EI Teacher

The Early Interventionist provides home & community based developmental therapy to infants and toddlers who meet Tennessee’s definition of eligibility under Part C of the Individuals with Disabilities Education Act (IDEA). All services and supports, to the greatest extent possible, will be provided in the child’s natural environment in accordance with the child’s Individualized Family Service Plan (IFSP). Services are designed to reflect goals established by the family as well as complement family strengths and resources.

The Early Interventionist provides pertinent information, guidance, and encouragement to families continuously. Developmental therapy includes family-centered sessions, ongoing six-month progress assessments, and connecting families with resources to help their child reach optimal development during the crucial early years of life.

Essential Duties and Responsibilities:

• Provide developmental therapy sessions as outlined on the child’s Individualized Family Service Plan (IFSP) including providing direct services hours, coaching the caregiver, and utilizing routines to help each child achieve their individualized goals.
• Conduct or participate in the timely evaluations and/or ongoing assessments of children both assigned to caseload and as part of child find related activities at childcare centers or in the community.
• Collaborate with family members, caregivers, childcare center teachers, therapists, and Point of Entry TEIS staff to help each child reach goals.
• Accommodate appointment times during normal business hours, Monday through Friday, for families when requested. Early evening appointments may be necessary (5-6pm).
• Commute to sessions in the child’s natural environment. Teleintervention services may only be provided at the parents/caregiver’s request such as due to wanting after business hours services, medically fragile, or due to severe weather that would cancel session.
• Represent ESTN at various community events supporting families and/or young children.

Other Duties and Responsibilities:

• Encourage families to share success with ESTN and help identify opportunities for individuals to improve quality of life (POM Interviews).
• Deliver direct service hours to each child assigned based on their individual IFSP plan including rescheduling missed therapy sessions.
• Maintain a daily record of each child’s direct services in the Tennessee Early Intervention Data System (TEIDS), including a service log and all communications with families and the TEIS Service Coordinator. This documentation will be subject to review by the State during monitoring or upon request.
• Ensure the completion of additional program records, such as monthly summaries, attendance records, screening summaries, updated calendars, and any other essential information as requested.
• All records must be accurate, thorough, and completed in a timely manner.
• Participate in supervisory sessions and monthly staff meetings.
• Participate in professional development to ensure provision of quality Early Intervention services; topics may include reflective supervision, coaching, and child development.
• Promote public awareness by preparing and distributing material and/or information to primary referral sources, parents, and the general public on early intervention services.
• Assist other ESTN programs when service hours are below minimum to maintain full time status (less than 16 service hours/developmental therapy sessions per week).
• Demonstrate a superior level of knowledge about what promotes optimal infant, toddler, and child development.
• Demonstrate a superior level of knowledge about what promotes optimal parent-child interaction.
• Perform additional duties as required by the nature of the position, or as requested by supervisor.

Supervisory:

This position does not oversee staff.

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. An equivalent combination of education and experience is acceptable.

Education

• Must hold a degree in early childhood special education, early childhood education, child, and family studies (Early Intervention), early intervention, deaf education or visual disabilities, special education K-12, elementary education, communication disorders, speech language pathology, occupational therapy, physical therapy, and/or related field.
• Related field can include, but is not limited to, degree in social work, nursing, psychology, education administration, or sociology.
• Related field degrees require a minimum of one (1) year documented experience working with children with disabilities 0-5 years of age and their families.
• Graduate degrees earned are to be from an accredited institution of higher learning as listed in the U.S. Department of Education’s database.

Job Experience

• Experience working with young children and families
• Experience working with children with disabilities or developmental delays
• Early Childhood professional development

Required Skills/Abilities

• Ability to establish good rapport with caregivers, children, staff members, and other community agency/service providers
• Sensitive to service population’s cultural and socioeconomic characteristics
• Wide knowledge of infant-toddler development
• Exceptional oral and written communication skills
• Good driving record and insurable
• Ability to represent the program to parents and the community in a courteous and professional manner

Certificates, Licenses, Registrations

None