Oversee all children and their Social Emotional well-being at  the Village of Hope. Responsible for completing  tasks and projects that support and maintain an environment that instills the  advancement of those we serve towards dependency on Jesus Christ and financial  self-sufficiency; the fulfillment of ministry mission & eight key values;  and the efficient & accountable stewardship of ministry resources.  

Supervisor/Manager:      No, I do not Supervise Staff

Leads and delegates duties to student staff in classroom

Essential Job Duties with optional subcategories (Please add time spent in percentage for each job duty):

1. Remain focused on children’s safety and emotional well-being at   all times at any/all field trips and while at the Village of Hope. 

2. Communicate with manager regarding any challenges or difficulties as they arise.

3. Design and  deliver behavior intervention plan, implementation training and other related  in-service programs, including student-specific intervention training to staff  and parents.

4. Implementation of individualized behavior support plans for children in PCE

5. Establish  and maintain effective working relationships with parents/guardians, student  teachers, school staff and outside contractors (ABA providers)

6. Participate in Individual Education Plan (IEP)  meetings.

7. Maintain and organize records and reports to monitor  and evaluate effectiveness of interventions and pivots accordingly

8. Maintain  confidentiality regarding staff, families, and children at all times.

9. Transport PCE/Preschool children and/or staff as needed in OCRM passenger vans.

10. Under the  direction of the PCE Manager, implement and model age appropriate disciplinary  techniques and develop strategies to help minimize maladaptive behaviors in  the class. 

11. Advocate and teach our neurodivergent children:

a. Teach students in small groups or in a one on one setting to address specific behavioral and emotional needs

b. Collaborate with parents, students, ABA’s and other educators to create a comprehensive educational environment that supports student’s skills, progress, needs and overall success

c. Employ creative teaching methods and break down complex topics to aid student comprehension and prevent overstimulation

d. Design and implement a sensory classroom environment to support students with specific behavioral and emotional needs and minimize anxiety 

12. Curriculum & Instruction: Plan and execute lessons focusing on early childhood education, including literacy, math, science, and motor skills through play-based learning. 

13. Child Development: Foster social skills, emotional growth, and curiosity. 

14. Health and Hygiene: Assist with, or monitor, personal hygiene (toileting, washing hands, feeding.) 

15. Implement predictable classroom routines using consistent daily rhythms to provide children with a sense of security and reduce anxiety during transitions. 

16. Maintain classroom readiness by preparing the physical environment to be a functional learning space. 

Seek and  guidance, clarity and support from your manager: Where there are challenges, seek input and look for pathways to solutions. Where there is stress and strain, ask for  guidance and support. Where there is  uncertainty, seek clarity until there is a clear direction. Consider the bigger picture and seek a  better understanding of the decisions and objectives influencing and affecting  your role, the department and the organization. Know what your performance expectations are  and seek clarity if you are unsure of what is expected of you in your  role. Hold yourself accountable to the  expectation set for your role and the overall performance of your team. 

Part II – Job Requirements

Education: Certificate from college or technical school and/or training, RBT (Registered Behavior Technician) certification is helpful, Early Childhood Development 

Experience: 2-3 yrs of job related work experience.

Communication Skills: Ability to read and interpret documents such as safety rules, operating and  maintenance instructions, and procedure manuals. Ability to write routine  reports and correspondence. Ability to speak effectively before groups.

Math Skills: Intermediate: Ability to calculate figures and amounts such as discounts,  interest, commissions, proportions and percentages.

Reasoning: High Skills: Ability to solve practical problems and deal with a variety of  concrete variables in situations where  only limited standardization exists. Ability to interpret a variety of  instructions furnished in written, oral, diagram, or schedule form.

Job Related Certifications / Licensing / Professional Registry or Memberships Requirements: 

(List below any required licensing/certifications to perform any essential job duties). Graduate Certificate   in Applied Behavior Analysis

Driving Requirements: Required to drive a DOT Company Vehicle.

Other Skills and Abilities: Behavioral Health Experience/Applied Behavioral Analysis