Substitute Supervisory Educator

Trudeau Center; Coventry, Northern (RI, KY); Hybrid; USD 50,000 - 70,000; Full time

Job summary

The Trudeau Center is seeking a Substitute Supervisory Educator to oversee and guide behavior analytic instructional programs within the Pathways Strategic Teaching Center. You will supervise lead behavior technicians and behavior technicians, coordinate IEP-driven curricula, and support training for school staff and families.

You will work under the Clinical Director/Director of Special Education, ensuring fidelity of program implementation, safety, crisis response, and collaboration across

Qualifications

• Bachelor’s degree in education and special education required.
• Appropriate certification required.
• Minimum of two years' experience with young children with autism using ABA methods.

Responsibilities

• Develop and supervise behavior analysis educational programs for students.
• Train and supervise lead behavior technicians and staff.
• Assist in developing IEPs, CDPs, and curriculum alignment with state standards.
• Coordinate satellite classrooms in public school settings.
• Provide consults to families and local educational agencies; monitor treatment integrity.
• Maintain communication with supervisors and school partners; ensure safety and crisis plans.

Skills

Behavior analytic teaching methods

Education

Bachelor’s degree in education and special education

appropriate certification

minimum of two years experience with young children with autism (ABA)

Job description

Description

Title: Substitute Supervisory Educator

Department: Pathways Strategic Teaching Center

FLSA: Exempt

Bargaining Unit: No

Reports to: Director of Special Education/Clinical Director

Supervises: Lead Behavior Technicians and Behavior Technicians

Summary of Job Responsibilities

Assist in the development, refinement, and maintenance of behavior analysis educational and treatment programs, under the direction of the Clinical Director, Director of Special Education or designated Behavior Analyst. Implement and supervise the implementation of such programs by lead behavior technicians and behavior technicians. Assist in trainings, monitoring of treatment integrity, and program evaluation. Facilitate student transitions into the program, within the program and from the program to other educational settings. Assist in the development and coordination of Satellite Classrooms in various public school settings. Provide consultation and educational opportunities to the community under the direction of supervisor.

Essential Functions and Principle Duties and Responsibilities

• 1) Protect the rights and dignities of individuals with developmental disabilities and extend these rights and dignities to family members or guardians.
• 2) Upholds and complies with all safety programs and policies to maintain a safe work environment for students, employees, consumers, family members and visitors.
• 3) Commits to organizational quality initiatives by participating in programs that will assure quality improvements and team processes.
• 4) Provide training and consultation to local educational agencies and families under the direction of supervisors.
• 5) Participate in and conduct staff trainings to include modeling of best practices.
• 6) Assist the development, modification, and implementation of individual student educational programs (IEPs, CDPs, etc.), aligned to state standards.
• 7) Conduct academic and transition assessments.
• 8) Contribute to the development of behavior intervention plans for individual students and assist the behavior analysts with assessments and observations.
• 9) Assist teachers and behavioral analysts in the development and maintenance of behavior analytic measurement systems for individual student goals and objectives in both adaptive skill areas and problem behavior areas.
• 10) Coordinate development of curriculum, instruction, and assessment and evaluate the same.
• 11) Study, evaluate, and recommend adoption of new teaching aids and materials to improve instruction.
• 12) Organize structure of educational environments.
• 13) Create and use appropriate instructional materials.
• 14) Prepare reports in preparation for transition and for presentation at IEP meetings and reviews.
• 15) Maintain communication with clinical staff and administration regarding all issues pertaining to students.
• 16) Provide coverage in classrooms when program is understaffed.
• 17) Respond to crisis situations as needed and assist staff in implementing crisis management procedures.
• 18) Assist in the implementation of inclusion activities in public school and other school sites.
• 19) Assist in the maintenance of student records.
• 20) Recognize the line of authority, personnel policies and regulations, the limits of responsibility, and the importance of conferring with supervisors and subordinates in a professional manner.
• 21) Maintain positive communication in a professional demeanor with parents/guardians, agency representatives, administration and colleagues. Maintain documentation of all contact.
• 22) Supervise and train classroom teaching staff.
• 23) Evaluate classroom Lead Behavior Technicians and Behavior Technicians, conduct employee performance evaluations and performance improvement plans.
• 24) Mentor teachers who are new to Pathways. Consulting Supervising Teachers will be paired with and meet weekly with mentees to provide personalized orientation and the support necessary for them to understand their professional responsibilities as well as the contexts in which those responsibilities are completed.
• 25) Regular attendance and punctuality.
• 26) Other duties as assigned.

Internal/External Relationships

Internal: frequent— Pathways students and employees, Director of Clinical and Educational Services, Director of Special Education.

External: frequent—public or other community school department officials, and families seeking or receiving services.

Working Conditions

Office and classroom conditions working directly with students and staff; work with students will include teaching self-care skills (e.g., toileting). In addition, work will be conducted in public school settings and the community, requiring transportation to and from such locations. Additional considerations include work with computers.

Requirements

Physical and Mental Requirements

Ability to deal with the broad range of needs presented by children with autism, including significant problem behaviors. Work will often include sitting in small chairs or on the floor and require rapid movement (sometimes running) to address safety and teaching needs of the children. The employee must be able to lift up to 50 pounds and work with children in such a way as involves physical contact (particularly when there is a child safety need). Employee must achieve certification in the crisis management system utilized by the program within the timeline established by the program.

Education, Experience and Skills

Bachelor’s degree in education and special education, appropriate certification, and a minimum of two years experience working with young children with autism utilizing applied behavior analytic teaching methods. Experience developing individual child curriculum preferred, as well experience in training others to implement behavior analytic teaching practices and behavioral/educational measurement. Skills in effective communication with parents and community based officials are essential.