Temporary Substitute Special Education Teacher

General Responsibilities: The Temporary Substitute Teacher is responsible for providing day-to-day coverage of classrooms, in the absence of a Certified Special Educator, and for ensuring the continuity of educational instruction to assigned students within a classroom. The Temporary Substitute Teacher will provide day-to-day supervision and feedback to classroom staff in regards to ongoing implementation of the IEP and BSP for each student. Temporary Substitute Teachers are expected to implement and model highly technical clinical and teaching programs that require staff to be constantly alert and ready to respond to student's needs. Students served may exhibit aggressive and/or self-injurious behavior. Temporary Substitute Teachers may be asked to assist with assessments or program development, commensurate with their training and experience. Temporary Substitute Teachers may also be asked to assist with formal staff appraisals and/or corrective action, with assistance and support from the Behavior Analyst, Assistant Director or Director.

Position Specific Notes: Temporary Substitute Teacher positions are short term positions. Employee would go back to their previous position after the classroom teacher position is filled, their temporary permit has expired, or if the employee decides to enroll in an education degree program. Current employee must hold a bachelor's degree. Employee does not need to be currently enrolled in education degree courses. Employee will receive a temporary permit that will be good for 1 school year and can be renewed by the Education department 1 time.

Basic Qualifications: Education/Training: Minimum of a Bachelor's Degree. Willingness to apply for temporary emergency teacher permit.

Certifications/Licensure: Eligibility for Temporary Emergency Permit by the Pennsylvania Department of Education required. A valid US driver's license and a minimum age of twenty-one (21) years old.

Skill(s): Teaching and interpersonal skills, with emphasis on students who are emotionally, behaviorally, physically and/or developmentally challenged. Experience or interest in the principles and application of Applied Behavior Analysis. Working knowledge of Microsoft Office and Windows Operating System.

Experience: Internal applicants only. Prefer at least one-year experience working in a classroom setting with specialized populations.