UNAVAILABLE

Overview

Job Profile Summary The Social Emotional Coach is responsible for supporting students receiving emotional support services in achieving their educational, social, and emotional goals.  The Social Emotional Coach will work collaboratively with program staff to help students feel safe, secure, and ready to learn skills. Essential Job FunctionsBe kind, considerate, and compassionateProject an up-beat, positive attitudeBe honest, be on time, and be reliable (kids are counting on you)Be a role-model for what it means to treat others with dignity and respectBuild good working relationships with your student(s) and their teachersWork collaboratively with teachers to support students' growth and developmentBe willing to seek and accept advice, guidance, support, and feedbackAssist teachers with implementing school-wide and class-wide positive behavior initiatives as appropriateSupport students in displaying and maintaining on-task and pro-social behaviorSupport students in completing assigned workSupport students in transitioning from one location or activity to anotherFollow student-specific treatment, teaching, or lesson plans to support students in achieving their academic, social, and emotional goalsSupport students with activities of daily living as appropriate (e.g., eating, brushing teeth, toileting and other hygiene/personal care activities as appropriate)Collect data on students' academic, behavioral, and social goal, as well as other documentation as required by funder and/or AESAdhere to confidentiality and performance standards established by funder and AESAdditional, Program-Specific Job FunctionsBe present in classroom to  support and mentor other program staff by being a direct role model of the of the skills and attitudes the program seeks to advanceWork collaborative with ES Teachers and BCBA Coordinator, to ensure everyone is working on weekly and monthly “Target Topics”The SE Coach will take the lead implementing these initiatives with students by virtue of meeting with students individually and in small groupsDocument session with hard data and session notesWork collaboratively with ES Teachers and BCBA Coordinator to identify and resolve concerns related to student and staff performanceOffer in-the-moment feedback/support to other staff members to help avoid power struggles with studentsCoach staff and students alike on “pushing the pause button” when things are getting hotWork collaboratively with ES Teachers and BCBA Coordinator to push in to general education classes to support the implementation of core antecedent and reactive strategies, student-specific SDIs and PBSPOffer in-situ coaching to general education teachers and other staff members on relevant strategies and plansSupport the maintenance of resources used by program staff to advance initiatives of the programCollect, and support the collection of ongoing, relevant data on students’ performanceCollaborate with Teachers and BCBA to ensure data are summarized in a timely manner (i.e., data entry)RequirementsBachelor’s degree, preferably in a related fieldAt least three years of directly relevant experiencePreferenceExperience working with students aged 6-21 who received special education services under the disability category of emotional disturbance  Additional state and/or local requirementsBackground checks as stipulated by local and/or state requirements (e.g., child abuse clearance, criminal history report, etc…)First aid and/or CPR certification as stipulated by local and/or state requirements (can be completed after hire during orientation week)Registration or certification as required by state requirements.Ongoing continuing education hours as stipulated by local and/or state requirementsOther Skills/AbilitiesAdhere to confidentiality standards and professional boundaries at all timesSupport student(s) in using technology and adaptive devices they need to complete schoolwork, communicate, and navigate throughout the school.Demonstrate attentiveness, the ability to stay focused,  and attention to detailPossess good oral, written, and interpersonal communication skillsPhysical RequirementsMust be able to speak, write, read and understand EnglishMust be able to travel to/from school/job location on a consistent and timely basis; company does not provide vehicles or transportationFrequent lifting, carrying, pushing, or pulling, up to 25 pounds Occasional lifting, carrying, pushing, or pulling up to 50 poundsProlonged walking, standing, bending, kneeling, reaching, twistingMust be able to sit and kneel on the floor and stand up independentlyMust be able to climb stairsMust have visual and hearing acuityMust have strong sense of smell and touchMust be able to sufficiently reposition students and move equipment without assistanceMust have sufficient strength and manual dexterity to safely operate equipment, including grasping and manipulating small objectsMust be able to appropriately respond physically and mentally to emergency situations. This may require physical strength, agility, and ability to function under stressful circumstances to evacuate a patient, to provide physical support to the suddenly weak or disabled student, or to perform one-man CPR for a prolonged periodMust be able and willing to wear personal protective equipment as neededEnvironmentMust be able to function in a wide variety of environments which may involve exposure to allergens and other various conditionsPossible exposure to blood, bodily fluids and infectious diseasesOther DutiesPlease note this job description is not designed to cover or contain a comprehensive listing of activities, duties or responsibilities that are required of the employeeAs an employer accepting Medicare and Medicaid funds, employees must comply with all health-related requirements in all relevant jurisdictions, including required vaccinations and testing, subject to exemptions for medical or religious reasons as appropriate.