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Current Opening: Special Education Teacher (full-time, Staunton)
The Pygmalion School is a private, special education day school that serves students from surrounding public schools that are experiencing learning disabilities, emotional & behavioral problems and other school challenges. We are currently recruiting for the position of Special Education Teacher for the 2020-2021 school year.
The special education teacher performs complex professional work, providing teaching and/or training services to students in general or specialized instruction or in a specialized subject or assigned group of subjects; motivates students to develop skills in assigned subject matters; performs related work as required. Additionally, this position supports the integration of People Places’ values of integrity, acceptance, collaboration, and innovation into the Pygmalion program.
Required Qualifications, Education, Experience
- Bachelor’s degree in education or special education;
- Virginia Collegiate Professional License or Postgraduate Professional License with the appropriate endorsement in special education;
- Direct teaching experience using evidence based practices and instructional techniques with a variety of disability categories (ED, ID, SLD, Autism, etc);
- Valid driver’s license;
- Comfort and familiarity with identifying and using technology resources in the classroom to further student goals; and
- Comfort and familiarity with differentiating instruction to meet the varying instructional needs of students in a classroom.
Responsibilities and Duties
- Instructing students in a program of study which meets stated objectives and preparing students to master grade level standards and transition back to public school as appropriate;
- Instructing students in social-emotional development cirriculum;
- Developing lesson plans and supplementary materials compatible with the school’s instructional philosophy and congruent with course/SOL standards; providing individualized and small group instruction in order to adapt the curriculum to the needs of each student;
- Translating lesson plans into learning experiences that actively engage students using universal design of learning;
- Establishing and maintaining standards of student behavior needed to achieve a functional learning atmosphere in the classroom by providing positive reinforcement of acceptable behaviors and intervening on undesirable behaviors;
- Familiarity participating in Functional Behavior Assessment (FBA) and Behavior Intervention Plan (BIP) planning teams, as well as familiarity with implementing BIPs;
- Developing and implementing Individual Education Programs (IEPs) in accordance with Federal and State law;
- Monitoring student progress towards achieving instructional and behavioral objectives and goals on the IEPs through specific forms of data collection;
- Evaluating academic and social growth of students, preparing report cards, and maintaining appropriate records to include attendance reports, checklists, census forms, and other recordkeeping activities as necessary;
- Communicating regularly with parents/guardians and local school LEA’s through conferences and other means to discuss student progress;
- Supervising and monitoring student movement, to include outside activities and outings;
- Administering statewide standardized testing and alternative testing methods (VAAP);;
- Promoting equity and cultural competence in all activities;
- Maintaining professional development by attending staff development programs, curriculum development meetings and other professional activities;
- Creating an effective learning environment through functional and attractive displays, bulletin boards, and activity/learning centers;
- Preparing course objectives and outline for course of study following curriculum guidelines or requirements of state and school;
- Maintaining safety of all students inside and outside of the school building; as well as in the community;
- Lecturing, demonstrating, and using audiovisual teaching aids to present subject matter to class;
- Maintaining order in classroom and on playground;
- Maintaining a safe environment for children at all times;
- Counseling pupils when adjustment and academic problems arise;
- Discussing pupils’ academic and behavioral progress with parents;
- Coordinating class field trips and community based instructional opportunities;
- Working cooperatively and collaboratively with staff;
- Practicing and promoting positive interaction with and among students;
- Encouraging self-determination in students;
- Exhibiting evidence of effective lesson plans;
- Utilizing a variety of appropriate materials and resources;
- Performing any other related duties as assigned by the School Director.
Other Qualifications and Skills
- Reliable attendance and prompt arrival time
- BCaBA or BCBA coursework and/or certification preferred
- Familiarity with Positive Behavior Supports and Applied Behavior Analysis instructional techniques
- Familiarity with Direct Instruction
- Be approachable, creative, supportive and open to staff, parents and students
- Understanding of strength-based behavior management approaches in working with special student populations; ability to convey positive and compassionate attitudes about students to others
- Creativity and skill in developing innovative approaches to service delivery
- Commitment to families and to forging meaningful partnerships with parents to help their children succeed in school
- Excellent communication skills
- Have knowledge of community resources
- Excellent interpersonal skills
Please submit the following along with your online application:
- A cover letter to summarize why you are interested in the position and relevant experience you have.
- A resume.
Current Opening: Teaching Assistant/Instructor (full-time, Staunton)
The Pygmalion School is a private, special education day school that serves students from surrounding public schools that are experiencing learning disabilities, emotional & behavioral disorders, and other school challenges. We are currently recruiting for the position of Teaching Assistant/Instructor (RBT).
The Teaching Assistant/Instructor works collaboratively with the School Director and classroom Teacher to meet academic and vocational goals through planned, systematic instruction to individuals or small groups of students. This position provides significant support to both the classroom students and Teacher.
- Supporting and maintaining classroom policies
- Delivering individual and/or small group instruction as directed by the teacher
- Working with students throughout the day on communication skills, social skills, behavioral skills, sensory issues and other individually designed instructional, functional daily living skills, and social/communication activities.
- Assisting in administering and scoring a variety of tests according to student performance and behavior
- Assisting students by providing proper social examples, emotional support, a friendly attitude, and general social/emotional guidance
- Directing group activities of students assigned; assisting in monitoring and collecting data on students as directed by the Teacher.
- Collaborating with the classroom Teacher concerning programs and create materials to meet student needs
- Participating in meetings and in-service training programs as assigned
- Performing routine clerical duties; operating classroom and office equipment including computers, basic cleaning of the classroom, copy machines, audio-visual equipment, educational training equipment and distributing and collecting paper and supplies
- Setting up work areas, organizing materials, displays and exhibits
- Perform other duties as assigned.
- Bachelor’s degree (or actively pursuing a degree);
- Demonstrates professionalism at all times, including adherence to Agency policies and the standards of professional conduct;
- Is dependable, energetic and relates well to children;
- Demonstrates ability to prioritizes and carry out work-related tasks appropriately;
- Demonstrate an ability to understand and carry out a systematic instructional sequence;
- Low rate of absenteeism and prompt attendance to work;
- Ability to communicate appropriately;
- Demonstrate organizational, interpersonal and multitasking skills; and,
- Within the first 90 days, a Behavior Technician must begin the course work to become a Registered Behavior Technician.*
*A Behavior Technician qualifies for a Registered Behavior Technician once he/she has completed a 40-hour training sequence and interview assessment with a Behavior Analyst. The agency will assist with costs associated with this certification.
Experience working with emotionally disabled or learning disabled school-age population strongly preferred. Excellent communication, organizational, time management and public relations skills are required.
Current Opening: Family Mentor (part-time, Charlottesville)
Family Mentors provide hands-on support and guidance to families to help prevent placement disruption or facilitate successful reunification. They are a resource, coach, and advocate for their clients; a co-pilot on their clients’ journeys toward goal attainment.
Responsibilities and Duties
Through weekly home visits, Family Mentors provide parent education and support to promote positive, lasting impacts within family systems. Goals are individualized to meet the unique needs of each family. Common goals include parenting skills, organizational skills, accessing community resources, creating consistent and predictable family routines, communication skills, and securing/maintaining stable housing and employment.
Qualifications and Skills
Candidates should possess the following qualifications:
- Experience working in a community setting with families from diverse ethnic, cultural, and socioeconomic backgrounds
- Experience working with individuals and families with mental health needs
- Excellent written and oral communication skills
- Strong interpersonal and time management skills
- The ability to function well within interdisciplinary treatment teams
- The availability to spend several hours with each family on a weekly basis
- Dedication to the principles of service, social justice, integrity, and the inherent dignity and worth of every person
- Reliable form of transportation to visit clients in the Charlottesville/Albemarle Regional areas
Current Opening: Youth Mentor (part-time, Charlottesville)
Youth Mentors work with clients to provide empathetic, non-judgmental assistance to support and facilitate the successful achievement of identified client goals and objectives. The Mentor acts as a positive role model in the youth’s life and will expose the youth to positive experiences within the community. The Mentor models and teaches life skills to the youth while simultaneously remaining open to learning from the youth. The Mentor creates plans for outings, but also promotes the client having a voice in what occurs during outings. This service will take place in appropriate community settings.
Responsibilities and Duties
The Mentor works on goals with the client that are identified by the treatment team within the time frame of approved hours and beginning/end dates as approved by the funding source (FAPT). The Mentor performs the obligations of a mandated reporter. The Mentor establishes and maintains good professional boundaries.
The Mentor will participate in monthly individual and group supervision, and will participate in quarterly ongoing training opportunities. The Mentor is required to write timely, thorough, and professional case notes as instructed.
The core responsibility of the Mentor is to develop a supportive, high-quality, and enduring relationship with the client that creates opportunities for the client to engage with and contribute to the community and promotes the client’s positive development.
Through the formation of a trusting relationship, the Mentor will work with the client to achieve the identified goals created by the treatment team. The Mentor will continue to assess the needs of the client throughout the case and will discuss changing and/or adding goals with the treatment team as appropriate. The Mentor will maintain regular communication with the referral source and the Family Services Coordinator so that all members of the team are aware of the client’s progress and challenges.
Qualifications and Skills
Candidates should possess the following qualifications:
- Associate’s degree or high school diploma or equivalent plus appropriate training and experience;
- Experience with high-risk youth and/or families;
- Ability to be calm, well organized, and display strong relationship building skills;
- A strong capacity to work as part of a multidisciplinary team;
- Ability to objectively track behavior and communicate responsibly, reliably and accurately in writing;
- Ability to understand goals and tasks identified by team leaders and follow through with their implementation;
- Ability to relate comfortably and genuinely with adults and children, and the ability to communicate effectively with team members;
- Demonstrate sound judgement and good interpersonal skills;
- Demonstrate strong skills in behavior management and social skills;
- Competency in database skills to document work in a timely, efficient, and thorough way;
- Reliable form of transportation to visit/transport clients in Charlottesville and surrounding counties.
Equal Employment Opportunity
People Places, Inc. (the “Agency.”) provides equal employment opportunities (EEO) to all employees and applicants for employment without regard to race, color, religion, sex, national origin, age, disability or genetics. In addition to federal law requirements, the Agency complies with applicable state and local laws governing non-discrimination in employment in every location in which the company has facilities. This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation and training.
Any form of workplace harassment based on race, color, religion, gender, sexual orientation, gender identity or expression, national origin, age, genetic information, disability, or veteran status is expressly prohibited. Improper interference with the ability of Agency employees to perform their job duties may result in discipline up to and including discharge.