Substitute Student Support Coach
July 7, 2017
Provide behavior support and intervention, instructional delivery, and liaison support at the direction of the teacher or administrative staff by performing the following duties.
ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. Other duties may be assigned.
Behavior Support and Management
- Use training, interventions, resources, routines, and procedures to provide a respectful, positive, safe, student-centered environment that is conducive to learning.
- Establish clear expectations, with student input, for classroom rules and procedures early in the school year, and enforces them consistently and fairly.
- Establish a climate of trust and teamwork by being fair, caring, respectful, and enthusiastic.
- Use agency de-escalation and behavior management techniques to assist with providing a safe environment.
- Provide behavior support to students in order to reinforce positive behaviors using a variety of student and faculty selected reinforcers
- Provide behavior interventions including crisis intervention for students in crisis, to include the use of approved verbal and physical intervention techniques.
- Respect students’ diversity, including language, culture, race, gender, sexual orientation, and special needs.
- Actively listen and pay attention to students’ needs and responses.
Assessment and Instructional Delivery
- At the direction of the teacher, provide instructional support in various content areas, including core subject areas, social skills, and independent living skills.
- Effectively engage students in learning by using a variety of instructional strategies in order to meet individual learning needs.
- Actively support teacher in instructional delivery by maximizing instructional learning time by working with students individually, in small groups, or whole groups.
- Engage and maintain students in active learning.
- Use a variety of effective instructional strategies and resources.
- Use instructional technology to enhance student learning.
- Maintain a commitment to professional ethics, positive relationships, and take responsibility for and participate in improving the program to enhance student learning
- Responsible for role modeling positive professional behavior at all times by communicating effectively insuring voice tone, volume, and language are appropriate, appearance is professional by abiding by the Agency’s dress code, and professional ethics are displayed by following established policies and procedures.
- Establish and maintain positive professional relationships and on going communication with parent, LEA’s, social workers, probation officers, and referral sources to advocate for and support day school students needs.
- Contribute as a day school team member in weekly team meetings, therapeutic mentoring, coaching and guidance on individual treatment issues as well as providing feedback to the team on group issues. Maintain a therapeutic milieu assuring the health, safety, and therapeutic support of all students by quickly responding to emergencies and potentially unsafe situations with youth in crisis.
Maintain a commitment to gather, analyze, and use all relevant data to track student progress and use date to suggest strategies to improve, guide and delivery better learning.
- Develop and record behavior data sheets (daily, weekly, and/or monthly) from IEP goals.Track student daily behavior data; create graphs from these data; interpret and report regarding these data.
- Demonstrate consistent mastery of standard oral and written English in all communication.
- Responsible for leading and maintaining student record file audits. Monitor files with core teachers to ensure all files meet educational compliance standards for DOE and VAISEF. Ensure all files and documentation are complete and accurate, and all relevant confidentiality and privacy requirements are met.
- Maintain a daily log of services to include a description of the child or adolescent’s behavior, the staff interventions, and the response to the interventions. Submit progress notes for filing on a weekly basis or as directed by supervisor.
- Complete, review serious incident reports and contact LEA’s and guardians regarding the reporting of incidents.
- Contact LEA’s/parents as needed for records, communication, transportation issues and transition for day school students under direction of Day School Assistant Principal. Track student’s daily attendance and process SIRs.
- Assist with IEPs, functional behavior assessments and behavior intervention plans. Implement behavior intervention plans.
- When necessary, monitor completion of daily self-monitoring point sheets or reflection sheets either by supervising student or tracking points with the student.
All other duties as assigned.
WORKING CONDITIONS AND HOURS
The workday for full-time teachers and specialists will be a minimum of eight hours per day and will continue until professional responsibilities to the student and school are completed. Administrative meetings, curriculum development, student supervision, assigned duties, parent conferences, group and individual planning and extra-curricular activities may require hours beyond the stated minimum.
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. In addition this position requires an energetic, creative individual with high ethical standards and an appropriate professional image. An extremely well organized and self-directed individual who works independently and is a team player. An intelligent and articulate individual who can relate to people at all levels of an organization and possesses excellent communication skills. Must Display sensitivity and responsiveness to cultural differences present in both the student and employee populations.
Excellent customer service skills are required with the ability to build mutually respectful and effective positive relationships with students, parents, individuals and fellow employees. Serve as a role model for students in the areas of ethics, morals, appearance, and lifestyle principles.
EDUCATION and/or EXPERIENCE
Bachelor’s in human services field required and two years related experience and/or training; or equivalent combination of education and experience and skills.
RESPONSIBILITIES OF ALL EMPLOYEES – PROFESSIONAL COMPETENCIES
Customer focus – Must demonstrate that internal and external customers including but limited to referral sources, resource families, and clients are a high priority. Ability to effectively manage difficult or emotional customer situations. Respond to requests in a timely and effective manner. Provide quick resolution to customer issues and solicits customer satisfaction feedback.
Interpersonal skills – Establish and maintain positive effective relationships with a variety of diverse groups/individuals. Offer assistance and support to colleagues. Is pleasant and treats others with respect while being sensitive to the needs, feelings and capabilities of others including their viewpoints. Resolves conflict by interacting in a non-threatening, respectful and calm manner.
Teamwork – Coordinates with and informs team members of plans and actions, follows through on commitments, and accepts personal accountability for results. Exchanges ideas and provides supportive contributions to move the team forward. Willingly volunteers to assist team members.
Feedback – Listens to feedback without being defensive and keeps an open mind using suggestions to improve. Able to provide supportive and direct feedback suggestions to others for the purpose of improving.
Accountability & Reliability – Takes ownership & responsibility for decisions, actions & results; delivers on commitments. Acknowledges & learns from mistakes, takes appropriate action to fix problems and reduce future errors. Displays regular & punctual attendance to work and meetings.
Initiative – Must display a sense of urgency to effectively & efficiently complete a varying workload in a timely manner. Is proactive vs. reactive. Initiates actions without being told, handles unexpected situations, and volunteers to assist others.
Self awareness – Ability to identify and regulate the impact of one’s emotions on others and identify and manage the emotional reactions of others. Ability to remain focused under stress, exhibiting professional conduct and appropriate boundaries. Projects a realistic self-confidence of abilities.
Adaptability – Ability to adapt to change and respond to setbacks positively and with minimal disruption. Able to manage a variety of different tasks as needed for the position. Can learn new processes/systems quickly, willing to experiment with new technologies, and embraces the challenge of unfamiliar tasks.
Problem Solving – Ability to proactively identify issues and take action by analyzing all the information skillfully to persistently pursue possible solutions. Can think of “out of the box” alternatives to meet service or client needs. Uses sound judgment about when to take action and when to seek guidance.
Compliance & Quality – Must ensure accuracy, meet established deadlines of work, produce a quality product and show commitment to continuous improvement efforts. Ability to learn, interpret, and comply with all program, agency, licensure, and COA policies, procedures and regulations.
Communication skills – (Verbal & Written) Verbal skills: organizes, expresses and disseminates information clearly and concisely. Conducts or contributes to effective meetings. Effectively presents information, train, or respond to questions from groups and the general public.Written: read and interpret a variety of documentation, professional periodicals, or licensing regulations. Ability to accurately complete a variety of documentation as required for the position using correct grammar and the appropriate content.
Maintain and support a discrimination free environment. Display sensitivity and responsiveness to cultural differences present in all professional contacts.
Engagement – Personally connects and demonstrates passion for Agency mission, vision and values. Establishes collaborative relationships throughout the agency and externally to achieve Key Performance Indicators.
Ability to understand and effectively use technology and other office equipment. Must be proficient in MS word, Excel, Power Point and the Internet. Must be able learn and effectively use Harmony, teaching technologies and other work specific software.
CERTIFICATES, LICENSES, REGISTRATIONS
Valid driver’s license with acceptable driving record and proof of auto insurance.
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. While performing the duties of this job, the employee is required to talk and hear. The employee frequently is required to stand; walk; bend; sit; and use hands to finger, handle, or feel. The employee is frequently required to reach with hands and arms. Specific vision abilities required by this job include close vision, distance vision, peripheral vision, depth perception, and ability to adjust focus. The employee must occasionally lift and/or move up to 50 pounds. Repeated hand-wrist movement required. Corrected vision to normal range; normal hearing and talking is required for verbal communications. Ability to use a variety of office equipment and technologies as required by the position. Good memory and recall is necessary for the accurate and timely transfer of data/information.
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.
Classroom area provided with sufficient equipment. Periodic travel required including transport of students in agency or personal vehicle. The noise level is usually moderate to loud. This is a drug free work environment.