POSITION SUMMARY:

This position reports to the Director of Adolescent Education. Provides instruction to students in a clinical day school setting utilizing positive behavior interventions and supports (PBIS). Manages individualized instruction to students, daily classroom and school routines. Creates and maintains a safe, structured therapeutic milieu with age-specific behavioral management practices. Follows established policy and protocol in monitoring students’ arrivals and dismissals from the Clinical Day School program. Contributes to creating a caring and compassionate environment through ECHN’s Core Values of Teamwork, Communication, Respect and Caring.

EDUCATION/CERTIFICATION:

At minimum, candidates must meet current Connecticut State Department of Education requirements for substitute teachers. Current undergrad enrollment in a state-approved teacher training program and/or Bachelor's degree preferred. Valid CT Teaching Certificate in Special Education  or other content area is preferred.

EXPERIENCE:

Prior experience working with special needs adolescents is preferred. Age-specific competencies are required. Strong teaching skills and teamwork orientation.

COMPETENCIES:

This position requires strong interpersonal and leadership skills and a demonstrated strength in team orientation. Must have solid written as well as verbal communication skills using the English language. Computer competency with basic knowledge of Microsoft WORD, OUTLOOK, and Google Platform is preferred. Must be flexible in approach so that service specific as well as overall system needs can be met.

ESSENTIAL DUTIES and RESPONSIBILITIES:

Disclaimer: Job descriptions are not intended, nor should they be construed to be, exhaustive lists of all responsibilities, skills, efforts or working conditions associated with the job.  They are intended to be accurate reflections of the principal duties and responsibilities of this position.  These responsibilities and competencies listed below may change from time to time.

          Job-Specific Competency

Consistently maintains an appropriate learning environment according to established policies and procedures, as evidenced by supervisor observation. Recognizes students’ strengths and weaknesses and demonstrates creative approaches in working with students with varying abilities, as evidenced by student progress, review of records and supervisor observations. Consistently maintains established classroom routines and procedures and performs job specific assignments in the classroom, as evidenced by supervisor observations. Completes required written communications accurately and expeditiously, as evidenced by review of student records, feedback from families and supervisor observations.  Consistently identifies objectives and sequences for instruction by following lesson plans utilizing supplemental human  resources and materials in classes, as evidenced by review of lesson plans and supervisor observations. Actively participates in the acquisition and application of new skills through continuing education that reflect current practice and clinical trends in field of licensure and in required trainings (Cardiopulmonary Resuscitation Validation), as evidenced by educational record and supervisor observations. Consistently demonstrates comprehensive knowledge of policies and protocols and executes them in a manner that minimizes escalating behaviors while promoting the emotional and physical safety of the milieu, as evidenced by supervisor observations. Effectively uses psychological and physical management techniques to manage violent or potentially violent situations consistent with Physical Management Training (PMT), as evidenced by peer feedback, participation in Early Response codes and Dr. Strong codes, attendance at PMT refresher trainings and supervisor observation. Demonstrates a proactive role in establishing safety procedures for proper arrival and dismissal times for students, as evidenced by an absence of safety incidents, staff feedback and supervisor observation. Supports flexibility in job assignment by responding positively to change in daily work assignments, as evidenced by peer feedback and supervisor observations.