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Company: Five Acres
Location: Altadena
Posted on: June 6, 2018

Job Description:

Job DescriptionTeacher ($60,000- $70,000) DOEThis role consists ofdesigning and implementing a multi-sensory individualized education plan (IEP)for each child in a self-contained classroom and maintaining a classroomenvironment that supports learning. Positionresponsibilities include, but are not limited to:Engages and Supports all Students inLearning

  • Provides a nurturing environment that addresses the developmental characteristics and needs of each child in order to enhance the growth in the areas of socialization, cognition, expression of emotional needs and feelings, behavior, problem-solving and self-esteem.
  • Connects students? prior knowledge, life experiences and interest with learning goals.
  • Responds to students diverse needs by using a variety of instructional strategies and resources.
  • Facilitates learning experiences that promote autonomy, interactions and choice.
  • Engages students in problem solving, critical thinking and other activities that make subject matter meaningful.Creates and Maintains EffectiveEnvironments for Student Learning
  • Encourages a therapeutic, growth-producing environment by:
  • Attending to physical environment
  • Utilizing proximity and touch
  • Responding to energy levels and schedule of activities
  • Developing and establishing routines and setting clear limits and reasonable expectations
  • Developing a climate of respect, encouragement, and warmth
  • Developing a sense of group cohesiveness among students
  • Maintaining consistency while reacting spontaneously to the unsuspected occurrences when they arise, regrouping and adjusting as necessary.
  • Encouraging a sense of humor, a realistic acceptance of challenges and sense of hopefulness
  • Utilizing developmentally appropriate reinforcements
  • Teaching problem solving and tension reduction strategies
  • Encouraging a continual evolution toward a higher level of performance where greater independence and less external control are utilized
  • Plans and implements classroom procedures and routines that support student learning.
  • Uses instructional time effectively.
  • Creates an atmosphere that acknowledges students' emotional concerns and provides appropriate limits and guidance for their expression via learning activities that include all modalities, visual, auditory, tactile and kinesthetic; repetition; ongoing assessment for students? understanding; and consistent positive emphasis on success.
  • Employs a behavior management program that meets the unique needs of each student, is consistent with the therapeutic school philosophy and is visually displayed in the classroomUnderstands and Organizes SubjectMatter for Student Learning
  • Implements a classroom curriculum that provides for a comprehensive and sequential program of instruction designed to address cultural diversity, specific abilities, the educational needs of each student, and meeting the standards set forth by the State Department of Education.
  • Organizes curriculum to support student understanding of subject matter.
  • Interrelates ideas and information within and across subject matter areas.
  • Develops student understanding through instructional strategies that are appropriate to subject matter.
  • Facilitates students' access to subject matter by using appropriate materials, resources and technologies.Plans Instruction and DesignsLearning Experiences for All Students
  • Assesses and monitors student current needs and progress with standardized tests and inventories, criterion-based assessments, task analysis and student portfolios.
  • Utilizes a planning process to promote student achievement and success with individualized education programs and sequential curricula that integrate with other concerns.
  • Establishes and articulates goals for student learning.
  • Develops and sequences instructional activities and materials for student learning.
  • Modifies instructional plans to adjust for student needs.
  • Devises and implements individual behavioral management plans (as needed) that are based on the developmental analysis of the child (cognitive and psycho social), ecological analysis (stressors, frustration level, environmental factors) and functional analysis of significant behaviors (what underlying need is being expressed).
  • Develops and implements Individualized Transition Plans for designated students (ages 14 or older).
  • Utilizes current teaching methods and strategies to design lesson plans that will engage students in the learning process; ensures opportunities for all students to actively participate in learning; assigns homework appropriate for each student.
  • Prepares lesson plans weekly; ensures plans are sufficiently detailed for substitute staff to follow in the event of an absence.Assesses Student Learning
  • Establishes and communicates learning goals for students
  • Collects information from multiple sources to assess student learning.
  • Involves and guides all students in assessing their own learning.
  • Uses results of assessments to guide instruction.
  • Communicates with students, families and other audiences about student progress.Assesses and Monitors StudentCurrent Needs and Progress
  • Provides progress reports as designated by the Agency and the school district.
  • Utilizes multiple sources to gather information to evaluate and assess student progress:
  • Standardized tests and inventories
  • Criterion referenced assessments
  • Task analysis
  • Student portfolios
  • Individualized Education Programs (IEPs)
  • Tests of academic achievement
  • Student work samples
  • Curricular based assessments
  • Individualized Transition Plans (ITPs)Employs Crisis Intervention andBehavioral Management Activities In Accordance with Education DepartmentProtocols
  • Requests and participates in consultations with a child?s treatment team, (social worker, unit coordinator, crisis intervention member, school director/assistant director) when a child is in crisis or is unable to manage safely and successfully within existing program; designs and implements adaptations as necessary (e.g. TLC for Frazzled Kids or Positive Behavior Plans).
  • Responds appropriately to incidents and problems that arise in order to de-escalate them as quickly as possible; uses crisis intervention skills and participates in physical interventions as necessary and in accordance with Agency policies and procedures.
  • Develops a behavioral management program that meets the unique needs of the students and is visually displayed in the classroom.
  • Uses interventions that acknowledge the student?s underlying emotional condition; sets a fair and firm limit and teaches a new way.Performs Records Custodian Duties
  • Develops and maintains individual and classroom records including progress reports, attendance records, formal educational assessments and transcripts in accordance with school policies; prepares student evaluation reports relative to academic and behavioral performance for information and use by child care staff, parents and others.
  • Maintains total confidentiality over information regarding children, staff, and operations of the Agency.Professional Development
  • Reflects on teaching practice and plans professional development
  • Establishes professional goals and pursues professional opportunities to grow professionally
  • Works with communities, families and colleagues to improve professional practice
  • Balances professional responsibilities and maintains motivationActs asa member of the Education Department to strengthen and support the goals of theAgency
  • Collaborates with team members to ensure that program goals are achieved and student goals are attained; provides honest, helpful feedback and ongoing evaluation of team members; receives feedback with commitment to ongoing refinement and professional growth; supports team communications.
  • Incorporates Agency philosophy and mission in all aspects of job description.
  • Attends and participates in education department staff, supervision, and support meetings, and in-service programs, consultations and Agency meetings as appropriate.
  • Provides guidance and direction to teaching assistants including assigning and reviewing work and involving him or her in instructional activities.
  • Collaborates with other Education Department Team members to ensure that program goals are achieved and student goals are attained.
  • Maintains an attitude of confidentiality regarding children, families and operations of the agency.
  • Exercises good judgment in the performance of duties and responsibilities.Position requirementsinclude, but are not limited to:
    • A California Professional Clear Credential in Mild/Moderate or Moderate/Severe special Education or,
    • A California Level 1 or Intern Credential in Mild/Moderate or Moderate/Severe Special Education or;
    • A 4-year degree, CSET and three years of experience working with special education students, and be able to qualify for a California waiver, permit or intern credential (provisional internship permit / PIP) in special education; become enrolled in a state university special education program; and complete that university program based on the guidelines of California Commission of Teacher Credentialing that allow the credential to remain valid.
    • Demonstrated skill in working with emotionally disturbed children or adolescents with prior experience in a special education or handicapped classroom preferred
    • Demonstrated skill in behavior management
    • Demonstrated skill in curriculum development and modification
    • Demonstrated knowledge of subject matter content and student development
    • Ability to pass and utilize the Pro Act physical restraint system
    • Ability to work as a member of a therapeutic team
    • Effective communication skills both oral and written; bi-lingual skills in Spanish/English are preferred
    • Ability to be flexible and work in a changing environment
    • Computer skills sufficient to meet production demands of the job including Microsoft Office and TIER software for program notes
    • Current California driver?s license and a driving record acceptable to the Agency?s insurance carrier, if required to drive as a part of the job
    • Sensitivity to the different cultures represented among the students and staff
    • A basic understanding of age appropriate behavior for children/adolescents
    • Knowledge of emergency procedures of the Agency
    • Ability to model positive behaviors and Agency values
    • Skill in maintaining detailed, accurate and complete records
    • Strong classroom problem solving skillsLocation: Altadena, CACompany DescriptionWe recently celebrated a remarkable birthday for Five Acres – 130 years of uninterrupted service to Southern California caring for vulnerable children and their families. Originally founded in downtown LA as an orphanage, our initial mission was simply to provide safety to children who had no home. In time, our mission expanded to also focus on the well-being of our clients and caring for the mental and emotional health of children who were increasingly coming to us as a result of abuse or neglect. Having grown to an agency caring for nearly 8,500 children and family members annually across five counties, we now strive for permanency – a permanent, loving home – for all those in our care.These three pillars; safety, well-being and permanency provide the framework for all of Five Acres’ current programs and they will guide our steps in the future as we continue seeking even more effective means of caring for children and families in crisis. For over 130 years Five Acres has been committed to preserving successful childcare programs and developing innovative services for children and families in crisis. With over 100,000 clients served since its founding in 1888, Five Acres currently cares for 8,500 children and families annually, across five counties including Los Angeles.

      Keywords: Five Acres, Altadena, Teacher*, Education / Teaching, Altadena, California

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