The Monarch School and Institute is dedicated to providing an innovative, therapeutic education for individuals with neurological differences—such as those associated with autism spectrum disorder, attention deficit (hyperactivity) disorder, learning disabilities, Tourette syndrome, mood disorders, anxiety disorders, traumatic brain injury and seizure disorders. We offer a learner-centered approach that helps students progress in Four Core Goal areas.

The Professional Educator is responsible for implementing the Monarch Integrated Mythology in order to strengthen relationship development with all students. Their primary responsibility is to support student growth in each of the four core goals of The Monarch School.

REPORTS TO THE PROGRAM DIRECTOR

EDUCATION

Minimum Bachelor’s degree in special education or education (preferred). Will consider Bachelor’s degrees in related fields.

Teaching certification preferred.

EXPECTATIONS

• Implements The Monarch School model of teaching with special      emphasis on the development of students’ self-regulation, executive      functioning, relational skills and academic competence.
• Professional Educators will learn and implement the Monarch      Integrated Methodology in order to strengthen relationship development      with all students.
• Professional Educators will work with and learn from the Therapy      Services department and Therapeutic Support faculty in order to ensure      consistent language, actions and experiences for our students to support      their therapeutic needs.
• Collaborates in the development and implementation of student/adult      learner treatment plans.
• Is engaged in continuous student progress monitoring and is      proactive in suggesting changes to the treatment plan to support student      growth.
• Learns curriculum models as directed; e.g., social mapping,      cognitive coaching, relationship development (DIR®), sensory integration,      reflective teaching, problem based learning and academic focus areas.
• Implements instructional strategies and programs as directed by      academic leadership.
• Plans and implements lessons that address individual differences and      student learning styles.
• Supports and coordinates students’ therapeutic agenda in      coordination with Leadership Team.
• Mentors/coaches students with particular emphasis on those areas      indicated as most pivotal in the students’ targets, skills, and      strategies.
• Supports students assigned Therapeutic Support/Coach by      participating in assembling staffing and reflection documents and      consistently reporting to Therapeutic Support/Coach faculty about all      aspects of student plans and actions.
• Reports student progress in designated formats at specific intervals      and in a timely manner.
• Appropriately supports and supervises students/learners at all      times.
• Actively participates in the development of a mentally healthy      school community by taking concerns and grievances to the person who can      address them.
• Supervises lunch, carpool, off-campus activities and      community/Greenstones meetings as scheduled or as necessary.
• Facilitates a Student Committee, if assigned.
• Builds Monarch community by supporting extracurricular and/or social      events beyond the school day.
• Cooperates with Program Director to set and attain yearly goals.
• Participates in continuing professional education for the      improvement of the school as directed by the Program Director.
• Volunteer to serve on one of the curriculum-based teams to foster      professional growth.
• Be knowledgeable about and able to reference the Faculty Handbook      and Parent/Student Handbook.
• Punctually attends and actively participates in      staff meetings, faculty meetings, and in-services as requested.
• Actively works to include and support trainees and new faculty      members on the implementation of the Monarch model.
• Other duties as assigned.

SKILLS

• Demonstrates cooperative team skills and is collaborative.
• Enthusiastically supports the Advancement office by introducing      friends to the school and supporting events throughout the year by      attendance.
• Supports and models the philosophy, goals, and visions of the school      in words and actions.
• Ability to instruct students/adults with colleagues and students.
• Excellent organizational, communication and interpersonal skills.
• Technology/computer skills-broad knowledge of MS Word, MS Excel, MS      PowerPoint and web-based learning.

WORKING CONDITIONS

Working conditions range in a wide variety of challenges, deadlines and emotional stress. Ability to lift up to 40 pounds. Frequent standing, kneeling, stooping, and bending. Ability to move desk, classroom equipment and adaptive equipment.Highly professional, confidential, and friendly environment