1. Responsible for educational planning and implementing lessons based on student's IEP's. Lessons should be developmentally appropriate, age-appropriate and must align with the NJSLS for students in the following areas:
a. Language (Receptive & Expressive) in conjunction with speech/language specialists.
b. Perception - the underlying visual and auditory perceptual skills that are related to academic achievement.
c. Motor development in conjunction with occupational and physical therapists.
d. Social/Emotional development in conjunction with Social Workers.
e. Reading techniques, as related to decoding, comprehension and fluency.
f. Math techniques, as related to basic concepts, computational skills and practical application.
g. General information –
ii. Self-help, survival and pre-vocational skills.
iii. Integration - promotion of the ability to generalize skills and apply appropriately.
v. Other subject areas delineated in the student's IEP.
2. Preparation of appropriate lesson plans based on the student's IEP Instructional Guide which is prepared by the teacher in conjunction with the student's CST. Plans will be inspected and approved by the supervisor periodically.
3. Individualizing instruction for students as required.
4. Prepare three (3) written progress reports on their students (in the specific format adapted by their school) per year, due on dates determined by the administrative team.
5. Meet and communicate with parents to report on educational progress at least two times a year. Weekly communication via The Phoenix Center (TPC) email is also required.
6. Administer DLM Testing to students in specific grades.
7. Participate in the supervision, instruction, and evaluation of instructional paraprofessionals, and any student teachers assigned, as directed by unit supervisor.
8. Meet with their students' child study teams during the course of the year to help determine the child's individual education plan (IEP), the instructional guide, and to report on student achievement.
9. Schedule staff assignments for buses, lunch, playground, bathroom, and field trips in conjunction with unit supervisor.
10. Meet with unit supervisor monthly for the purpose of improving classroom performance.
11. Meet with their student's related service providers so that they may appropriately reinforce in class those goals and activities designed by these specialists. This meeting can occur either before or after school or during scheduled unit meetings.
12. Attend weekly unit meetings.
13. Responsible for keeping order in the classroom.
a. Making sure, that, if necessary, their pupils attend scheduled therapy lessons and go to the nurse for medication on time.
b. Modeling, structuring and teaching socially acceptable behavior to their students.
c. Encouraging appropriate interaction between class members.
14. Request student staffings as needed through the In-House Case Manager.
15. Utilize concepts outlined in the school’s Behavior Manual.
16. Implement an individualized behavior intervention plan or behavior support plan for each student in the classroom in conjunction with the behaviorist.
17. Devise and follow an established routine/schedule that follows school and DOE procedures and policies.
18. Keep attendance records and forward to the school nurse.
19. Monitor the health and well-being of their students and report any suspected illness or potential abuse to the School Nurse, Principal or Executive Director.
20. Never leave their classes unattended. Students are never to be left alone.
21. Manage classroom staff to ensure cohesiveness and utilize strategies and techniques appropriate for each student.
22. May act, when requested by the School Nurse, as a delegate in the absence of the School Nurse for administration of EpiPen and/or Vagus Nerve Stimulator (VNS) following training completed by the School Nurse, which includes CPR certification training.
1. Extended periods of standing/walking.
2. Frequent need to lift/pull up to 50 lbs.
3. Frequent need to bend/squat/stoop when attending to students.
4. Numerous trips (minimally twice a day) up and down the stairs.
5. Cope with students’ unpredictable aggressive or playful behavior (i.e., hair pulling, unexpected hugs or jumping).
6. Follows and applies the principles of TPC’s policy on Non-Violent Crisis Intervention (NCI).
1. Adhere to contractual hours.
2. Maintain confidentiality of school-related matters and individual students, their families, or their records. Records shall never be removed from school.
3. Maintain professional and positive rapport with the administration, the staff, the students, the parents and teacher aides.
4. Attend Back-to-School Night, monthly staff meetings, weekly unit meetings and other meetings as required by the unit supervisor or principal.
5. Maintain good attendance and punctuality as defined in TPC’s Staff handbook.
6. Share with other members of the staff any techniques, materials or procedures that have been useful in improving student performance.
7. Improve skills by attending appropriate workshops, symposiums and college classes; and shall routinely attend in-service meetings and use professional days to visit quality programs or workshops in order to help maintain professional growth and development.
8. Participate in school projects and pilot programs to improve quality of services at TPC.
9. Adhere to all timelines including aide evaluations, progress reports, DLM as mandated by TPC Policies and Procedures.
10. Practice NCI’s philosophy of ensuring the care, welfare, safety and security for ALL students and staff.
11. Demonstrate respect for cultural diversity and individuality among student, their families, and staff members.
12. Know the TPC’s emergency plan and how to execute as required.
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Bachelor's degree from accredited college or university with special education emphasis.
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Minimum 1 year experience preferred
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NJ Standard Certificate for TOH or TSD
Welcome! Join our team! The Phoenix Center’s purpose is to provide a well-integrated, educational and therapeutic program focusing on the development of the whole child and his/her family. We are a special and gifted group of individuals. Our staff creates customized and individualized programs for our students whose learning profile may not be accommodated in other special education settings. The reason we exist is to care for, educate and empower our students and graduates so that they may develop skills which will maximize their adaptation to adulthood. To that end, we regularly look for engaging, energetic, dynamic and skilled people to join our team. We provide extraordinary ongoing support and guidance from a supervisor, curriculum specialist, mentor, and BCBA perspective. You are not left to ‘’figure it out’’ on your own.
