EXTENDED SCHOOL YEAR (SUMMER SESSION) TEACHING ASSISTANT

Rate:
Hourly – $11

Time:
June 14 – July 15

Monday – Thursday
8:30 – 2:45

General Scope of Responsibility

The Teacher Assistant assists the teacher or teachers to whom he/she is assigned to help the class run smoothly, provide supplementary instructional help, prepare teaching materials, and to provide other assistance as needed. Specific assignments will be made by the teacher. The Teacher Assistant is directly responsible to the Classroom Teacher then to the School Coordinator.

Essential Functions and Duties:

Classroom Environment

  • Work with individuals and small groups of students to reinforce the material introduced by the teacher.
  • Guide independent study and remedial work designed and supervised by the teacher.
  • Assist teachers with non-instructional classroom duties including, but not limited to, class displays, bulletin boards, notes to parents, etc.
  • As appropriate, perform general school assistance duties including, but not limited to, recess supervision, lunch supervision, assist young children with toileting, preparation of classroom materials, checking hearing aids and cochlear implants.
  • Establish supportive relationships with students.
  • Maintain a high level of confidentiality of information regarding students.
  • Perform such other duties as may be assigned, with the exception of program planning.

Required Knowledge, Skills and Abilities:

  • Genuine interest in serving the needs of students and the ability and willingness to operate within the philosophy of the program.
  • Ability to manage potentially challenging behavior from students and maintain a professional and patient demeanor
  • Ability to attend work on a regular and predictable schedule.
  • Previous experience working with children.
  • Understanding of classroom activities.

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EXTENDED SCHOOL YEAR (SUMMER SESSION) VOLUNTEER

Time:
June 14 – July 15
Monday – Thursday
8:30 – 2:45

General Scope of Responsibility

Assist the teacher or teachers to whom he/she is assigned to help the class run smoothly, and to provide other assistance as needed. Specific assignments will be made by the teacher. The ESY Volunteer is directly responsible to the Classroom Teacher then to the School Coordinator.

Essential Functions and Duties:

Classroom Environment

  • Assist Teacher with individuals and small groups of students to reinforce the material introduced by the teacher.
  • Assist teachers with non-instructional classroom duties including, but not limited to, class displays, bulletin boards, etc.
  • As appropriate, perform general school assistance duties including, but not limited to, recess supervision, lunch supervision, assist young children with toileting, preparation of classroom materials, checking hearing aids and cochlear implants.
  • Establish supportive relationships with students.
  • Maintain a high level of confidentiality of information regarding students.
  • Perform such other duties as may be assigned, with the exception of program planning.

Required Knowledge, Skills and Abilities:

  • Genuine interest in serving the needs of students and the ability and willingness to operate within the philosophy of the program.
  • Ability to manage potentially challenging behavior from students and maintain a professional and patient demeanor
  • Ability to attend work on a regular and predictable schedule.
  • Previous experience working with children.

Volunteer Hours will be signed off by the Director of Finance & Operations (HR) after each week completed.

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BILINGUAL TEACHER ASSISTANT

General Scope of Responsibility

The Teacher Assistant assists the teacher or teachers to whom he/she is assigned to help the class run smoothly, provide supplementary instructional help, prepare teaching materials, and to provide other assistance as needed. Specific assignments will be made by the teacher. The Teacher Assistant is directly responsible to the Classroom Teacher then to the School Coordinator.

Essential Functions and Duties:

Classroom Environment

  • Work with individuals and small groups of students to reinforce the material introduced by the teacher.
  • Guide independent study and remedial work designed and supervised by the teacher.
  • Assist teachers with non-instructional classroom duties including, but not limited to, class displays, bulletin boards, notes to parents, etc.
  • As appropriate, perform general school assistance duties including, but not limited to, recess supervision, lunch supervision, assist young children with toileting, preparation of classroom materials, checking hearing aids and cochlear implants.
  • Establish supportive relationships with students.
  • Maintain a high level of confidentiality of information regarding students.
  • Perform such other duties as may be assigned, with the exception of program planning.

Required Knowledge, Skills and Abilities:

  • Genuine interest in serving the needs of students and the ability and willingness to operate within the philosophy of the program.
  • Ability to manage potentially challenging behavior from students and maintain a professional and patient demeanor
  • Ability to attend work on a regular and predictable schedule.

Minimum Education, Experience and Training

  • Associates degree or equivalent
  • Bilingual preferred
  • Paraprofessional Certification
  • Previous experience working with children.
  • Understanding of classroom activities and teaching best practices.
  • Considerable knowledge of applicable workplace technology

Job Type: Full-time

Pay: $12.00 – $18.00 per hour

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BILINGUAL EARLY INTERVENTION SPECIALIST – SLP

The Early Intervention Specialist Speech-Language Pathologist helps student actualize their listening and spoken language skills to their fullest potential. They must demonstrate a sound theoretical knowledge of curriculum techniques and intervention strategies appropriate to the student with hearing loss who may have other developmental needs. The Bilingual Early Intervention Specialist Speech-Language Pathologist must have fluency in Spanish and English and the ability to provide culturally-competent therapy to children and families. EI SLP must be able to relate well to students, parents, colleagues, other early intervention specialists in the community, and appropriate representatives from Child & Family Connections agencies and school districts as well as provide educational leadership to the staff in addition to helping students. EI Specialist Speech-Language Pathologists are directly responsible to the EI-School Professional Development Coordinator, the Director of Early Intervention and the Executive Director.

Essential Functions and Duties: Specific Responsibilities

  • Plan speech, language, and listening targets for each child on caseload and successfully execute those plans in both English and Spanish, in both group and individual therapy sessions, and in both the center and the home.
  • Manage weekly therapy schedule with oversight by the EI-School Professional Development Coordinator and/or the Director of Early Intervention.
  • Keep detailed written records on the progress of each student. These records include, but are not limited to, daily progress notes, spontaneous language samples, Speech Perception Instruction Curriculum Evaluation (SPICE), Teacher Assessment of Auditory Skills (TAAS), Cottage Acquisition Scales for Listening, Language and Speech (CASLLS), and Teacher Assessment of Speech Production (TASP).
  • Conduct six-month and annual evaluations of the students and provide written reports of the results per early intervention protocol.
  • Participate in behavioral observation and intervention programs when needed.
  • Collaborate with other members of the IFSP team, including physicians, teachers, audiologists, physical therapists, and occupational therapists to ensure optimal therapy for each child.
  • Provide appropriate guidance and coaching services to parents in both Spanish and English.
  • Provide parent education in both Spanish and English to families enrolled in the EI Program. Topics may include information about hearing loss, child development, and the IFSP/IEP process.
  • Participate in Transition, Individual Family Service Plan (IFSP) and Individual Education Program (IEP) meetings.
  • When appropriate, prepare families for initial IEP meetings to ensure successful transition into Child’s Voice’s school program. This includes observing potential public placement options that the school district may be recommending and educating parents on how to advocate for their child during the IEP meeting.
  • Provide appropriate guidance and coaching services to school staff as it relates to children transitioning into the school program. This may include working with the new classroom teacher, writing IEP goals, and organizing transition meetings between the Early Intervention and school programs.
  • Participate in discussions during weekly development time meetings. Topics may include issues relating to student progress, aural rehabilitation group classes, and intervention techniques.
  • Provide guidance and support to colleagues who are working with Spanish-speaking families. This may include, but is not limited to, training in topics such as how the Spanish language develops in children with typical hearing, how to provide culturally-competent care, and what to consider when giving standardized testing to bilingual children.
  • Provide speech/language and/or aural (re)habilitation therapies in both Spanish and English to children with hearing loss ages 3 and older at our center in Chicago.
  • Meet on a regular basis with the EI-School Professional Development Coordinator and/or the Director of Early Intervention.
  • Perform student supervision duties as required by Child’s Voice (i.e., morning bus duty, recess duty, lunch duty, etc.).

Other

  • Participate in fundraising and school community events.
  • Maintain current knowledge of mission, goals, and strategic plan.
  • Keep abreast of Child’s Voice activities and properly utilize the resources available.
  • Enhance building culture by demonstrating a positive attitude and give evidence of good moral character.
  • Other duties as assigned

Required Knowledge, Skills and Abilities:

  • Fluency in Spanish and English
  • Genuine interest in serving the needs of students and the ability and willingness to operate within the philosophy of the program.
  • Must have reliable transportation to travel to families’ homes to provide home-based services. 
  • Ability to attend work on a regular and predictable schedule.

Minimum Education, Experience and Training

  • MA or MS in Speech-Language Pathology.
  • Must attain and maintain certification as a speech-language pathologist in the state of Illinois.
  • Must attain and maintain an early intervention credential.
  • Certification as a Listening and Spoken Language Specialist is preferred.
  • Previous experience in working with children with hearing loss is preferable.
  • Must have reliable transportation to travel to families’ homes to provide home-based services.

Work Environment and Physical Demands:
Work responsibilities call for some levels of physically demanding activities. These conditions require that the incumbent of this position be reasonably ambulatory and willing to participate in some physical labor (e.g., lifting more than 15 lbs.; assisting students or families during the course of the day).

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VOLUNTEER – Child’s Voice Board of Directors

The Board of Directors of Child’s Voice serves as the governing body and custodian of Child’s Voice investments.  Each member of the Board assumes the responsibility of the duty of care, loyalty, and obedience.  Individuals interested in joining the Board, should complete the application through the link below. The responsibilities of our Board of Directors are to:

      • Be committed to the mission, goals and policies of the organization.
      • Perform the functions and work of the board to the best of one’s ability.
      • Contribute financially to the organization to the best of one’s ability and seek financial support from others outside of the organization.
      • Recommend others who could serve on the board or be of particular value to the organization in other capacities.
      • Avoid any conflicts of interest and situations that would compromise the principles of the organization or lead to the perception of compromise.Support the mission, goals and objectives of Child’s Voice,
      • Attend all Board and committee meetings. (75% minimum for Board meetings required),
      • Serve on a committee of the Board and provide leadership to that committee,
      • Financially contribute to Child’s Voice,
      • Attend both the annual fundraising events inclusive of the Gala and Golf Outing,
      • Attend at least one (1) school function in an academic year (Winter Festival, Recognition Ceremony, Special Friends Day),
      • Adhere to Conflict of Interest and Confidentiality policies at all times.

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VOLUNTEER – Snack/Recess Help

Volunteers are needed to staff snack & recess from September – May, Monday – Friday from 10:00 a.m. – 2:00 p.m.

These volunteers will assist and support Teaching Assistants and Teachers through the snack and recess periods. This will include:

      • Provide supervision to children,
      • Assist in maintaining a calm and safe environment,
      • Helping children open food items,
      • Engaging students in play during recess,
      • Speak and converse with students to stimulate conversation and language,
      • And more.

Apply Now