and classroom staff in the creation and implementation of the Individualized Education Program (IEP) and Behavior Intervention Plan (BIP), and oversee student programming related to all goals and objectives.
• Create teaching protocols and data collection systems for each IEP and BIP goal.
• Conduct regular data analysis to ensure appropriate treatment, identify needs and update interventions, and provide program implementation feedback and coaching.
• Complete or coordinate assessments in preparation for evaluations and IEP/BIPs, or to assess ongoing progress.
• Create, manage, supervise and revise the classroom schedule daily.
• Monitor progress on goals and revise programming as necessary for all students in the classroom.
• In collaboration with the IEP team, develop and oversee curriculum for instruction of independent living, community, social, academic, life and vocational skills.
• Ensure materials are present for each student and delegate to case managers if materials need to be developed.
• Ensure groups are being scheduled, planned and run throughout each week.
• Create and deliver family training and coordinate home visits for each student, as necessary.
• Collaborate with the Enrollment Team to observe potential students and identify initial assessments, materials, and environmental modifications prior to enrollment.
• Manage student records and participate in housekeeping duties to maintain compliance with DHS, CDE, Health and school wide policies.
• Ensure accurate and timely submission of incident reports to the Program Director.
• Manage and oversee classroom budget.
• Review incident reports and instances of physical management with the Program Director and others involved, and revise crisis plans as necessary.
• Perform other duties assigned by Directors.

QUALIFICATIONS:

Education/Experience:

• A commitment to working with young people with developmental disabilities.
• Four-year college degree with Special Education Teaching license and/or on a Temporary Teacher Eligibility/Interim Teacher License:
• PLUS four years’ experience working with individuals with developmental disabilities (highly preferred).
• Knowledge of Applied Behavior Analysis and of evidence-based practices for children with autism spectrum disorder (highly preferred).
• Minimum age of 21.
• Maturity and reliability.
• Good driving record and valid Colorado Driver’s License.

Certificates and Licenses:

Four-year college degree with Special Education Teaching license and/or on a Temporary Teacher Eligibility/Interim Teaching License.

Supervisory Responsibilities:

This position supervises a team of Instructional Assistants.

WORK ENVIRONMENT:

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

This role operates in a classroom environment. This role routinely uses iPads, laptops, copy machines, walkie talkies. This job also requires driving staff and students into the community, interacting with community and vocational partners. This job involves activities with students and staff, including skiing, swimming, exercise routines, attending camp, and other active community outings. Extended or non-traditional work hours may sometimes be required. 20% local travel may be expected in this role. Noise level is low to loud. Staff should anticipate an environment that includes students in crisis (aggression, contact with bodily fluids, property destruction, screaming, self-injurious behavior).

PHYSICAL DEMANDS:

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 essential functions.

While performing the duties of this job, the employee is frequently required to lift or carry up to 50 pounds, stand, run, walk, stoop, kneel, crouch, crawl, and sit in small chairs or on the floor. The employee is occasionally required to lift and carry up to 150 pounds, with help from another employee. The employee is frequently required to reach with hands and arms, and use hands to manipulate large and small objects. The employee must be able to speak and hear (including whispers in loud environments). The employee must pass certification for verbal and physical crisis intervention training (CALM). Specific vision abilities required by this job include close vision, peripheral vision, depth perception and ability to adjust focus.

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