0.8 FTE Employment Specialist - Community Skills Program

Champlain Valley School District/CVU High School seeks a 0.80 FTE Employment Specialist to join our Community Skills Program, a community-based learning program for students receiving special education services. Responsibilities include small group and individual student support in school and at various job sites in our community. Candidate will be an advocate of inclusive education, problem-solver, strong collaborator, and a positive team member. Ability to promote student growth, foster independence and a willingness to learn are essential. Prior experience supporting students with low-incidence developmental disabilities strongly preferred. Ongoing training and supervision will be provided. The Employment Specialist will be required to drive a school vehicle to transport students to/from job sites; must have a clean driving record. Use of a personal vehicle may be requested, and mileage reimbursement will be provided at federal reimbursement rate. Pay rate for this position is $27.61 to $29.43 per hour depending on education and experience. Job ID# 4956262

POSITION OBJECTIVES: To provide appropriate specialized instruction and accommodations to assigned student(s) under the supervision of a special educator, employment & transition professional, and/or classroom teacher. To function semi-independently (although still under the direct supervision of a special education case manager or intervention coordinator) to direct, adjust or develop elements of the identified intervention for a student or group of students.

ESSENTIAL DUTIES AND RESPONSIBILITIES Under the direction of a professional:

• Carry out instructional activities with students, relevant to the assigned specialty area, under the direction of special education case manager or professional coordinating the intervention in collaboration with classroom teacher(s).

Instructional activities include, but are not limited to:

• Enabling a student with severe communication challenges to fully participate in and benefit from instruction, school activities and social interaction
• Integrating instructional, behavioral and communication interventions into the classroom
• Know and follow the written plan for assigned students, including tutoring the student in academic and vocational skills, implementing instructional plans as developed by the supervising professional.
• Participate in coordination meetings with classroom teachers, special service teachers, and other staff on a regular basis.
• When applicable, participate in various community activities and field trips with students.
• Assist in the administration of informal assessments to determine student progress and/or level of achievement.
• Assist in developing, compiling and organizing instructional materials, under the direction of the classroom teacher or special educator.
• Play a supportive role in evaluating student progress, problems and needs. Participate in developing formats for student instruction and teaching strategies, and other activities as assigned. Conduct task analysis and data collection on student performance.
• Assist students as required with personal care and mobility issues.
• Maintain working files, record grades and gather and record a variety of data related to student performance, progress and behavior.
• Participate in team meetings upon request to assist in developing student plans, and assessing and evaluating student needs and progress. Confer with teachers, parents and administrators as appropriate concerning various matters pertaining to the students
• Attend and participate in all relevant training sessions, meetings and professional growth activities as requested and/or required.
• Establish and maintain a positive and supportive relationship with student and school personnel
• Provide support to additional student(s) when not engaged with their assigned student(s)
• Assist students to fully participate in school activities while encouraging independence for the student
• Follow all building and district directives, procedures and policies
• Other duties as assigned by administration, including making photocopies, ordering supplies, and other clerical work.
• Assist or administer appropriate medical protocols under the direct and/or indirect supervision of nursing staff, consistent with district policies.

SUPERVISION RECEIVED: Supervision is received from a special education case manager, the professional who is coordinating the intervention, or as assigned by an administrator.

SUPERVISORY RESPONSIBILITIES: No formal supervisory duties.

QUALIFICATIONS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily, in addition to the following:

• Education and Experience. Bachelor’s degree or equivalent training in the specialized area associated with the position. Specialized areas may include (but are not limited to):
• Employment & transition (support for students in vocational settings, including the ability to work with a transition professional to analyze work skills and carve employment experiences for transition aged youth)
• Language 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. Ability to provide effective instruction and receive constructive feedback.
• Mathematical Skills. Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, area, circumference, and volume. Ability to apply concepts of basic algebra and geometry may be necessary.
• Computer Skills and Experience. Good basic computer skills and experience with word processing programs required. Experience with Microsoft Office preferred. Ability to use adaptive equipment desired.
• Reasoning Ability/Mental Requirements. Ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagram form. Ability to deal with problems involving several concrete variables in standardized situations. Ability to anticipate and diffuse emotionally explosive situations.
• Communication & Interpersonal Skills. Ability to communicate courteously, efficiently and effectively with a variety of individuals, including students, faculty, administrators, parents, and representatives of outside organizations. Ability to work cooperatively and effectively with peers, subordinates, supervisors, parents, and outside agencies. Ability to show patience, respect and compassion in working with students. Ability to effectively resolve conflicts and handle stress.
• Other Qualifications. Training/experience working with children/adolescents desirable. Ability to assist students physically as required. Available to attend required or requested training, meetings, and professional growth activities outside of school hours (e.g., summers, teacher in-service days and after-school). Ability to remain calm and efficient in responding to medical emergencies. Licensed driver with a reliable personal vehicle, an appropriate level of insurance and a clean driving record, if required by assignment.
• Additional Competencies. The individual in this position must possess the following:
• Dependability – being reliable, punctual, responsible and fulfilling obligations.
• Self-Control – maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations.
• Stress Tolerance – accepting criticism and dealing calmly and effectively with high stress situations.
• Cooperation – being pleasant with others on the job and displaying a good-natured, cooperative attitude.
• Concern for Others – being sensitive to others’ needs and feelings and being understanding and helpful on the job.
• Attention to Detail – being careful about detail and thorough in completing work tasks.
• Integrity – being honest and ethical.
• Adaptability/Flexibility – being open to change (positive or negative) and to considerable variety in the workplace.
• Independence – guiding oneself with little or no supervision, and depending on oneself to get things done.
• Social Orientation preferring to work with others rather than alone, and being personally connected with others on the job.