STUDENT DEVELOPMENT SPECIALIST

State of Louisiana; Baton Rouge (LA); On-site; USD 42,000 - 56,000; Full time

Job summary

The Louisiana Special School District in Louisiana is seeking a Student Development Specialist to work with residential program staff, counselors, teachers and parents in developing age-appropriate educational and life skills programs for residential students.

This full-time, 10-month position requires a Bachelor's degree with experience in dormitory settings for deaf or visually impaired students, CPI certification, and strong communication and sign language skills; SLPI Advanced level must be

Qualifications

• Bachelor’s degree with one year of experience in a dormitory program or in the field of education working with the deaf or visually impaired.
• Must possess Crisis Prevention Intervention (CPI) certification, or secure such certification within the first 6 months of employment.
• Must possess human relations, planning, organizing and coordinating skills to perform related office functions, such as meeting the public, communicating with professional and administrative staff, other school personnel, parents, members of the deaf community and others in a school setting. Must possess excellent verbal skills (oral and signed), writing and computer skills.
• For LSD - Must possess expressive and receptive sign language skills. The minimum acceptable Sign Language Proficiency Interview (SLPI) level for effective job performance is Advanced. Must obtain the Advanced level rating within two (2) years of hire date.

Responsibilities

• Implements school system policies and school philosophy and programs.
• Exhibits knowledge of special education rules and regulations associated with implementation of state and federal laws.
• Exhibits understanding of handicapped children and their needs, especially the hearing-impaired children served by the school and demonstrates awareness of specialists, agencies, and organizations that serve disabled children and their families.
• Demonstrates appropriate and effective office management skills such as planning, organizing and implementing.
• Exercises good judgment in making decisions.
• Maintains complete and accurate records including data on each student’s participation in training sessions and follow up and documentation on student achievement and progress, exercises confidentiality of information in accordance with requirements of the law.
• Applies knowledge and skills of supervision to programs and personnel demonstrating appropriate and effective interpersonal skills.
• Maintains a positive relationship with professional associates, the community, the parents of the students and state and local agencies.
• Participates in disciplinary staffing sessions as appropriate.
• Participates in school sponsored activities.
• Works with the After School Program staff, school counselors, teachers, and parents in developing age appropriate educational and life skills programs for residential students.
• Conducts student observations of deaf students residing on campus, identifies their strengths and weaknesses, develops goals for each child and develops and implements behavior programs and life skills training that allow students to earn privileges and learn responsibility for their own behavior.
• Develops Independent Living Skills Program (ILSP) activities, establishes goals, implements learning activities for students individually or in groups and reports results.
• Facilitates appropriate student behavior at all times and provides guidance to Residential Advisors in implementing life skills training.
• Develops individual behavior plans, in conjunction with the school counselor, for students requiring a more structured environment and/or close supervision.
• Works with other school staff as required providing input on the progress, behavior, and achievement of individual students.
• Develops individual student portfolios to track training needs and accomplishments.
• Sends status reports home to parents on student’s progress on Independent Living Skills and Behavior Level System. Meets with parents as requested to discuss student’s progress.
• Assists Residential Team Leader in reporting students’ progress as it relates to program indicators for legislative monitoring.
• Administers student discipline as assigned or in the absence of the Residential Team Leader.

Skills

CPI certification

Sign language (SLPI Advanced)

Communication skills

Computer skills

Human relations

Education

Bachelor's degree + 1 year dorm/ edu (deaf/VI)

Associate of Arts + 3 years dorm/ edu (deaf/VI)

6 years dormitory/education experience (deaf/VI)

Job description

LOUISIANA SPECIAL SCHOOL DISTRICT

Louisiana is a State as a Model Employer for People with Disabilities.

The LA SPECIAL SCHOOL DISTRICT is seeking applicants for a

STUDENT DEVELOPMENT SPECIALIST

Position #50315508

This is an Unclassified Position

This position is located at the LA School for the Deaf Program. This is a full time, 10-month position that works with the residential program staff,

school counselors, teachers, and parents in developing age appropriate educational and life skills programs for residential students.

The Louisiana Special Schools do not unlawfully discriminate on the basis of race, color, national origin, sex, disability, or age in our programs and activities, and we provide equal access to the Boy Scouts and other designated youth groups. Inquiries regarding non-discrimination may be referred to Human Resources Director.

RELEASE OF ASSESSMENT AND EVALUATION INFORMATION: La. R.S. 17:3884(D) requires that any school board wishing to hire a person who has been assessed or evaluated pursuant to the Children First Act, La. R.S. 17:3871, et seq., whether that person is already employed by that school system or not, shall request such person's assessment and evaluation results as part of the application process. Please be advised that, as part of the mandated process, your previous assessment and evaluation results will be requested. You have the opportunity to apply, review the information received, and provide any response or information you deem appropriate.

Physical Activity Level: The employee must be able to perform assigned duties without significant risk of substantial harm to his/her own safety/security and the safety/security of others. Some work is performed in physically comfortable positions with little or light physical effort, and some work requires moderate effort. Physical requirements are subject to reasonable accommodation in accordance with ADA standards.

• A Bachelor’s degree with one year of experience in a dormitory program or in the field of education working with the deaf or visually impaired OR an Associate of Arts degree with three years of experience in a dormitory program or in the field of education working with the deaf or visually impaired OR six years of full time experience in a dormitory program or in the field of education working with the deaf or visually impaired.
• Must possess Crisis Prevention Intervention (CPI) certification, or secure such certification within the first 6 months of employment.
• Must possess human relations, planning, organizing and coordinating skills to perform related office functions, such as meeting the public, communicating with professional and administrative staff, other school personnel, parents, members of the deaf community and others in a school setting. Must possess excellent verbal skills (oral and signed), writing and computer skills.
• For LSD - Must possess expressive and receptive sign language skills. The minimum acceptable Sign Language Proficiency Interview (SLPI) level for effective job performance is Advanced. Must obtain the Advanced level rating within two (2) years of hire date.

Professional Responsibilities

The employee must be able to perform these assigned duties without significant risk of substantial harm to his/her own safety/security and the safety/security of others.

I. Program Management Responsibilities

• Implements school system policies and school philosophy and programs.
• Exhibits knowledge of special education rules and regulations associated with implementation of state and federal laws.
• Exhibits understanding of handicapped children and their needs, especially the hearing-impaired children served by the school and demonstrates awareness of specialists, agencies, and organizations that serve disabled children and their families.
• Demonstrates appropriate and effective office management skills such as planning, organizing and implementing.
• Exercises good judgment in making decisions.
• Maintains complete and accurate records includingdata on each student’s participation in training sessions and follow up and documentation on student achievement and progress, exercises confidentiality of information in accordance with requirements of the law.
• Applies knowledge and skills of supervision to programs and personnel demonstrating appropriate and effective interpersonal skills.
• Maintains a positive relationship with professional associates, the community, the parents of the students and state and local agencies.
• Participates in disciplinary staffing sessions as appropriate.
• Participates in school sponsored activities.

II. Programmatic Responsibilities

• Works with the After School Program staff, school counselors, teachers, and parents in developing age appropriate educational and life skills programs for residential students.
• Conducts student observations of deaf students residing on campus, identifies their strengths and weaknesses, develops goals for each child and develops and implements behavior programs and life skills training that allow students to earn privileges and learn responsibility for their own behavior.
• Develops Independent Living Skills Program (ILSP) activities, establishes goals, implements learning activities for students individually or in groups and reports results.
• Facilitates appropriate student behavior at all times and provides guidance to Residential Advisors in implementing life skills training.
• Develops individual behavior plans, in conjunction with the school counselor, for students requiring a more structured environment and/or close supervision.
• Works with other school staff as required providing input on the progress, behavior, and achievement of individual students.
• Develops individual student portfolios to track training needs and accomplishments.
• Sends status reports home to parents on student’s progress on Independent Living Skills and Behavior Level System. Meets with parents as requested to discuss student’s progress.
• Assists Residential Team Leader in reporting students’ progress as it relates to program indicators for legislative monitoring.
• Administers student discipline as assigned or in the absence of the Residential Team Leader.

III. Professional Conduct

• Demonstrates reliability and punctuality in attendance and in meeting obligations.
• Exhibits professional ethics.
• Exhibits initiative and recognizes and follows established communication channels.
• Exhibits a willingness to accept and use suggestions for improvement.
• Uses time effectively.
• May be required to develop and implement a Professional Growth Plan in consultation with the designated supervisor.
• May be required to complete a self-evaluation.
• Maintains an appropriate student-adult relationship and respects the individual worth and dignity of each student.
• For LSD, demonstrates effective expressive and receptive sign language skills.

Performs other duties as assigned.

See Job Specification