My Shortlist

Your shortlisted jobs will appear here. To view your shortlist: Login Or Register

More Jobs Like This
Date Added: Wed 09/06/2021

Educational Coordinator

Providence, RI, US
Add To Shortlist Apply Now

Company: CARE NEW ENGLAND

Job Type: Permanent, FullTime

Job Description

Position is full-time, 37.5 hours per week with a half hour for lunch. The hours for these positions are Monday through Friday, 8:00am - 4:00pm.*

 

ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. Other duties may be assigned.

 

-Provide direct therapeutic educational service at school, in homes, or at community sites.

-Create learning experience using a broad base of general knowledge that reflects an understanding of the nature of the world in which we live.

-Create learning experiences that reflect an understanding of the central concepts, structures, and tools of the inquiry of the disciplines they teach.

-Create instructional opportunities that reflect an understanding of how children learn and develop.

-Create instructional opportunities that reflect a respect for the diversity of learners and an understanding of how students differ in their approaches to learning.

-Create instructional opportunities to encourage students' development of critical thinking, problem solving, and performance skills.

-Create a learning environment that encourages appropriate standards of behavior, positive social interaction, active engagement in learning, and self-motivation.

-Foster collaborative relationships with colleagues and families to support students' learning.

-Use effective communication as the vehicle through which students explore, conjecture, discuss, and investigate new ideas.

-Use a variety of formal and informal assessment strategies to support the continuous development of the learner, completing triennial educational evaluations as assigned.

-Reflect on their practice and assume responsibility for their own professional development by actively seeking opportunities to learn and grow as professionals.

-Complete progress notes monthly, reporting both educational and behavioral data.

-Complete required reports and evaluations (IEP progress reports, grade cards, transition plans,

and discharge summaries).

-Maintain professional standards guided by legal and ethical principles.

-Provide classroom/program instructional support to the TPCS high school as assigned by the

Special Education Administrator/Principal. This may include things like credit recovery, direct instruction, electives and so on.

-Collaborate with Special Education Administrator/Principal on blended learning approach in the classroom.

-Exhibit knowledge of health, safety, and emergency procedures of the learning environment.

-Demonstrate knowledge of universal health precautions.

-Demonstrate knowledge of lifting techniques.

-Participate in sustaining a clean, health, and safe learning environment.

-Recognize indicators of abuse (substance, physical, sexual, emotional) and demonstrate knowledge of RI reporting laws.

-Apply appropriate procedures regarding crisis management, including de-escalation procedures, therapeutic holds, time out, restraint, and seclusion.

-Complete and maintain required certifications such as CPR, First Aid, Crisis Management (Restraint), Teacher Certification, etc.

-Complete required training (initial and refreshers) in crisis management.

-Implement/perform appropriate crisis management techniques, including de-escalation procedures, therapeutic holds, time out, restraint (individually or with other staff), and seclusion according to policy and procedural guidelines and criteria for use.

 

Communicate with families regularly.

-Maintain regular contact through notes and phone calls.

-Incorporate family into education and therapeutic process.

-Conduct periodic home visits as needed

-Support family in developing positive relationships with child.

 

Respond appropriately to behavioral crises.

-Intervene in a calm and timely manner to prevent behaviors from escalating.

-Implement prescribed de-escalation procedures.

-Use physical management procedures in accordance with training model guidelines, Center policies, and clients' behavior management plans.

-Provide clients with the opportunity to debrief following the incident, as appropriate.

-Document crisis interventions in accordance with Center guidelines.

 

Responsibilities of the Educational Coordinator portion:

-Coordinate Graduation Requirements, transcripts and report cards with sending LEAs and monitor, record and report progress.

-Co-Facilitate with the Special Education Administrator/Principal agreed upon training sessions and implement literacy strategies across curriculum for the TPC HS team.

-Coordinate volunteerism/service learning/field trips/career shadow opportunities.

-Coordinate guest speakers with the clinician.

-Conduct academic assessments.

-Collaborate with clinician on intake of students.

-Collaborate with clinician on transition of students.

-Review and assist in screening new student referrals from the LEAs and other referral sources.

-Ensure that the team follows Center policies such as infection control protocols.

-Oversee a group of special cases, as needed.

-Master the new state standards/requirements for graduation for high school students to ensure each

student meets these requirements.

-Collaborate with the sending districts regarding credits and graduation requirements.

-Collaborate with the Special Education Administrator/Principal to review lesson plans and teaching strategies of TPC School teachers on the HS team ensuring that differentiated instruction is appropriate for the needs of individual students.

-Coordinate the development of a cohesive curriculum for students in your team's classrooms.

-Instruct on an 'as needed' basis for situations such as open teacher position, leave of absence, modeling

teaching strategies and regarding conditions related to a specialized IEPs.

-Collaborate with the Special Education Administrator/Principal regarding supervision, training and evaluations for TPC HS teachers and, when appropriate, teacher assistants

-Provide input to the Special Education Administrator/Principal  as appropriate in the hiring, warnings and termination of staff on the HS team including interviewing and paperwork

-Write reports such as progress notes, contact notes, incident reports, transition reports, grade cards and hold reports gathering input from appropriate sources prior to distribution.

-Review IEPs with teachers especially in regards to evaluations that are due per the IEP.

-Collaborate with the Special Education Administrator/Principal regarding topics such as planning,

curriculum, classroom behavior programming, and especially scheduling with regard to the TPC HS

teachers and staff.

 

 

Response to Behavioral Crises

-Intervenes in a calm and timely manner to prevent behaviors from escalating.

-Implements prescribed de-escalation procedures.

-Use physical management procedures in accordance with training model guidelines, Center policies,

and clients' behavior management plans.

-Complete required training (initial and refreshers) in crisis management.

-Implement/perform appropriate crisis management techniques, including de-escalation procedures,

therapeutic holds, time out, restraint (individually or with other staff), and seclusion according to policy

and procedural guidelines and criteria for use.

-Document crisis interventions in accordance with Center guidelines.

 

Communication and Professional Development

-Maintain cooperative relationships with Center staff, students, families, district representatives,

community agencies, and the public.

-Communicate with various local agencies and other departments or teams at The Center.

-Work in cooperation with co-workers and supervisory staff.

-Deal with team members regarding problems in a constructive manner.

-Accept and use direction and supervision.

-Benefit from constructive criticism and participate in developing corrective action plans as needed.

-Attend trainings, case presentations, and conferences as assigned.

-Attend mandatory in-service trainings and other trainings as required.

 

 

Exhibit knowledge of health, safety, and emergency procedures of the learning environment.

-Demonstrate knowledge of universal health precautions.

-Demonstrate knowledge of lifting techniques.

-Participate in sustaining a clean, health, and safe learning environment.

-Recognize indicators of abuse (substance, physical, sexual, emotional) and demonstrate knowledge of RI

reporting laws.

-Apply appropriate procedures regarding crisis management, including de-escalation procedures,

therapeutic holds, time out, restraint, and seclusion.

-Complete and maintain required certifications such as CPR, First Aid, Crisis Management (Restraint),

Teacher Certification, Administrator of Special Education etc.

-Complete required training (initial and refreshers) in crisis management.

-Implement/perform appropriate crisis management techniques, including de-escalation procedures,

therapeutic holds, time out, restraint (individually or with other staff), and seclusion according to policy

and procedural guidelines and criteria for use.

 

Communicate with families as appropriate.

-Incorporate family into education and therapeutic process whenever possible, take leadership role

regarding this.

-Work closely with and support the [Recovery] Academy clinical staff's efforts with

HS families.

Complete record-keeping in accordance with Health Information Services (HIS) and other Center requirements within required time frames.

-Maintain ethical and confidential standards in accordance with Center and state regulations.

-Follow required office procedures in a cooperative manner.

-Initiate and process incident reports as per Center guidelines.

 

OCCASIONAL DUTIES: Serve on appropriate Providence Center committees.

 

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.

 

EDUCATION and/or EXPERIENCE

Master's degree in Secondary English or a Bachelor's degree in Secondary English with equivalent experience required. Secondary English certification required. Special Education certification a plus. Minimum 3 years prior special education or other teaching experiences with secondary level students. Prior experience working with youth dealing with substance use issues a plus.

 

LANGUAGE SKILLS

Ability to read, analyze, and interpret, professional journals and other documents. Ability to write reports, business correspondence, and procedures. Ability to effectively present information and respond to questions from students, parents, siblings and other Center staff.

 

REASONING ABILITY

Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form.

 

CERTIFICATES, LICENSES, REGISTRATIONS

RI Secondary School teaching certification required. Certification in Special Education strongly desired. Valid driver's license and valid auto insurance also required.

 

OTHER SKILLS AND ABILITIES

Demonstrate knowledge of human development for children in the classroom (ages 3-21). Demonstrate knowledge of state standards for curriculum development for your age group of students. Demonstrate knowledge of the learning process (skill hierarchy, etc.)

 

PHYSICAL DEMANDS

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

 

While performing the duties of this job, the employee is regularly required to stand and talk or hear. The employee frequently is required to walk and sit. The employee must occasionally lift and/or move, with the assistance of other staff, up to 50-100 pounds and perform restraints individually or with other staff. The number of staff needed depends upon the student and size/strength of the staff member. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.

 

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

 

The noise level in the work environment is usually moderate to loud.

 

 

Apply Now