ABA Teacher

Job Description

A Full‑Time ABA teacher’s primary job responsibility is to implement curriculum programs & behavior intervention for children, adolescence and young adults with autism spectrum disorder and other disabilities. The Full‑Time teacher also assists in data collection, graphing, planning and leading small group instruction, lesson planning, and adaptation of the education program to enable students to benefit from educational experiences. The Full‑Time ABA Teacher implements teaching methodologies based upon the principles of Applied Behavior Analysis including discrete trial training, task analyses and works 1:1, 2:1 & 3:1 with students.

Other activities include teaching job and life skills to students in the community, attending trainings regarding The Victory Center’s program and weekly staff meetings.

• Establish short and long‑range goals based on student’s needs for assigned groups.
• Assist in assessing changing curricular needs and plans for improvement.
• Maintain a positive, organized and safe learning environment.
• Manage time, materials and equipment effectively.
• Maintain a strong knowledge base and share information regarding best practice and proven methodologies in teaching students with autism and related disorders.
• Establish and maintain effective and efficient record keeping procedures.
• Interpret data for instructional planning and program evaluation.
• Demonstrate knowledge and understanding of subject matter content.
• Differentiate instruction in group setting to address individual student skills/strengths/weaknesses.
• Apply principles of learning and effective teaching in instructional delivery.
• Attending individual or group meetings as scheduled throughout the year for preparations and professional growth. Ample notice will be given of school activities that are planned during the year i.e., Special Olympics, Walks, Open House etc. Teachers are an integral part of these activities and are expected to assist with the preparation, as well as attend, when deemed necessary, by the Controller.
• Planning and submitting weekly lesson plans for assigned groups in advance which adequately detail the objectives and methodologies to be utilized in a given week.
• Teachers will be expected to follow the school curriculum and methodology set forth by the BCBAs.
• Recognize overt indicators of student distress or abuse and take appropriate action based on school procedures and law.
• Use appropriate materials, technology and resources to help meet learning needs of all students.
• Provide a positive environment in which students are encouraged to be actively engaged in the learning process.
• Communicate effectively, both orally and in writing, with other professionals, students, parents and the community.
• Collaborate with other professionals and parents.
• Collaborate with peers to enhance the instructional environment.
• Assist others in acquiring skills and knowledge in specific areas of responsibility.
• Engage in a continuing quest for personal growth through in‑service, classes and study.
• Conduct a personal assessment periodically to determine professional development needs with reference to specific instructional assignment.
• Model professional and ethical conduct when dealing with students, peers, parents and the community.
• Perform and fulfill all professional responsibilities.
• Prepare all required reports and maintain all appropriate records.
• Support school improvement initiatives by active participation in school activities, services and Programs (e.g., Walk for Autism, TVC Gala, Special Olympics).
• Ensure that student growth and achievement is continuous and appropriate for age group, subject area and/or program classification.
• Perform other incidental tasks as directed by the BCBAs or Administration.
• Arrive no later than 7:45 am and stay until 3:15 pm.
• Follow school policies as outlined in the Employee Handbook.

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and or ability required. Reasonable accommodations may be made to enable…