Associate Teacher Counselor

Job purpose

Responsible for assessment, planning, implementation and documentation of social/emotional instruction and behavior support plans in coordination with the classroom team.

Duties and responsibilities

• Align practice and work with the agency mission, vision, guiding principles, the trauma-informed Sanctuary Model, the Neurosequential Model and the Re-ED philosophy.
• Work collaboratively with all team members to provide an integrated program of education and behavioral programming within an ecologically-based model.
• Work collaboratively with all team members, including agency and center staff, parents, and other professionals to implement the program and achieve the best possible outcomes for every student.
• Responsible for documentation of services (weekly lesson plans and progress notes summary) in adherence to agency's guidelines.
• Responsible for required documentation, including but not limited to, data collection and assessment, Functional Behavior Assessments, and Behavior Intervention Plans.
• Utilize positive behavioral supports (classroom structure and systems, behavior management techniques, and learning environment design) effectively and therapeutically.
• Understand and is responsive to the diversity and individual learning and treatment needs of students served.
• Make teaching materials, bulletin boards, and other instructional materials as directed by the teacher-counselor and/or supervisor.
• Share responsibility for all areas of classroom structure and organization, including but not limited to; daily social-emotional lessons, ongoing student support and functional behavioral data collection, recording and analysis.
• Transport students in agency vehicle to community activities and volunteer work sites as needed.
• Complete assigned duties competently and within expected time frames.
• Implement the Therapeutic Crisis Intervention model with fidelity and effectiveness to support treatment and reduce/avoid restraints.
• Follow procedures for providing respectful and appropriate assistance to students for personal grooming, hygiene and toileting.
• Participate (and pass requirements where applicable) in all required trainings, including but not limited to, Vehicle Safety, First Aid, CPR, Therapeutic Crisis Intervention, Blood Borne Pathogens, and Standards of Practice.
• Participate in staff development activities, parent conferences, IEP meetings, team meetings, and staff meetings as scheduled or assigned.
• Ability to work respectfully with a culturally diverse population of clients.
• Utilize safe work practices for self and others.
• Demonstrate word processing skills and program navigation skills.
• As a representative of the agency and profession, present self with decorum and in dress that is appropriate to the day's activities.
• Adhere to PEP and ESC policies and procedures, as applicable.

Qualifications

• Bachelor of Arts/Science degree preferred in the area of education, psychology, sociology, or related field. High School diploma required.
• Experience working with children with autism and other developmental disabilities required.
• Experience working with behaviorally/emotionally challenged children/youth required.
• Ability to communicate accurately and effectively, both written and orally.
• Demonstrate effective decision-making skills.
• Utilize good judgment under routine and stressful work conditions.
• Work professionally, effectively and collaboratively with others.

Physical requirements

• Ability to participate in physical interventions, when necessary, and with fidelity to the methods taught through the Therapeutic Crisis Intervention model. Physical interventions are low in frequency but require intense physical exertion. The object is to safely control/maintain a struggling and aggressive young person ranging from 50 - 250+ pounds. Physical requirements include, but are not limited to: kneeling, possibly for extended periods of time on hard surfaces, bending, twisting, and holding.
• Ability to participate in therapeutic outdoor education/field trips which may involve hiking, biking, climbing, and swimming.
• Ability to use a computer and keyboard (eye-hand coordination and repetitive movements related to keyboarding).
• Ability to move around the classroom/center/community and sit and stand for more than an hour at a time.
• Ability to visually and auditorily assess and monitor the mental health status of students for safety purposes.
• Ability to meet driver eligibility standards and operate an agency leased vehicle.

Direct reports

None