|Department:||Childhelp Alice C. Tyler Village|
Under general supervision of the Education Director, plans and implements an instructional program that provides related educational services for students with severe emotional and behavioral disabilities Manages student behavior, assesses and evaluates student achievement, and modifies instructional activities, as required; carries out a variety of student monitoring and controls activities; performs related duties as required or assigned. Positions covered by this specification serve general education or special education classrooms. Classes taught may be single or multi-grade level, subject, skill or specialty oriented. Greater than average monitoring is required to protects the health and safety of clients while providing academic instruction and managing client's behaviors. Reads and implements each client's individualized treatment plan, IEP, and 504 Plan. Plans programming and is an active team member in carrying out treatment goals. Participates as a member of the Multi-Disciplinary Team and maintains a team environment.
Must have or be eligible for Virginia licensure with endorsement(s) required for teaching assignment(s).
- Minimum of BA/BS from an accredited college. Preference given to Master’s Level candidates and dually certified applicants in both General Education and Special Education.
Training and Experience:
- A minimum of one year of experience managing a special education classroom. Experience working in residential treatment setting is strongly preferred.
- Must have a working knowledge of Standards of Learning requirements, established by the Virginia Department of Education.
- Must be current on all mandatory annual retraining and in-services.
- Must participate in a minimum of 15 hours annually of in-service training applicable to specific job duties and responsibilities, and requisite Virginia Department of Education annual professional development, including collegiate coursework necessary to maintain licensure.
- Possess a current certificate for cardiopulmonary resuscitation (CPR) and first aid.
- Possess a valid Virginia Driver’s License.
Must have ability to stoop, kneel, crouch, crawl, reach, stand, walk, push, pull, lift and grasp. Should be physically fit with the ability to engage in strenuous activity with the residents. Must be able to perceive the attributes of objects such as size, shape, temperature and/or texture by touching with skin, particularly that of the fingertips. Possesses the ability to express and exchange ideas via spoken word during activities in which they must convey detail or important spoken instructions to others accurately, sometimes quickly and loudly. Hearing to perceive the nature of sounds with no less than 40 db loss @ Hz, 1000 Hz, and 2000 Hz with or without correction; ability to perceive detailed information through oral communication and to make fine discriminations in sound. Perform repetitive motions with wrists, hands and fingers. Be able to exert up to 50 pounds of force occasionally and to be able to lift, carry, push, pull or otherwise move objects. Work requires a minimum standard of visual acuity with or without correction that will enable people in the role to complete administrative and clerical tasks and visually observe residents on the unit and in therapeutic activities.
MAJOR DUTIES AND RESPONSIBILITIES OF THE POSITION
- Completes and documents teacher administered assessment. Consistently reassesses for changes in the client's educational status or needs.
- Makes recommendations based upon assessment data. Evaluates academic proficiency and determines appropriate academic curriculum for student based upon assessment data, age, strengths, and special needs.
- Independently develops individualized and educationally appropriate goals and objectives for IEPs in all areas. Develops individualized behavior plans and transition plans according to DOE guidelines.
- Reinforces appropriate academic and pro-social behavior.
- Delivers instruction designed to meet goals and objectives of IEPs and treatment plans. Consistently incorporates technology into structured lesson plans. Utilizes appropriate curricular and classroom modifications and accommodations.
- Completes report cards according to set schedule.
- Maintains a safe, clean, and neat classroom environment, recognizes potential risks and threats to safety within the therapeutic classroom environment.
- Demonstrates and ability to engage direct care staff in classroom activities and classroom management.
- Structures and manages the classroom environment to promote safety and productivity. Teaches students to make decisions and role models appropriate behavior for them.
- Intervenes in escalating behaviors and utilizes de-escalation techniques; demonstrates knowledge of guidelines regarding behavioral interventions (quiet time, restraint, elopement).
- May supervise paraprofessional or direct care staff.
- Carries out other duties as assigned to meet the needs of the program.