Teacher

Job purpose
Assume lead responsibility for planning, managing, delivering and evaluating standards-based instruction for students with disabilities. Provide the leadership in creating a classroom environment that promotes high levels of achievement and social-emotional growth for all students.

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.
• Assist with the planning, delivery, and documentation of Mental Health Day Treatment services.
• Work collaboratively with classroom team members to provide an integrated program of education and mental health services and supports inclusive of academic, social-emotional, 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 learning outcomes for every student.
• Use a variety of assessment strategies and instruments to design individualized programs (IEPs) and standards-based instructional plans and to evaluate student skills and progress both formatively and summatively; engage in data-informed practice to promote student achievement.
• Plan, deliver, and evaluate lessons that advance the learning of each student and are aligned with the Ohio Learning Standards and Extended Standards, where appropriate, using agency-adopted curriculum materials with implementation fidelity, and write high-quality plans that reflect the classroom academic program.
• Practice the principles of effective instruction and pedagogy: use diverse and differentiated, developmentally appropriate instruction, effective grouping strategies, and appropriate learning materials to individualize teaching and learning activities to the needs of the students.
• Use strategies and tactics including those that involve technology to create learning environments that promote consistency and predictability to provide safety and emotional well-being as well as high levels of student engagement, learning and achievement.
• Carry out all duties with regard to the Ohio State Testing Program in alignment with the rules and regulations and the individual IEP decisions regarding participation.
• Responsible for knowing and understanding all content areas for assigned grade levels and collaborating with teachers and supervisors as needed.
• Produce required IEP assessments, Lesson Plans, and reports accurately and according to schedule (IEPs, tests, assessments, Learning Reports, High School Credit Reporting Worksheets, etc.).
• Assume responsibility for professional growth and performance as an individual and as a member of a learning community.
• Implement the Therapeutic Crisis Intervention Model with fidelity and effectiveness to support treatment and to reduce/avoid restraints.
• Maintain a current and valid certificate/license.
• Complete assigned duties competently and within expected time frames.
• Utilize safe work practices for self and others.
• Demonstrate word processing skills and program navigation skills.
• 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, team meetings, and staff meetings as scheduled or assigned.
• Ability to work respectfully with a culturally diverse population of clients.
• 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

Qualifications

• Bachelor’s degree, minimally.
• Special Education Teaching Credential: Intervention Specialist License (M/M or M/I), Alternative SPED License, Supplemental SPED License, or Education of the Handicapped Certificate in the SPED area appropriate for the teaching assignment (SBH, ED, MH, EC, etc.), preferred. Minimally Substitute licensure, required.
• Highly Qualified Teacher status in core subject areas preferred.
• Experience working with behaviorally challenged children/youth.
• Communicate accurately and effectively, both written and orally.
• Utilize good judgment under routine and stressful conditions.
• Demonstrate effective decision-making skills.
• 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