Program: Tiny-K Program at Hays Area Children’s Center
Purpose Statement: The job of Early Intervention Teacher was established for the purpose/s of assessing children’s functional developmental levels; planning and implementing age-appropriate interventions to meet child and family objectives; providing recommendations and multidisciplinary coaching support. Early Interventionist will provide comprehensive and integrated support as outlined in the Part C Program Manual for Infants and Toddlers in Kansas.
Performance Responsibilities:
· Assesses developmental skills and functional abilities (cognitive, self-help, fine and gross motor, social-emotional, and communication, etc.) for the purpose of determining program eligibility and developing recommendations for intervention.
· Assists caregivers in developing children’s functional skills in all areas of development and activities of daily living.
· Collaborates with a variety of groups and/or individuals (e.g. parents, caregivers, physicians, administration, team members, partner programs, etc.) for the purpose of communicating information, resolving issues, and providing services in conformance with established guidelines.
· Consults with a variety of parties (e.g. parents, caregivers, team members, outside professionals, etc.) for the purpose of providing requested information, developing plans for services, making recommendations, and/or coordinating early intervention services.
· Facilitates the development and maintenance of positive relationships among children, caregivers, service providers and others.
· Develops intervention plans and materials for the purpose of increasing children’s development and ensuring compliance with established regulations.
· Participates in team meetings as a coach and a primary service provider for the purposes of generating options for the implementation of evidence-based approaches, supporting colleagues, and problem solving.
· Prepares and maintains a variety of manual and electronic documents, files, and records (e.g. progress reports, activity logs, billing information, Individual Family Service Plans, outcomes, etc.) within required timelines for the purpose of ensuring the availability of information as required for reference, providing information and/or compliance.
· Participates in a variety of trainings, meetings, conferences, etc. for the purpose of conveying and/or gathering information relating to job functions.
· Provides appropriate direct and consultative developmental services in natural environments (e.g. home visits, community sites, etc.) according to the Individual Family Service Plan for the purpose of providing interventions to and assistance as required in compliance with established practices, goals, and objectives.
· Monitors progress and adjusts interventions and approaches indicating evidence of planning and progress toward child and family outcomes.
· Researches resources and methods, participates in continuous improvement professional development activities, and supports new approaches adopted by the agency (e.g. intervention techniques, service delivery approaches, assessment tools and methods, community resources and involvement, etc.) for the purpose of determining and providing appropriate and effective services for addressing family-identified functional outcomes.
· Responds to inquiries (e.g. parents, caregivers, staff, physicians, partner programs, etc.) for the purpose of providing information and/or referrals as appropriate.
· Supports agency public awareness activities through agency contacts, distribution of materials, making presentations, writing articles, attending events, hosting visitors and attending meetings as needed.
· Transports supplies and equipment to a variety of sites for the purpose of ensuring the availability of items as needed.
· Adheres to all professional guidelines as outlined in agency policies.
· Performs other related duties, as assigned, for the purpose of ensuring the efficient and effective functioning of the work unit.
Job Requirements—Minimum Qualifications:
Skills, Knowledge, and Abilities:
SKILLS are required to perform multiple, highly complex, technical tasks with a need to occasionally upgrade skills in order to meet changing job conditions. Specific skill-based competencies required to satisfactorily perform the functions of the job include: utilizing appropriate assessment instruments and techniques; operating standard office equipment including pertinent computer software; preparing and maintaining accurate records; and occasionally working extended or nonstandard hours.
KNOWLEDGE is required to perform basic math; review and interpret highly technical information, write technical materials, and/or speak persuasively to implement desired actions; and analyze situations to define issues and draw conclusions. Specific knowledge-based competencies required to satisfactorily perform the functions of the job include: age-appropriate interventions and activities; stages of child development; adult learning styles; medical diagnoses; current interventions and approaches; pertinent codes, policies, regulations; and/or laws; concepts of grammar and punctuation; health standards and hazards; and safety practices and procedures.
ABILITY is required to schedule a number of activities, home visits, meetings, and/or events; gather, collate, and/or classify data; and consider a number of factors when using equipment. Flexibility is required to work independently and with others in a wide variety of circumstances; work with data utilizing defined but different processes; and operate equipment using a variety of standardized methods. Ability is also required to work with a significant diversity of individuals and/or groups; work with data of widely varied types and/or purposes; and utilize a variety of job-related equipment. Independent problem solving is required to analyze issues and create actions plans. Problem solving with data may require independent interpretation; and problem solving with equipment is significant. Specific ability-based competencies required to satisfactorily perform the functions of the job include: adapting to changing work priorities; developing and maintaining effective working relationships; communicating with diverse groups; working as part of a team; working with detailed information/data; maintaining confidentiality; meeting deadlines and schedules; and translating developmental information into meaningful learning activities.
Responsibility:
Responsibilities include: working under limited supervision using standardized practices and/or methods; leading, guiding and/or collaborating with others; and operating within a defined budget. Utilization of resources from other work units is often required to perform the job’s functions. There is a continual opportunity to impact the organization’s services.
Working Environment
The usual and customary methods of performing the job’s functions require the following physical demands: some lifting, carrying, pushing and/or pulling; some stooping, kneeling, crouching, and/or crawling; and significant fine finger dexterity. Generally the job requires 35% sitting, 30% walking, and 35% standing. The job is performed under moderate to significant temperature variations, in a variety of home and community environments with varying levels of cleanliness, and under conditions with exposure to risk of injury and/or illness. Daily travel with potentially significant drive time is required.
Experience in a special education setting and working with infants and toddlers.
Education Preferred Master’s degree in job related area. Minimum of Kansas Teaching licensure or certification within discipline.
Equivalency Certificates and Licenses
Valid Driver’s License, Defensive Driving, and Evidence of Insurability
Eligibility for Kansas License
Continuing Education/Training Clearances
Maintain License Background Clearance
Kansas Certification of Health
Clear Motor Vehicle Record
