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

Classroom Teacher The employee, Classroom Teacher, is responsible for instructional planning; management of behavior; delivery of instruction; and assessment of performance for all assigned students. Professional Knowledge 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 and 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. 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. Promoting cultural sensitivity. 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. Required Qualifications Proof of U.S. citizenship or legal resident alien status by completing Federal Form 1-9. Evidence of a criminal record history check and clearance per Department of Education requirements; a sworn statement of no convictions during the initial six‑month period. Health clearance adequate to fulfill job functions, including passing the state-required Mantoux Intradermal Tuberculin Test. Meeting any additional qualifications that the Superintendent may deem appropriate. Verification of Competency District application and resume. Documentation of qualifications above. At least three letters of reference from former employers, teachers, professors, or other professional sources. Official college transcripts. Writing sample, if required, and employment interview. 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 state laws and Board of Education policies. Salary, Employment Period and Union Affiliation Salary: $65,535 - $106,350 Employment Period: Ten (10) Months Union Affiliation: Belleville Education Association (BEA) #J-18808-Ljbffr Spectrum 360 A NJ Non Profit Corp.