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Special Education Teacher

Universal Health Services


Location:
DANVILLE, VA
Date:
03/24/2017
Job Code:
161324
Universal Health Services
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Job Details





Special Education Teacher

Job Code:  161324
Facility: The Hughes Center for Exceptional Children
Location: DANVILLE, VA US Southeast
Region: Southeast
Travel Involved: None
Job Type: Full Time
Job Level: 
Minimum Education Required: Bachelor's Degree 
Skills:  
Category: Education
FTE: 1.0
Position Summary:

The Special Education Teacher is responsible for providing educational services to all school age children attending Hughes Center – according to the facility standards as well as State and Federal regulations. Educational services include assessment, instruction, classroom management, documentation, consultation, IEP/IPP writing, transition planning, program development, curriculum writing and resident supervision.

Universal Health Services, Inc. (UHS) is one of the nation’s largest and most respected health care management companies, operating through its subsidiaries acute care hospitals, behavioral health facilities and ambulatory centers nationwide. Founded in 1978, UHS subsidiaries now have more than 65,000 employees. The UHS business strategy is to build or purchase health care properties in rapidly growing markets and create a strong franchise based on exceptional service and effective cost control. Our success comes from a responsive management style and a service philosophy based on integrity, competence and compassion.

The Hughes Center is a provider of Residential Treatment Services for boys and girls ages 13 to 22 diagnosed as intellectually disabled or diagnosed with any pervasive developmental disorder, such as Autism or Asperger's Syndrome.

Day School: The Hughes Educational Center is a community-based day school for male and female students, kindergarten through 12th grade.

Our goal is to help young men and women learn the skills they need to be successful in their homes, schools and communities.

"If all your doors are locked, we have the keys to open them."

 
Requirements

Below are the Key Responsibilities for the Special Education Teacher:   

1. To provide developmentally appropriate classroom instruction to assigned students according to IEP/IPP goals and objectives, student strengths and learning preferences, research-supported methods and techniques, and Hughes Center recommended practices.
2. To implement the Behavioral Program at Hughes Center, to assess and document students’ behavior progress (or lack of progress), to adjust behavioral strategies as needed and in consultation with the treatment team in order to maximize students’ behavioral success.
3. To assess students’ academic achievement continually through a variety of methods, to document progress (or lack of progress), and to adjust instructional planning as needed to maximize student achievement.
4. To maintain consistent communication with other staff at the facility, including parent(s)/guardians, and local education agencies by consulting with team members, attending meetings, keeping accurate records, completing progress reports, making phone calls, writing letters and updating IEP’s/IPP’s.
5. To participate in professional development activities including on-site training and relevant off-site classes, workshops, etc.
6. To display a high degree of professionalism in all activities and interactions with students, staff, parents, agency personnel, community members, etc.

PERFORMANCE STANDARDS

Competencies:
• Integrate reading, writing, speaking, listening, viewing & appropriate learning tools in lessons
• Read and use the IEP/IPP as a working document for instructional planning
• Assess student learning strengths and preferences and use this information for instructional planning
• Provide teacher-directed instruction to students
• Assign independent work only when its academic value is clear and when students are able to complete it with a high percentage of accuracy
• Use Liberty Point recommended curricular materials appropriately
• Present lessons in a clear, carefully sequenced, accurately paced, dynamic, and enthusiastic manner utilizing multiple teaching styles for various learning modalities.
• Establish and reinforce routines and procedures that reduce “down” time and maximize instructional time.
• Provide students with immediate and helpful feedback during lessons and on assignments
• Establish classroom as a conducive learning environment
• Provide enrichment materials for students who complete assignments early
• Promote listening and critical thinking skills
To implement the Behavioral Program, to assess and document students’ behavioral progress (or lack of progress), to adjust behavioral strategies as needed and in consultation with the treatment team in order to maximize students’ behavioral success.

Competencies:
• Implement all aspects of the Behavioral Program (e.g., points, Cool-Down, Levels, etc.) with accuracy and consistency
• Use a variety of techniques to assess student behavior, including Functional Behavioral Assessment, observation/data collection, and surveys/questionnaires/rating scales
• Engage in self-reflection and analysis of behavior problems with other team members to improve management skills and plan more successful interventions
• Maintain a classroom emphasis on teaching, recognizing, modeling and reinforcing appropriate behavior as opposed to reprimanding and punishing inappropriate behavior
• Create and maintain an attractive and highly organized classroom that facilitates order
• Circulate throughout room engaging students
• Involve all students and encourage participation
• Refocus and reengage students who are off track
To assess students’ academic achievement continually through a variety of methods, to document progress (or lack of progress), and to adjust instructional planning as needed to maximize student achievement

Competencies:
• Use assessment information from previous school and conduct own initial assessment to determine appropriate level for instruction in all subject areas
• Provide instruction in study skills and test-taking strategies when needed to improve student performance on formal tests
• Use a variety of measurement techniques including curriculum-based assessments-performance-based assessments, formal tests, informal inventories/tests, portfolio assessment, and classroom observation
• Use assessment information to inform and adjust instructional planning
• Follow facility grading policies and practices
• Identify students having learning difficulties and develop plans for remediation
• Utilize a variety of questioning techniques to assess understanding and knowledge
To maintain consistent communication with other staff at the facility, parent(s)/guardians, and local education agencies by consulting with team members, attending meetings, keeping accurate records, completing progress reports, making phone calls, writing letters, and updating IEP’s/IPP’s


Competencies:
• Attend and provide input at all required meetings including staff meetings, team meetings, IEP/IPP planning meetings, parent/guardian conferences, etc.
• Keep organized and accurate records to document student learning
• Keep accurate and current behavioral records
• Complete required paperwork such as IEP updates, IPP’s and report cards in a timely and professional manner
• Maintain and document ongoing phone and/or written communication with parent/guardians, local education agencies, referral agencies and related services personnel
To participate in professional development activities including on-site training and relevant off-site classes and workshops, etc.

Competencies:
• Attend and participate in all on-site professional development/training activities
• Explore opportunities for professional growth through off-site classes and workshops
• Maintain current teaching license and/or upgrade license as required
• Set personal performance goals and establish and execute plans for meeting them

To display a high degree of professionalism in all activities and interactions with students, staff, parents agency personnel and community members

Competencies:
• Seek to develop positive, trusting relationships with students while maintaining appropriate personal/professional boundaries
• Model appropriate, respectful behavior for students at all times
• Give and accept feedback to/from other staff members in a constructive manner
• Follow all policies/guidelines concerning confidentiality of information
• Communicate with parents/guardians, other agency personnel and community members in a respectful manner
• Maintain a clean, neat and professional personal appearance
• Arrive for work and all meetings on time and with necessary materials
• Contribute to a positive work environment by avoiding gossip, negative conversations about students, excessive complaining and disrespect toward coworkers

Physical Demands:  Must be able to:
1. Lift and carry up to 50 pounds.
2. Stand, walk, kneel and reach while working with students for approximately 80-90% of the day.
3. Use the full range of body motion including handling and physically restraining students when necessary
4. Perform First Aid and CPR

QUALIFICATIONS

Knowledge & Skills: Special education teachers should possess knowledge of:
1. Subject matter to be taught – VA Standards of Learning
2. Theories of learning and teaching (modifications & accommodations)
3. Stages of learning
4. Effective teaching methods
5. Assessment principles and types
6. Cognitive/Behavioral/Social Learning theories and principles
7. Effective classroom management techniques
8. Methods for observation/data collection

Special education teachers should poses skills to:
1. Present effective lessons
2. Organize and plan instruction
3. Establish classroom expectations and hold students accountable for meeting them
4. Manage classroom behavior effectively
5. Maintain positive relationships with students and co-workers

Education & Experience: Minimum Bachelor’s degree in Education.  At least three years of experience in a classroom situation is preferred

Licensure: Current Virginia teaching license in Special Education endorsement or Special Education Conditional License with plans to fulfill the requirements to obtain a Special Education Professional License
Current VA driver’s license
CPR, First Aid, and Crisis Management Certification






 

 

 



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