TEACHER

Abington School District•Abington, PA

48d•Onsite

About The Position

Abington School District is committed to complying fully with all Federal and state laws banning discrimination on the basis of race, color, national origin/ethnicity, veteran status, gender, age, disability, sexual orientation, gender identity/expression, or religion with regard to instructional programs, extracurricular activities, and employment practices. For more information see the Pennsylvania Human Relations Act at the following: PHRC Website. Positions: Special Education Teacher -Contracted Location: Abington Senior High School Transition Support teacher for 18-22 year old students with low incidence disabilities and complex needs. The Abington School District developed the S.T.R.I.V.E. Program (Students transitioning in Recreation, Independence and Vocational Employment) to support students with low incidence disabilities (intellectual disability, autism, multiple disabilities) needing intensive life skills support, communication support, behavioral support, social skill support, functional academic support, and/or physical support while developing transition skills needed for independent living and employment. S.T.R.I.V.E. is a classroom-based program within the senior high school with access to the least restrictive environment while utilizing devoted spaces for transition instruction including a mock apartment, work center, and kitchen in addition to utilizing the natural environment of the community for weekly community-based outings. General Responsibilities: Connect and collaborate with families and adult services agencies (e.g. Office of Vocational Rehabilitation) in order for young adults to be successful in the community post secondary. Deliver instruction in authentic settingsincluding community, school-based workplace, and independent-living environmentsto promote skill generalization and long-term skill maintenance. Create functional and vocational skill opportunities in the school building. Facilitate CBI (Community Based Instruction) that is connected to transition plans and possible future placements (adult day centers, sheltered workshops etc.) Carry a state-approved caseload for supplemental life skills and autistic support and develop/monitor/implement Individualized Education Plans for the students on that caseload. Develop and deliver instruction aligned to transition-related IEP goals (employment, education/training, independent living) including but not limited to resume writing, interviewing, public speaking, completing job applications, and requesting letters of recommendation. Implement research-based interventions for functional academic skill acquisition. Support students in building self-advocacy skills, self-determination skills, problem-solving skills, communication skills, social skills, behavioral regulation, and independence. Partner with related service providers in embedding strategies that support needs related to speech and language, physical therapy, occupational therapy, vision, hearing, and/or orientation and mobility. Maintain ongoing communication with families, coordinators, employers, and related service providers. Manage program schedules, transportation planning, and community outing logistics. Champion our students' rights for educational equity, equal access, inclusion, and sense of belonging in both the school community and the greater community. Oversee and plan for the daily duties of support staff assigned to the S.T.R.I.V.E. program.

Requirements

PA Certification in Special Education Pk-12

Responsibilities

Connect and collaborate with families and adult services agencies (e.g. Office of Vocational Rehabilitation) in order for young adults to be successful in the community post secondary.
Deliver instruction in authentic settingsincluding community, school-based workplace, and independent-living environmentsto promote skill generalization and long-term skill maintenance.
Create functional and vocational skill opportunities in the school building.
Facilitate CBI (Community Based Instruction) that is connected to transition plans and possible future placements (adult day centers, sheltered workshops etc.)
Carry a state-approved caseload for supplemental life skills and autistic support and develop/monitor/implement Individualized Education Plans for the students on that caseload.
Develop and deliver instruction aligned to transition-related IEP goals (employment, education/training, independent living) including but not limited to resume writing, interviewing, public speaking, completing job applications, and requesting letters of recommendation.
Implement research-based interventions for functional academic skill acquisition.
Support students in building self-advocacy skills, self-determination skills, problem-solving skills, communication skills, social skills, behavioral regulation, and independence.
Partner with related service providers in embedding strategies that support needs related to speech and language, physical therapy, occupational therapy, vision, hearing, and/or orientation and mobility.
Maintain ongoing communication with families, coordinators, employers, and related service providers.
Manage program schedules, transportation planning, and community outing logistics.
Champion our students' rights for educational equity, equal access, inclusion, and sense of belonging in both the school community and the greater community.
Oversee and plan for the daily duties of support staff assigned to the S.T.R.I.V.E. program.