Teacher - Birth to Three Job Hartford area,Connecticut USA,Education / Teaching

Teacher Position at Harc, Inc. Steppingstones

Location:

Greater Hartford, CT

Organization:
Harc, Inc.

Work Schedule:

M-F 40 hours

FLSA Status:
Non-exempt

Reports to:

Senior Director of Birth - Three

As a teacher at Harc, Inc. Steppingstones, a state-contracted Birth to Three program, your role will be to support the developmental needs of children enrolled in our program. A heavy focus will be on supporting children's communication and cognitive development along with supporting infants and young toddlers with delays across developmental areas, within a collaborative team of early interventionists.

The teacher will conduct evaluations/assessments and use the information gathered to help determine a child's eligibility for services, as well as develop and implement Individualized Family Service Plans (IFSPs). As a member of the IFSP team, the teacher will function as families' Primary Service Provider (PSP) or Supporting Service Provider (SSP). As a family's PSP, the teacher will serve as their main point of contact and provide the majority of their services.

As a family's SSP, the teacher will support the family's PSP to learn and carryover strategies to support the child's development.

In both of their roles as a PSP and SSP, the teacher will recommend strategies to support children's development across developmental areas, with a focus on communication and play skills development. For children receiving autism specialty services, the teacher will be responsible for implementing learning programs developed by a Board Certified Behavior Analyst (BCBA) / Licensed Behavior Analyst (LBA) on the child's IFSP team.

The teacher may also participate in the implementation of behavior plans developed by the BCBA/LBA.

All services provided occur in each child's natural environment (e.g., their home or daycare), and within the context of their everyday routines and activities (e.g., dressing/diapering, mealtime, play). Using coaching as a style of interaction, the teacher will ensure the child's parents'/caregivers are understanding of strategies to support their development. In addition, the teacher will support their team members' understanding of strategies to support each child's development.

The teacher will attend weekly staff meetings with their regional team and meet monthly with the program director for 1:1 supervision.

Key Responsibilities:

Conduct evaluations and assessments

Develop and implement Individualized Family Service Plans (IFSPs)

Provide direct and/or consultative services to children and families

Participate in data collection

Use coaching as a style of interaction to ensure parent- or caregiver-implemented evidence-based practices (EBPs) to support child learning

Provide training for team members and children's parents/caregivers as needed

Knowledge of and adherence to Connecticut Birth to Three System policies and procedures

Ability to make and manage his/her own schedule and adhere to timelines set by the Individuals with Disabilities Education Act (IDEA) and/or Connecticut Birth to Three System

Knowledge of and adherence to Connecticut Birth to Three System policies and procedures, including functioning as families Service Coordinator.

Additional

Job Functions:

Apply various evidence-based teaching strategies such as: environmental arrangement, reinforcement, and instructional practices

Administer, score, and interpret standardized-norm referenced assessments such as the Battelle Developmental Inventory, Third Edition (BDI-3)

Administer, score, and interpret curriculum-based assessments such as the Carolina Curriculum for Infants and Toddlers;
Early Start Denver Model (ESDM) Curriculum Checklist;
Hawaii Early Learning Profile (HELP);
Measure of Engagement, Independence, and Social Relationships (MEISR)

Write evaluation/assessment reports regarding children's participation, highlighting developmental strengths and areas where support is needed

Develop and implement in-service trainings for transdisciplinary team members as needed

Key

Competencies:

Leadership:

Participate in and help to maintain a culture of respect and accountability
Utilize strong problem-solving skills to make sound decisions under pressure
Demonstrate excellent organization and time management to prioritize and meet deadlines
Demonstrate exceptional communication and interpersonal skills during interactions with children, their families and/or caregivers, colleagues, and community members including local education agencies

Family-Centered Approach:

Demonstrate a commitment to supporting children and families; maximizing family capacity to support child learning
Show empathy and patience, and maintain a non-judgmental attitude for diverse abilities and backgrounds

Advocacy and

Collaboration:

Facilitate knowledge-sharing and access to local resources/services essential for children and family success
Build partnerships and collaborate with community organizations and strategic partners
Demonstrate strong advocacy skills to promote inclusion and opportunities for…