Bright Futures Academy Teacher, Special Education - Internal Candidates

Login to Apply Bright Futures Academy Teacher, Special Education - Internal Candidates JOB STATUS: UNTIL FILLED POSTING DATE: 02/19/2026 POSTING NUMBER: 00007528 LOCATION: Bright Futures Academy POSITION TITLE: Bright Futures Academy Teacher, Special Education - Internal Candidates JOB DESCRIPTION Primary Purpose: To facilitate the teaching and learning process within a positive, supportive environment where students with Autism Spectrum Disorder are served with patience, care, and respect. This position is dedicated to meeting the unique academic, communication, self regulation, social, and sensory needs of students in a specialized instructional setting. The role requires the implementation of individualized supports, evidence based practices, and intensive instructional and behavioral strategies that promote meaningful growth and independence. RESPONSIBILITIES Major Responsibilities and Duties Instructional Management Implement federal, state, and district guidelines to determine and provide supports to students with disabilities in the least restrictive environment. Provide direct instruction using effective, evidence based teaching practices aligned with instructional models appropriate for students with Autism Spectrum Disorder. Guide the learning process toward mastery of curriculum, communication goals, and IEP objectives, including academic, functional, behavioral, and communication domains. Employ instructional methods and resources that meet the diverse learning, behavioral, and communication needs of students requiring highly structured, individualized instruction. Meet and instruct assigned student groups at designated times and locations; support students in both individualized and small group instruction. Collect data on academic, behavioral, functional, and communication progress; monitor progress and report results in accordance with district and legal requirements. Demonstrate working knowledge of disabilities, including autism spectrum disorder, intellectual disabilities, communication disorders, and developmental delays. Provide structured classroom management and implement behavior intervention plans with fidelity in all campus environments. Attend staff meetings, serve on committees, and collaborate with colleagues to support programmatic consistency across campuses and settings. Counsel with colleagues, students, and parents regarding student achievement, communication needs, behavior, and instructional programming. Engage in ongoing collaboration with parents, students, and community-based providers to promote consistency and alignment of instructional, behavioral, and communication interventions across educational and non-school settings. School/Organizational Climate Create a structured, supportive, and engaging classroom environment appropriate for students' developmental, behavioral, and communication needs. Implement the district philosophy of education and instructional goals, ensuring a safe, predictable, and student centered learning space. Take all reasonable precautions to protect students, equipment, and materials; maintain compliance with safety protocols. Uphold and enforce school rules in alignment with administrative regulations and Board policy. Personnel Management Plan and supervise purposeful activities and instructional responsibilities for paraprofessionals and/or other service providers, including therapists. Collaborate with administrators to guide paraprofessionals supporting student programs and ensure they understand roles, responsibilities, and expectations. Provide ongoing training for paraprofessionals related to data collection, communication supports, behavior protocols, instructional strategies, and evidence based practices used for students with Autism Spectrum Disorder. Administrative Duties Maintain accurate and complete records as required by law, district policy, and administrative regulations. Prepare all required documentation for ARD/IEP meetings and participate in the development of PLAAFP statements, annual goals, behavior plans, communication plans, and accommodations. Collaborate with general education teachers, related service providers, and program specialists to ensure implementation of individualized supports across environments. Professional Growth and Development Attend district required trainings, job specific trainings, and staff development aligned with special education programs. required trainings, job specific trainings, and staff development aligned with special education programs. Pursue ongoing professional growth through workshops, conferences, coursework, and research related to special education, autism, behavior analysis, communication supports, and evidence based practices. Stay current on federal and state special education laws, instructional trends, and research based practices. School/Community Relations Be available via in person meetings, phone, email, or video conferencing to communicate with district personnel, students, parents, and service providers. person meetings, phone, email, or video conferencing to communicate with district personnel, students, parents, and service providers. Communicate regularly with families regarding student progress, instructional programming, communication supports, and behavior strategies. Provide reasonable opportunities to confer with students or parents outside of the instructional day when necessary. Demonstrate patience, care, and respect in all interactions with students, families, and community partners particularly ensuring that instructional practices, communication approaches, and behavioral supports uphold student dignity and foster a safe, trusting learning environment. Other Duties Follow district safety protocols and emergency procedures. Attendance at work is an essential function. Maintain emotional control under stress, particularly in classrooms requiring physical, behavioral, and intensive instructional supports. Perform other duties as assigned by the supervisor and/or Superintendent. Supervisory Responsibilities Supervise assigned paraprofessionals, aides, and volunteers Supervise students in classrooms, common areas, and community based instruction as applicable. EXPERIENCE Minimum Experience Experience working with students with autism, cognitive disabilities, communication needs, behavioral challenges, or students served in self-contained or specialized programs preferred QUALIFICATIONS Minimum Education/Certification Bachelor's degree in a related field Valid Texas teaching certificate (or out of state certificate appropriate for the position) Must meet requirements for Highly Qualified Teacher designation CPI certification or ability to obtain/maintain certification per program requirements Special Knowledge/Skills Working knowledge of curriculum, alternate and modified instruction, and evidence based practices for students with autism spectrum disorder Ability to meet the diverse academic, communication, self regulation, social, and sensory needs of students with autism spectrum disorder Effective communication skills and ability to collaborate in multidisciplinary teams Ability to use and teach with various technology applications and platforms Ability to implement structured teaching, behavior supports, communication strategies (including AAC), and other high leverage special education practices Expertise in relevant academic areas, communication supports, or behavior Demonstrated patience, emotional control, and a caring, respectful approach when supporting students with autism spectrum disorder OTHER INFORMATION Working Conditions Mental/Physical Demands/Environmental Factors: Ability to concentrate (detailed work), communicate effectively (verbal and written); interpret policy, procedures and data; reason, understand verbal instructions, analyze, differentiate, read, coordinate district functions, compile, compute, instruct, maintain emotional control under stress. Moderate lifting and carrying (15-44 pounds), pushing, reaching above shoulders, use of fingers, walking, standing, kneeling, repeated bending, sitting, climbing (stairs), balancing, stooping, crouching, pulling, pushing, repetitive hand motions, hearing, speech, visual acuity, distinguishing colors, outside and inside, temperature extremes, humidity extremes, noise, microwaves, slippery surfaces, uneven surfaces, sunlight exposure, working with hands in water, works around moving objects or vehicles, works alone, frequent prolonged or irregular hours. JOB CONTACT INFORMATION APPLY TO The above statements are intended to describe the general purpose and responsibilities assigned to this job and are not intended to represent an exhaustive list of all responsibilities, duties and skills required. GROUP / GRADE: Wage/Hour Status: Exempt; Reports To: Principal or Program Supervisor; Date Revised: February 2026 SALARY: Teacher's Salary Schedule + Stipend DAYS: