An ABA Lead Teacher’s primary job responsibility is to implement curriculum programs & behavior intervention plans for students with autism spectrum disorder and other disabilities. The ABA Lead teacher also assists in data collection and the development and overseeing in behavior plans for in-classroom implementation. The ABA Lead Teacher prepares progress reports, IEP forms, classroom observation records, and supervises supporting teachers. The ABA Lead Teacher is responsible for lesson planning, and adaptation of the education program to enable students to benefit from educational experiences. The ABA Lead Teacher implements curriculums based on Applied Behavior Analysis including discrete trial training, task analyses, and other research-based curriculum modifications. Our benefits Package includes: • 6 Personal/sick days (available after 90 days of employment) • 4 weeks of Paid vacation to be taken during the summer • Employer's contribution to Health Benefits including dental and vision (available after 60 days of employment) • All legal paid Holiday (available after 90 days of employment) Responsibilities: ESSENTIAL DUTIES AND RESPONSIBILITIES include the following: Other duties may be assigned. • Establish short/long-term goals based on students’ needs. • 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 practices 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. • Complete bi-annual progress reports. • Differentiate instruction in a 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 Director. • Planning and submitting weekly lesson plans in advance which adequately detail the objectives and methodologies to be utilized in a given week. • Planning a full and varied classroom schedule that incorporates the essential curricular material devised for that level, as well as timely discussions or activities that are Developmentally Appropriate. Teachers will be expected to follow the school curriculum and methodology set forth by the Director. • Evaluating and reporting students' participation, attendance, acquisition of knowledge, skills, and behavior, and maintaining portfolios for discussion of individual student's progression. • Following up on absences and behavior issues through contact with parents, either in writing or by phone as the situation warrants, in consultation with the Director of Education. • 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 the 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 assignments. • 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 (3 mandatory: 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 Educational Director/Assistant Educational Director/Administration. • Arrive no later than 7:45 am and stay until 3:15 pm. • Professionalism: Our school is a respected segment of the community. It remains this way only when its staff exhibits a professional attitude at all times, thereby providing role models for students, and highlighting the positive aspects of our organization at all times. Negative attitudes hinder an organization. Teachers are expected to maintain professionalism at all times. Discussing general school issues with parents in a negative connotation will be grounds for termination. • Scheduling personal commitments so that they do not conflict with school responsibilities (insofar as this is possible.) • Follow school policies as outlined in the Employee Manual. • May be required to perform other duties as assigned. Qualifications: • 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 individuals with disabilities to perform the essential functions. **** KNOWLEDGE, SKILLS AND ABILITIES: • Teaching experience within the Autism/ behaviorally challenged population. • Ability to interact with all levels of individuals. • Computer skills including MS Office. • Excellent communication, interpersonal, and problem-solving skills. • Skill in oral and written communication with students, parents, and others. • Strong attention to detail. • Enthusiasm for working with children with special needs. • Responsible and caring attitude for the population we serve. • Specific training and experience in teaching students with autism and related disorders. • Experience in a classroom setting/ or with children. • Experience with Verbal Behavior programs is preferred but not required. • Specific Knowledge and training in effective methodologies and best practices in teaching autistic students preferred, but not required. • Ability to plan and implement activities for maximum effectiveness. • Ability to maintain appropriate student supervision so that students have a safe and orderly environment in which to learn. • Ability to work effectively with peers, administrators, support staff, and community agencies. • Ability to train supporting teachers to carry out individualized education plans and implement behavior intervention plans. • Bi-lingual, a plus. **** MINIMUM REQUIREMENTS: • Bachelor's degree from an accredited educational institution in ABA, psychology, teaching, or related field. • Coursework/training in working with specialization in mentally handicapped, emotionally handicapped, varying exceptionalities, and/or language speech impaired. • Minimum two years of successful experience in the ABA/teaching field (within the past five years). • Minimum one year of successful experience as an employee at The Victory Center. PREFERRED REQUIREMENTS • Master's degree in ABA, psychology, teaching, or related field. • Flexibility in teaching area (multiple certifications or experience). • Extra-curricular abilities and interests. • Experience working with adolescents/young adults with moderate to severe behaviors. Compensation: $45,000 yearly

• ESSENTIAL DUTIES AND RESPONSIBILITIES include the following: Other duties may be assigned. • Establish short/long-term goals based on students’ needs. • 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 practices 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. • Complete bi-annual progress reports. • Differentiate instruction in a 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 Director. • Planning and submitting weekly lesson plans in advance which adequately detail the objectives and methodologies to be utilized in a given week. • Planning a full and varied classroom schedule that incorporates the essential curricular material devised for that level, as well as timely discussions or activities that are Developmentally Appropriate. Teachers will be expected to follow the school curriculum and methodology set forth by the Director. • Evaluating and reporting students' participation, attendance, acquisition of knowledge, skills, and behavior, and maintaining portfolios for discussion of individual student's progression. • Following up on absences and behavior issues through contact with parents, either in writing or by phone as the situation warrants, in consultation with the Director of Education. • 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 the 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 assignments. • 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 (3 mandatory: 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 Educational Director/Assistant Educational Director/Administration. • Arrive no later than 7:45 am and stay until 3:15 pm. • Professionalism: Our school is a respected segment of the community. It remains this way only when its staff exhibits a professional attitude at all times, thereby providing role models for students, and highlighting the positive aspects of our organization at all times. Negative attitudes hinder an organization. Teachers are expected to maintain professionalism at all times. Discussing general school issues with parents in a negative connotation will be grounds for termination. • Scheduling personal commitments so that they do not conflict with school responsibilities (insofar as this is possible.) • Follow school policies as outlined in the Employee Manual. • May be required to perform other duties as assigned.