Executive Function Coach - Long-Term Substitute

EXECUTIVE FUNCTION COACH – Long-Term Substitute

The Monarch School and Institute provides 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 Executive Function Coach serves on the interdisciplinary team made up of other professionals to provide student support services. The Executive Function Coach team member’s primary responsibility is the fulfillment of the psychology services program consistent with the mission of The Monarch School. This person is supervised by the Director of Clinical Services and is considered a member of the Integrated Coaching Team and the day school faculty.

EDUCATION/EXPERIENCE

• Minimum requirements – Master’s degree in psychology, counseling, social work, education, or related field. (2 years clinical experience). May be enrolled in a Master’s program in psychology, counseling, social work, education, or related field.

SKILLS

• Excellent organizational, communication and interpersonal skills
• Ability to instruct work with students/adults and manage their behavior
• Ability to collaborate and build strong relationships with colleagues and students
• Flexibility and ability to manage multiple roles and demands throughout the day

EXPECTATIONS

• Executive Function Coach will learn and implement the Monarch Integrated Methodology in order to strengthen relationship development with all students.
• Admissions:
  • Assists Program Directors (PDs) with the admissions process by reviewing relevant application materials, supporting applicants during the day visit, and gathering information from Professional Educators to discuss with the admissions team.
  • Reviews assessment or admissions documents and briefs Professional Educators on individual strengths and needs of each student. This will occur before the first day of school, upon admission, and after reevaluations are acquired.
• Working from the Monarch Levels System objectives, leads the treatment team (professional educators, parents, and students) in the development of a treatment plan that incorporates:
  • Learner strengths
  • Targets/objectives/skills within the 4 Core Goals ™
  • Methods to monitor student progress
  • Support plans to promote success in the classroom and at home, through the 4 Core Goals™
  • Specific tasks and practice areas/zones in order to promote development in the Four Core Goals™
• Supports student growth through individualized interventions, which may include:
  • Weekly coaching sessions for assigned students
  • Modeling/role-play/direct teaching
  • Implementing curriculum that aligns with the 4 Core Goals ™ in assigned classrooms
  • Development and monitoring of home/school plans
• In-vivo support of learners within the academic environment:
  • Crisis management
  • Clinical decisions about crisis situations/crisis response
  • Suicide/risk assessment
  • Helping students with self-care/accidents
  • Student support as needed (regulation, self-care, development etc.)
  • Direct services to students and teachers; push-in support for students and modeling for teachers
• Collaboration:
  • Executive Function Coaches collaborate with the Therapy Services department to ensure consistent language, actions, and experiences for our students to support their academic, behavioral, emotional, and social needs
  • Supports opportunities for student progress by building positive relationships and bridging opportunities between the programs within the day school
  • Provides Professional Educators meaningful feedback to enhance implementation of the treatment plan and The Monarch School methodology
  • Supports Professional Educators in the development and implementation of all matters related to intervention within the 4 Core Goals ™
  • Coordinates with outside professionals, given appropriate parental consent
  • Communicates with parents/caregivers regarding student progress in a professional, timely manner
  • Supports Professional Educators with carpool (starting, supporting throughout), field trips, and other activities as needed
• Meetings and documentation:
  • Coordinates team meetings with parents
  • Attends all required student staffing, in-services, and meetings as directed
  • Assists in the development of therapeutic services statements as directed
  • Submits reports, in a timely manner, as directed
  • Keeps accurate and timely coaching, meeting, and consultation notes
• Training:
  • Receives supervision and carries out suggested actions/changes
  • Participates in presentations, demonstrations, and literature review on educational and 4 Core Goals ™
  • Attends professional development as requested
  • Actively participates in a training environment for graduate students, and models professional and ethical behavior for these trainees
• Administrative:
  • Coordinates data collection and interpretation for student progress monitoring
  • Supports educational faculty in development and implementation of schedules, field trips, and large group activities
• Attend all necessary school functions and student social events after school as directed
• Presence at student Camp for All retreats twice a year required
• Helps to recruit new students and faculty to Monarch in course of travels through the community
• Other duties as assigned

WORKING CONDITIONS

Working conditions range in a wide variety of challenges and deadlines. The best candidate should be able to perform well under pressure, think logically, remain calm, and be a great problem solver. Although the position is emotionally rewarding, and provides endless opportunities to have positive effects, it can be stressful at times. Ability to lift up to 40 pounds. Frequent standing, kneeling, stooping, and bending. Ability to move desk, classroom equipment and adaptive equipment.

As with any other Substitute positions, there is no guarantee that this position will be permanent placement.

Highly professional, confidential, and friendly environment.