Education Instructor

WORK PERFORMANCE STANDARDS

POSITION: Instructor

STATUS: Non-exempt

Requirements: High school diploma or equivalent required, bachelor's degree in related field, preferred. Experience working with children or adults with autism and/or other developmental disabilities preferred. Availability to work Monday through Friday 40 hours per week including summers. Valid driver's license preferred.

PRINCIPAL DUTIES AND RESPONSIBILITIES:

TECHNICAL SKILLS

The Instructor is able to multitask quality implementation of student programing, behavior support and data collection while ensuring student safety throughout the school day.

Program Implementation:

The Instructor Implements formal skills building programs to help students learn new skills and gain independence. They demonstrate competencies specific to the general characteristics of each age group and specific population served. The Instructor works with students individually and in groups across school and community settings. During the school day, transportation of students into the community may be required depending on student goals and programming. They interact appropriately with students by encouraging participation, providing support, and offering assistance in a manner that is respectful of differences with regards to the age, gender and culture. The instructor assists students with personal care activities of daily living in a safe, sensitive, and respectful manner.

The Instructor reliably collects skill acquisition and behavior support data. They implement behavior support plans with integrity to help individuals with clinically significant behavior support needs. The instructor implements standard, approved safety protocols and crisis prevention/intervention strategies. They complete incident reports for critical incidents in a timely and appropriate manner.

Preparation time before and after school:

The Instructor supports students outside of their school day, attending weekly morning classroom clinical and academic review meetings to discuss student progress. They attend all weekly staff meetings and various classroom meetings/trainings as assigned before and after school.

The instructor completes case management for their assigned student(s) to ensure that instructional materials are readily available and updated as needed, student cubby/ learning environment is organized, IEP related programs are created in the electronic data system, and program/behavior data is being recorded and documented in the electronic data system. Case management may also include Instructor participation in home consultation for their assigned case student as assigned. They complete other duties as assigned.

Promote the safety, well-being, and independence of individuals served:

The Instructor prioritizes client well-being and outcomes throughout service delivery, adhering to all local and state guidelines (e.g., as a Mandated Reporter). Supervisory and leadership duties are conducted to ensure the safety and well-being of individuals within their department and may require provision of direct assistance to individuals (e.g., personal hygiene and self-care tasks as well as emergency medical care). Participation is required to enhance quality of services provided through both review and curation of all relevant social and medical information of individuals in their care as well as in the organization's continuous improvement processes to increase productivity and reduce inefficiencies.

The instructor supports school and classroom organization and cleanliness chores, student supply shopping, and other duties and projects as assigned.

Preserve the rights of all individuals served and their families:

The Instructor promotes the rights and dignity of individuals served throughout service delivery, by encouraging individual autonomy and choice in delivery of programming supports and services. They adhere to all Policies and Procedures pertaining to Individual Protections and Records, following ethical and confidentiality standards of the May Institute.

PROFESSIONALISM

The Instructor builds constructive working relationships characterized by high levels of acceptance, cooperation, and mutual respect. This includes displaying a positive attitude when interacting with others, promoting cooperation and teamwork, and contributing to a work environment that embraces and respects diversity. They promote a working environment in their respective departments that encourages similar behavior from others through operational and staff management. Effective and professional communication is required, including, but not limited to, giving, and receiving feedback, collaborative skills to complete tasks/reach goals, as well as demonstrating proficient listening skills by helping when needed and being responsive to others' ideas and input. The Instructor ensures that communication and dissemination of pertinent information is coordinated between all relevant stakeholders, including, but not limited to, supervisees, stakeholders (e.g., parents, guardians and caregivers, and funding agencies), and relevant supervisors and/or leadership. Pertinent information may include training for parents/guardians, special requests from stakeholders, and individual progress updates. The Instructor participates in professional development, such as continuing education, conference presentations, and service to the program, field, and discipline. They complete other duties as assigned.

PERSONAL EFFECTIVENESS

The Instructor takes personal responsibility for quality and timeliness of work. The pursuit of quality in achieving goals entails attending to important details, demonstrating ongoing commitment to learning and self-improvement, effective time and resource management skills, with the ability to stay focused on tasks despite distractions and interruptions. Work product quality is also balanced with meeting appropriate deadlines. When errors or problems occur, these are acknowledged and corrected with little delay. If conflict or stressful situations occur, composure is maintained, to adapt goals and methods to achieve solutions. The Instructor's duties are conducted punctually (i.e., the use of effective time management skills) and is pursuant to all policies, procedures, and guidelines of the May Institute (i.e., requesting time off work, call out procedures, etc.), Federal, State, and Local laws/regulations, as well as any relevant licensor, accreditor, and/or Funder guidelines. This includes timely provision of all required documentation as needed for continued employment (e.g., background check information, TB test, driver's license, transcripts, licenses/certifications) and completion of all required trainings (e.g., Safety Care, CPR/First Aid, Mandated Reporting).

LEADERSHIP

The Instructor practices effective conflict-resolution skills and addresses concerns in a timely manner, with appropriate parties, and in accordance to May Institute Policies and Procedures. They ensure the safety and well-being of individuals served by adhering to requirements, training, protocols, policies, procedures, and plans.

ESSENTIAL PHYSICAL REQUIREMENTS:

The ability to move independently throughout a wide range of environments, some of which may not be wheelchair or otherwise handicapped accessible, is required. Independent transportation to locations that may not be served by public transportation may be necessary. The May Institute, Inc. will provide reasonable accommodations, whenever possible, when needed and/or requested by employees. Requests for accommodations will be honored unless the accommodation would cause undue hardship on the operation of the program and/or on the organization.

*Check one on each line. Items checked need not total 100% and may be estimates.

• Santa Cruz, CA, USA