The Early Intervention Teaching Associate performs a variety of paraprofessional and professional duties and assignments in delivering early intervention services to young children with delays and acts as the classroom teacher in consultation with the Early Intervention Specialist.
LEVEL OF RESPONSIBILITY/SUPERVISION:
The Early Intervention Teaching Associate is responsible for performing tasks that support the work of qualified Early Intervention Specialists who are performing programmatic assessments, developing Individualized Family Service Plans (IFSPs), and consulting with families, program and outside agency staff regarding the implementation of IFSPs. Daily direction of teaching assistants may be performed in this position.
ESSENTIAL FUNCTIONS:
(Positions may consist of some or all of the following duties.)
In conjunction with the EI Specialist, design classroom environment and activities to address the developmental and learning needs of a group of children.
Plan and implement individual and group classroom based activities to encourage development in the areas of communication, cognitive, self-help, social, and motor skills.
In conjunction with the EI Specialist and the child's treatment team, develop and implement an IFSP targeting child specific objectives.
Monitor the progress of children receiving services and consult with the EI Specialist, therapists, or other specialists regarding needed plan modifications.
Maintain and update reports, records, and charts in accordance with ESD policy and state law.
Complete programmatic assessment tool with the guidance/supervision of the EI Specialist.
Schedule IFSP/transition meetings.
Communicate with families about their children’s adjustment, interactions, and behavior.
Conduct developmental screenings and provide referral information to the evaluation team.
Complete developmental assessment of typically developing children.
Attend trainings as required.
Comply with EI/ECSE and ESD rules and policies.
Perform physical requirements unaided or with the assistance of reasonable accommodation.
Perform other duties as assigned.
MINIMUM PREREQUISITES:
Bachelor's degree in special education or early childhood education and one year experience working with young children with delays, or any satisfactory combination of experience and training which demonstrates the knowledge, skills and ability to perform the above described duties. Candidates without a Bachelors degree may be asked to demonstrate competency through successful completion of either a) Child Development Associate Certificate or b) Professional Development Registry at Level 3 or higher in combination with at least three years experience working with young children.
Some knowledge of laws regarding parent rights, confidentiality, professional ethics, Oregon Administrative Rules for Early Intervention, and IDEA.
Extensive knowledge of classroom and individual behavior management techniques, language strategies, and developmentally appropriate practices.
Sign language skills helpful.
Understand and follow oral and written instructions; provide daily direction and feedback effectively to classroom staff; establish and maintain effective working relationships with other employees, treatment team members, families, and the public; develop nurturing and supportive relationships with children; exercise initiative and judgment in completing tasks and responsibilities; communicate effectively both verbally and in writing; maintain records and prepare accurate reports; recognize changing needs of children and react appropriately.
Operation of computers or other augmentative communication devices, wheelchairs, or other positioning equipment.
Must obtain First Aid and CPR certification within sixty (60) days of employment.
Possession of a valid Oregon Driver's License and a safe driving record.
Pass a background check and maintain enrollment in the Child Care Division Criminal History registry.
Please apply at: https://www.soesd.k12.or.us/jobssoesd/ ; Job ID 1705.
