2555 Autism Resource Specialist-DESE Project ACCESS
TITLE Autism Resource Specialist-DESE Project ACCESS
CLASSIFICATION NUMBER 2555
IMMEDIATE SUPERVISOR Associate Director, DESE Project ACCESS
MAJOR ADMINISTRATOR Director, DESE Project ACCESS
The Autism Resource Specialist is responsible for assisting professional education staff and other related service providers in observing children demonstrating Autism Spectrum Disorder behaviors and identifying, developing, and/or referring curricula, materials, and equipment appropriate for students with Autism Spectrum Disorder. The Autism Resource Specialist assists in identifying and implementing appropriate behavior management and communication systems and occasionally will demonstrate evaluation and teaching procedures on-site in the classroom. The Autism Resource Specialist develops multimedia materials and plans, coordinates, and conducts in-service training workshops. The Autism Resource Specialist may assist professional education staff in evaluating educational materials (e.g., texts and student-use materials) as well as assessment instruments, and assists in advising on the selection of those materials and instruments appropriate for public schools.
MINIMUM ACCEPTABLE QUALIFICATIONS
Education: A Bachelor's degree is required, with an emphasis in Special Education, Speech-Language Pathology, Psychology, or a closely related field preferred. A Master's degree is preferred.
Experience: At least two years of responsible experience in the public school system with an emphasis in Special Education or related services is required. Significant experience in working with students with Autism Spectrum Disorders, preferably gained in the public school system, is preferred. Successful teaching experience is preferred.
Skills: Strong verbal and written communication skills are required. Excellent interpersonal skills in working with teachers, parents, administrators, and other constituencies are required. Organizational and public speaking skills are required. Must be able to use the internet to communicate with individuals. The ability to research topics relevant to Autism Spectrum Disorder is required. The ability to visually observe student behavior on an occasional basis in order to provide evaluations and make recommendations regarding appropriate educational programming is required. The ability to develop knowledge of, respect for, and skills to engage with those of other cultures or backgrounds is required.
Other: The scope of the position requires occasional out-of-town, state-wide travel and overnight stays to attend conferences, workshops, seminars, and to provide on-site consultation in the public schools.
ESSENTIAL DUTIES AND RESPONSIBILITIES
1. Assists the Associate Director in developing and monitoring the web-based Community of Practice technical network by researching questions, grading online assignments, and posting articles of interest, parent supports, and links to helpful websites.
2. Provides Missouri public school teachers with support and/or resources to develop skills in working with students with Autism Spectrum Disorders by assisting school staffs in planning assessments of children demonstrating Autism Spectrum Disorder behaviors, assisting in identifying, obtaining and developing curricula, materials, and equipment appropriate for students with Autism Spectrum Disorders, assisting in identifying and implementing appropriate behavior management and communication systems, and, occasionally demonstrating evaluation and teaching procedures on-site in the classroom.
3. Enhances the abilities of public school teachers and other related service providers to develop and manage educational programs for students with Autism Spectrum Disorder by assisting with planning, coordinating, and conducting in-service training workshops.
4. Maintains professional competence and expands the knowledge base and ability of the agency to serve local education agencies (LEA) by attending professional development seminars, workshops, and related activities and sharing the information gathered from these professional activities with other professionals and parents.
5. Promotes awareness of Autism Spectrum Disorders as a disability and the services available through the office of Project ACCESS by posting, at a minimum, quarterly articles on the Project ACCESS website.
6. Contributes to a work environment that encourages knowledge of, respect for, and development of skills to engage with those of other cultures or backgrounds.
7. Remains competent and current through self-directed professional reading, developing professional contacts with colleagues, attending professional development courses, and attending training and/or courses as directed by the Director or Associate Director of Project ACCESS.
8. Contributes to the overall success of the Project ACCESS office by performing all other duties and responsibilities as assigned.
The Autism Resource Specialist is supervised by the Associate Director of Project ACCESS and assists in the supervision of staff in the absence of the Associate Director.
OFFICE OF HUMAN RESOURCES
REVISED APRIL 2016
JOB FAMILY 4
Factor 1: Professional Knowledge, Skill, and Technical Mastery
Level 3 - 1500 Points: Entry-level knowledge of the principles, concepts, practices, and methods of an administrative, managerial, technical, or professional specialty. Knowledge permits employee to carry out basic recurring tasks and routine portions of assignments or to carry out less demanding professional elements of assignments in professional or technical areas including accounting or auditing, financial management, business administration, human resources, law, engineering, science, or medicine, while gaining familiarity with the University's policies and goals, business practices, and/or accounting systems. This level of knowledge permits the employee to schedule and carry out the steps of a limited operation or project, or to complete stages of a multi-phase project. Alternatively, knowledge at this level might also permit the employee to carry out recurring tasks and routine assignments requiring moderate experience in specific areas within higher education. Knowledge at this level is typically acquired through a combination of formal education and/or training and experience that includes a requirement for a college degree in a specific technical or professional specialty. Knowledge requirements may also include a limited amount of related work experience. Alternatively, equivalent knowledge requirements at this level include a non-technical or general Bachelor's degree requirement with a moderate level of additional related work experience or a non-specific Master's degree requirement with some related work experience.
Factor 2: Supervisory Responsibility
Level 1 - 50 Points: Typically, little, if any, supervision of others is required. The job may require irregular but occasional responsibility to direct the work of student workers and/or temporary or part-time workers. The nature of supervision is largely confined to assigning tasks to others and does not include a full range of supervisory responsibilities. The amount of time spent on directing the work of others is normally a small portion of total work time.
Factor 3: Interactions with Others
Level 3 - 250 Points: The purpose of interactions is to advise or counsel others to solve recurring and structured problems, and/or to plan or coordinate work efforts with other employees who are working toward common goals in situations where relationships are generally cooperative. Interactions are moderately structured and routine and may involve employees in different functions, students, and/or the general public. These types of interactions require normal interpersonal skills.
Factor 4: Job Controls and Guidelines
Level 2 - 250 Points: The employee carries out a group of procedures using the general methods and desired results indicated by the supervisor. Typically, standard operating procedures, handbooks, and/or reference manuals exist for most procedures, but the employee must select from the most appropriate of several guidelines and make minor adjustments to methods. Unforeseen situations are normally referred to others for resolution. Assignments are related in function and objective, but processes, procedures, or software varies from one assignment to another. Based on the assignment, the employee uses diverse, but conventional, methods, techniques, or approaches. Employees in jobs at this level may perform work that is moderately complex, but normally performed within a fairly narrow and specific functional area.
Factor 5: Managerial Responsibility
Level 3 - 850 Points: Work involves providing significant support services to others both within and outside of the department that substantially influences decision-making processes. Work activities are complex and others rely on the accuracy and reliability of the information, analysis, or advice to make decisions. Work activities have a direct, but shared, impact on further processes or services, affect the overall efficiency and image of the department, and may have material impact on costs or service quality within the cost center. Incumbents may be responsible for identifying areas of need and for developing proposals that request funding to fulfill those needs.