PURPOSE: To lead and guide teachers in providing curriculum and other educational supports to students, and act as a coach and mentor to classroom teachers and teams.

1. In collaboration with Principal and Assistant Principal, supervises paraprofessionals.
2. Act as instructional leader for all teachers and paraprofessionals.
3. Review IEPs/reevaluations and assessments for compliance prior to annual IEP reviews and 3-year Re-Eval reviews.
4. Collaborate and communicate with other agency departments, outside service providers, new and partner school districts.
5. Provide ongoing training/coaching assistance for teachers, paraprofessionals, and other essential personnel as appropriate, monitor for ongoing compliance, and retrain/coach as needed.
a. on instructional strategies for students
b. on data collection methodologies
c. on student assistive technology
d. of structured teaching methodologies
e. of school wide data systems,
f. of CCE documentation completion
g. on Behavior Intervention Plans
h. on Curricular Resources
i. on IEP and data tracking systems
6. Provide ongoing instructional leadership, support, and technical assistance to classrooms in the implementation of educational programs as determined by the related services and administrative teams
a. Collaborate and provide coaching in the construction/ modification/adaptation of instructional materials/games/displays/learning environments
b. Works with teachers to teach students computers and supportive technology
c. Supervise in collaboration with students teachers the completion of individualized educational activities as outlined in the IEP, observes and records instructional data
d. Monitor teacher goal implementation and student goal data tracking
7. Provide Behavioral Supports to classroom teams as assigned and as needed under the supervision of the BCBA or Administration.
a. Coach/train/retrain teachers on the implementation of behavioral programming as determined by team.
b. Coach/train/retrain Functional Behavior Analysis (FBAs) and Behavior Intervention Plans (BIPs)
c. Assist teachers, administration, and BCBA in identifying gaps in BIP implementation.
d. Observe and collect behavior data in collaboration with teachers and BCBA
e. Conduct classroom team behavior labs in collaboration with BCBA
f. Act as lead during incident debriefs
g. Respond to crisis throughout the school day to coach and model the classroom team building capacity, identifying skill gaps, and retraining as necessary
8. Recommend classroom changes/improvements and have decision making authority in collaboration with the Assistant Principal and Principal to support students and teachers during the school day.
9. Coach teachers in establishing and modifying classroom compliance monitoring including: Behavior Data, Academic Data, Student Files, Schedule Updates, other monitoring requirements as assigned by the administration team.
10. Act as a substitute teacher when necessary.
11. Act as a member of the school leadership team.
12. Participate in strategic planning, making recommendations, implementing change, and planning program roll outs.
13. Communicates and shares ideas and concerns with Teachers/Related Services/Administrative team.
14. Assists with critical daily activities such as CCE transition times, meal preparation and toileting.
15. Supervises students as required in and around the school and in the community as appropriate.
16. Other duties as assigned by the administrative team.
17. Maintains American Heart Association certification in First Aid and CPR.
18. Successfully completes Little City Foundation required training, re-training, and any additional training as required by Little City Foundation policies and practices, or as assigned by his or her immediate supervisor.

MINIMUM QUALIFICATIONS:

Bachelors Degree required, and Professional Educator License/Professional Educator License endorsed as a Learning Behavior Specialist I issued by the Illinois State Board of Education with 2 years experience at the ChildBridge Center for Education or 4 years experience within a private therapeutic day school servicing students on the autism spectrum and with intellectual disabilities.

PHYSICAL REQUIREMENTS & WORK ENVIRONMENT:

While performing the duties of this job, the employee is subject to sitting for prolonged periods; frequently walks, stands, grasps, lifts, holds, or feels objects; occasionally stoops, kneels, crouches, or crawls. Extended use of computer and typing is required. The employee frequently is required to use manual and finger dexterity and eye-hand coordination when working and handling office equipment. The employee is subject to assist and support up to 50 pounds with varying amounts of assistance on a reoccurring basis. The employee is required to have corrected vision and hearing within normal range and the ability to operate office equipment. Occupational exposure to blood, body fluids, infectious substances, including communicable diseases when performing personal care (Category III). Typical office environment. 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.

Disclaimer: The intent of this job description is to provide a representative level of the types of duties and responsibilities that will be required of positions given this title and shall not be construed as a declaration of the total of the specific duties and responsibilities of any particular position. Employees may be directed to perform job-related tasks other than those specifically presented in this description.