The WISD's Mission is to promote the continuous improvement of achievement for every student while providing high-quality service to our customers through leadership, innovation, and collaboration.

The WISD’s Vision is to be a leader in empowering, facilitating, and delivering high-quality, boundary-spanning, educational system that educates all children through an equitable, inclusive and holistic approach.

SUMMARY:
The Teacher of Students with Autism Spectrum Disorder is responsible for the instructional program and implementation of activities for disabled students from Washtenaw County.

ESSENTIAL DUTIES AND RESPONSIBILITIES:

Demonstrates a strong commitment to equity, social justice, and inclusion in all practices and position responsibilities.
Demonstrates the ability to examine how his/her/their position (directly or indirectly) impacts educational inequities in student achievement outcomes.
Engages in reflection and ongoing learning and development on critical concepts and terms identified in the Washtenaw ISD Educational Equity Policy including concepts such as cultural proficiency, racial equity, and systemic and structural inequities.
Service providers regarding transition activities for assigned students. Demonstrates a strong commitment to equity, social justice, and inclusion in all practices and position responsibilities.
Provides and coordinates the instructional program for students in the assigned area of responsibility, evaluates results on a continuous basis.
Assesses students' achievement and develops instructional strategies to meet individual educational needs of students in the assigned area of responsibility.
Plans curriculum and prepares lessons and other instructional materials to meet individual needs of students, considering such factors as physical, emotional and educational levels of development.
Participates in Multidisciplinary Evaluation Team (MET) meetings and prepares reports for assigned students.
Convenes and chairs Individualized Education Program Team (IEPT) meetings. Develops and implements student IEP goals and instruction based on individual student needs.
Participates in the implementation of health care procedures in accordance with administrative operating procedures.
Develops, coordinates and implements behavior intervention plans in accordance with District policy, administrative operating procedures and state/federal rules and regulations. Convenes a team to evaluate and develop a functional behavioral assessment.
Works cooperatively and communicates with District and constituent district staff, students and parents/guardians.
Maintains accurate attendance records and appropriate reports.
Participates in District level staff meetings, in-service activities, staff development/special programs, school improvement teams and planning committees as appropriate to the assignment.
Regularly document student progress using assessment tools, monitoring through observations/evaluation and/or collecting data.
Uses student progress data to improve instruction.
Develops a program that includes community-based learning activities, career readiness and job readiness activities, small group and individualized community access activities; collaborates with adult service agency representatives, employers, WISD Teacher Consultants and other related positions.
Supervises and implements instruction for students in class and in the community; directs the activities of teacher assistants in all areas of instruction as well as other activities.
Confers with parents, teacher assistants, related service providers and administration to develop an individual educational plan for students.
Maintains accurate records in a manner consistent with state and federal law as required by the District.
Establishes and maintains open communications with parents, staff, administration and outside agencies.
Performs billing functions for Medicaid reimbursement where applicable.
Adheres to District health and safety rules, policies and procedures.
Develops and implements opportunities for students to interact with community resources, work sites and others in the community including employer.
Confers with other staff members to plan programs designed to promote educational, physical independent and social development for students.
Monitors student needs and implement programs.
Exhibits emotional stability, exercises good judgment and makes decisions in accordance with board policies and administrative guidelines, with minimum supervision.
Demonstrate operational knowledge of Internet and Web-related technologies.
Demonstrates skills and comfort using the latest instructional online tools and technology.
Performs such other tasks as may from time to time be assigned by the supervisor.
Regular and predictable attendance.
Other duties as assigned.

SUPERVISORY RESPONSIBILITIES:

Directs Teaching Assistant(s) on a day-to-day basis.

QUALIFICATIONS:
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Alternative requirements that may be appropriate and acceptable to the Board of Education may be considered. The requirements listed below are representative of the knowledge, skill and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

EDUCATION and/or EXPERIENCE:

Minimum of a Bachelor’s Degree in education or field of study related to Special Education with a major in the area of ASD or earned credit coursework equivalent to the major.
Demonstrated successful student teaching experience required; minimum two (2) years of experience preferred.
Must be able to use “Non-Violent Crisis Intervention” techniques and other behavior strategies, which are used frequently in this learning environment, including developing behavioral intervention plans.
Possesses experience with computer instruction and technology.
Possesses the skills and desire to work in a collaborative team with others.
Possesses knowledge and awareness of community agencies and services and ability to enlist those services when needed.
Experience working in a virtual online instructional setting.
Demonstrated knowledge and understanding of the teacher’s role in a team environment.
TEACCH training is preferred.
Demonstrated ability to use AAC.
Such alternatives to the above qualifications as the Board may find appropriate and acceptable.

CERTIFICATES, LICENSES, REGISTRATIONS:

Valid Michigan teacher's certificate with necessary endorsement(s) in cognitive impairment.

LANGUAGE SKILLS:

Ability to explain and demonstrate appropriate teaching techniques.
Ability to read, analyze and interpret information including periodicals and professional journals.
Ability to effectively present information and respond to questions from groups of educators, students and the general public.
Ability to write lesson plans, IEP’s and other related correspondence.
Ability to direct the activities of others to execute student IEP goals.

TECHNICAL SKILLS:

Ability to integrate technology into the everyday workflow is necessary.
Ability to utilize District technology and work to maintain proficiency, as required skill sets change with technology and/or the needs of the District.
Ability to use computer technology for research, data management, communications and other instruction.
Ability to use a personal computer (PC) or MAC in a networked environment to utilize the Internet and other electronic communication mechanisms.
Ability to use online instructional tools and technology.
Knowledge of productivity applications such as Microsoft Office (word processing, spreadsheets, database and presentation software) is required.

MATHEMATICAL SKILLS:

Ability to apply the concepts of basic math, algebra and geometry consistent with the duties of this position.

REASONING ABILITY:

Highly proficient in subject areas of reasoning, problem solving, organizational dynamics and emotional intelligence.
Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists.
Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form.

INTERPERSONAL SKILLS:

Ability to build rapport with others and to serve diverse publics.
Ability to take initiative; work well with others as a collaborative team member and exhibit good communication skills.
Ability to work effectively and collaboratively with other departments, agencies and individuals.
Ability to work creatively and skillfully with students.
Ability to demonstrate initiative and understanding in working with students, staff and parents/guardians.

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 regularly required to stand; walk; use hands to finger, handle or feel objects, tools, or controls; reach with hands and arms; talk or hear; and taste or smell. The employee is occasionally required to sit and stoop, kneel, crouch, or crawl. While performing the duties of this job the employee is frequently required to assist with lifting and moving students up to 26 years of age. The employee must occasionally lift and/or move up to 50 pounds such as books and teaching material. Specific vision abilities required by this job include close vision, distant vision and the ability to adjust focus. The ability to travel to other buildings is required. The position requires the individual to sometimes work irregular or extended work hours and meet multiple demands from several people. The ability to travel to other buildings is required.

ENVIRONMENTAL ADAPTABILITY:
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.

The noise level in the work environment is quiet to loud depending upon the activity in the particular part of the day. The employee is frequently required to interact with the public and other staff. The employee is directly responsible for the safety and well-being of students. The employee is exposed to infections at a greater risk than the average person. Occasionally the employee may be required to be outdoors for a short period of time, and therefore subject to varying weather conditions, for purposes of accomplishing the essential functions of this job.

FUNCTIONS OF POSITION DESCRIPTION:
This position description has been prepared to define the general duties of the position, provide examples of work and to detail the required knowledge, skills and ability as well as the acceptable experience and training for the position. The description is not intended to limit or modify the right of any supervisor to assign, direct and control the duties of employees under supervision. The WISD retains and reserves any and all rights to change, modify, amend, add to or delete from any portion of this description in its sole judgment.

This position description is not a contract for employment.

The WISD is an equal opportunity employer, in compliance with the Americans with Disabilities Act. The District will provide reasonable accommodations to qualified individuals with disabilities and encourages both prospective and current employees to discuss potential accommodations with the employer.

TERMS:
This position is subject to terms, conditions, and calendar of the Master Agreement between the District and Unit II AFT Local 3760. Starting salary ranging (dependent upon experience) from $47,180 - $101,817.

Washtenaw Intermediate School District is a drug-free workplace.

The employee shall remain free of any alcohol or nonprescribed controlled substance in the workplace throughout his/her employment in the district.

It is the policy and commitment of the Washtenaw Intermediate School District not to discriminate on the basis of race, color, religion, national origin, sex, disability, age, height, weight, familial status, marital status, genetic information, sexual orientation or any legally protected characteristic, in its educational programs, activities, admissions, or employment policies in accordance with Title IX of the 1972 Educational Amendments, executive order 11246 as amended, Section 504 of the Rehabilitation Act of 1973 and all other pertinent state and Federal regulations.

Teacher for Autism Spectrum Disorder Program