Program Director - Englewood, United States - The Joshua School

Description

Job Description

As a facility school with firm foundations in applied behavior analysis, The Joshua School provides intensive highly-individualized behavioral and educational programming for students with autism and developmental disabilities. Our school-age and transition programs serve students ages 6 through 21 at campuses in Denver and Boulder, Colorado. At each campus, a team of special education teachers, instructional assistants, Board Certified Behavior Analysts (BCBAs), and other specialists are dedicated to helping students attain the highest quality of life, valuing each unique mind, body, and spirit.

SUMMARY:

The Program Director will execute a variety of clinical and administrative tasks to effectively oversee behavior analytic, educational, and vocational programming for a caseload ranging from 12 to 20 students at one of our Joshua School campuses. The Program Director supervises a team of licensed teachers, behavior analysts, other specialists, and instructional assistants, and will be responsible for campus-wide student programming, staff training, budgetary responsibilities, student intake and enrollment, and collaboration with families and community stakeholders. Each campus is supported by a team of experts in marketing, human resources, finance, accounting, and special education policies and programming.

ESSENTIAL DUTIES AND RESPONSIBILITIES:

Management and Operations

• Work in conjunction with the TJS leadership team to strategize, make decisions, initiate action plans, and cultivate a culture that is aligned with the TJS mission and leads to the attainment of organizational goals
  • Contribute to projects that are identified by the TJS leadership team in order to reach organizational objectives or align with facility school quality standards
• Supervise all program staff, including Lead Teachers, OT/SLP and other Specialists, Behavior Analysts, Instructional Assistants, and the Office Manager
• Participate as a member of the Enrollment Team to evaluate, and assess new student applications
  • Manage student referrals and the evaluation process for placements/transitions
  • Plan and attend intake meetings for new students
• Plan and lead program staff meetings and trainings
• Assist in the creation of, and responsible for the management of program budget; collaborate with the Director of Finance to ensure timely preparation/submission of timecards, expenses and other Accounts Payable documentation
• Collaborate with TJS Senior Leadership in identifying and resolving environmental/building needs
  • Coordinate campus-wide environmental sweeps, stay abreast of building/maintenance issues, perform and delegate housekeeping responsibilities
• Prepare for and participate in campus-wide audits and accreditations as required, with the support of the Special Education Director and Human Resources
• Oversee the maintenance of student and staff records and files (IEPs, BIPs, parent communications, incident reports, training records, etc.) as identified by TJS standards, applicable regulatory bodies, and HIPAA/FERPA requirements

Staff Development

• Collaborate with Human Resources and Executive Program Director to create effective recruiting strategies, and participate in the selection and interview process for new hires
• Participate in the identification of training needs, and the development and delivery of training solutions, in conjunction with Human Resources and Executive Program Director (e.g., trainings in ABA skills, autism and developmental disabilities, mandated reporter, medication administration, communication and culture, etc.)
• Provide supervision and coaching to program staff on-campus and in the community
  • Use behavior skills training to model/demonstrate program implementation, observe staff implementation of programming and providing constructive feedback
  • Attend classroom clinical meetings at least once per month to facilitate discussion of student progress and problem-solve strategies with each classroom team
  • Model and coach staff in professionalism, career, and interpersonal skills so that they can contribute to a positive culture at TJS
  • Develop and lead staff trainings in collaboration with the TJS leadership team and other specialists
• Supervise and implement a performance management system for all program staff
  • Meet regularly with each Lead Teacher, Behavior Analyst, OT/SLP Specialist, and the Office Manager to conduct informal and formal performance evaluations and obtain feedback
  • Collaborate with Lead Teachers and Behavior Analysts to problem-solve professional or interpersonal issues that arise on their teams
  • Assist in staff goal-setting and monitor progress
  • Collaborate with Human Resources to design and execute campus-wide staff reinforcement systems and implement performance improvement plans when required
• Coordinate, lead, and delegate supervision for BCBA, BCaBA, and RBT candidates, including determining supervision schedules, managing a supervision curriculum with 1:1 and group supervision meetings, updating supervision practices and policies based on the BACB's requirements, and presenting continuing education opportunities for certificants
• Coordinate and facilitate a campus-wide ethics committee to to review incident and restraint policies and procedures
• Manage and train staff in physical intervention and physical safety using an approved practice ( i.e. CALM)

Student Programming

• Oversee and participate in the development of and monitor progress toward identified educational, vocational, and behavioral goals for each student on caseload
• Collaborate with Lead Teachers, Behavior Analysts, OT/SLP, Director of Mental Health, IEP & Curriculum Specialist, and the Special Education Director in the assessments related to and the development of Individualized Education Plans (IEPs), objective/lesson plans, and Behavior Intervention Plans
• Attend IEP meetings to support and facilitate discussion
• Monitor and review reports and data collection related to student progress in educational and behavioral objectives
• Assist in assessing student strengths and needs, and selecting appropriate instructional materials
• Assist with preparing for and conducting meetings with parents as needed, including providing resources and support to parents in preparing to navigate systems of care beyond The Joshua School
• With the support of the IEP & Curriculum Specialist, evaluate, approve, and support the use of identified academic curricula and materials in each classroom
• Participate in crisis management and physical interventions when necessary
• Provide families with referrals for additional services (OT, SLP, psychologist, psychiatrist, etc.) as necessary or requested

Community Outreach

• Prepare for and conduct community and family tours of the campus
• Facilitate family participation and understanding of student programming
• Continually develop and maintain relationships with:
  • School district partners and representatives
  • Local sites for community-based leisure and recreation activities
  • Local job sites and personnel (if applicable)
  • Additional facility school and residential placement representatives
  • Student-specific services and support systems outside of TJS
• Occasionally develop and oversee events and activities for TJS families and stakeholders
• Collaborate with the Associate Executive Director, co-Directors, and Public Relations team to prepare communications as necessary (e.g., newsletter articles, Parent Association letters)
• Liaise with inter-agency committees as required

QUALIFICATIONS:

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Education/Experience:

• Master's Degree in a relevant field such as applied behavior analysis, social work, psychology, or education
• A minimum of 7 years working in applied settings with individuals with autism and other developmental disabilities with at least 5 years in a supervisory capacity
• Demonstrated and extensive knowledge of applied behavior analysis
• Demonstrated ability to:
  • Plan, schedule and prioritize multiple tasks
  • Train, develop and supervise teachers, instructors and contracted service providers
  • Work effectively with students, teachers, instructors and students support systems
  • Design and develop standards-aligned educational and behavioral goals and curricula
  • Work cooperatively with board members, administrators, teachers, parents and other stakeholders
• Demonstrated knowledge of:
  • Colorado State Standards and alternate performance indicators for special education
  • Relevant special education laws and regulations
  • Data-driven instruction and demonstrated ability to modify instructional programs and methodologies based on analysis of student data
• Preferred Qualifications:
  • Colorado state teaching license with Special Education Generalist endorsement
  • Certification as a BCBA and in good standing with the BACB

Certificates and Licenses (at least one of the following preferred):

• Certification as a BCBA and in good standing with the BACB (preferred)
• Colorado state teaching license with Special Education Generalist endorsement (preferred)
• Colorado state Special Service Provider license (preferred)

Language Ability:

• Superior written and oral communication skills
• Ability to conduct meetings and trainings efficiently and effectively

WORK ENVIRONMENT:

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

This role operates in school, classroom, and community environments. This role routinely uses standard office equipment such as computers, phones, photocopiers, filing cabinets and fax machines. This role routinely uses iPads and laptops. Extended or non-traditional work hours may sometimes be required. 20% local travel may be expected in this role. Noise level is moderate to loud.

PHYSICAL DEMANDS:

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The employee must occasionally lift and/or move up to 50 pounds. Specific vision abilities required by this job include close vision, peripheral vision, depth perception and ability to adjust focus. While performing the duties of this job, the employee is regularly required to use hands (to finger, handle, or feel) and talk or hear. The employee is frequently required to sit and reach with hands and arms. The employee is occasionally required to stand; run, walk, stoop, kneel, crouch, or crawl. Required to pass certification for crisis intervention training (CALM).

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