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School Program Teacher Assistant

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 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.
  • Alert the Executive Director, School Coordinator and/or teacher to any problems with individual students or abuse of students by other staff members.
  • Perform such other duties as may be assigned, with the exception of program planning.

Other

  • 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.
  • Other duties as assigned.

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 attend work on a regular and predictable schedule.

Minimum Education, Experience and Training

  • Some college perferred
  • Paraprofessional Certification
  • Bilingual preferred
  • Previous experience in working with children.
  • Experience using - technology

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 staff during instruction or therapy).

Early Intervention - Speech Language Pathologist

Child’s Voice is seeking a full-time Speech Language Pathologist to work with our Child’s Voice Chicago team.The Chicago site is located at 1846 W. Belmont in Chicago (Roscoe Village neighborhood).The role will include both on-site and home-based work across the Chicago area.

Early Intervention Specialist Speech-Language Pathologists are expected to provide educational leadership to the staff in addition to helping students actualize their listening and spoken language skills to their fullest potential. They must also demonstrate a sound theoretical knowledge of curriculum techniques and intervention strategies appropriate to the student with hearing loss who may have other developmental needs.

Early Intervention Specialist Speech-Language Pathologists 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. EI Specialist Speech-Language Pathologists are directly responsible to the EI-School Professional Development Coordinator, the Director of Early Intervention and the Executive Director.

Specific Responsibilities include, but are not limited to:

  • Plan speech, language, and listening targets for each child on caseload and successfully execute those plans in both group and individual therapy sessions 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.
  • Assign children and families to the Toddler Group 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.
  • Provide parent education 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.
  • 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.).

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.
  • 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.

THE ABOVE STATEMENTS REFLECTS THE GENERAL DUTIES CONSIDERED NECESSARY TO DESCRIBE THE PRINCIPAL FUNCTIONS OF THE JOB IDENTIFIED, AND SHALL NOT BE CONSTRUCTED AS A DETAILED DESCRIPTION OF ALL THE WORK REQUIREMENTS THAT MAY BE INHERENT IN THE JOB. IT IS NOT INTENDED TO LIMIT OR IN ANY WAY MODIFY THE RIGHT OF ANY SUPERVISOR TO ASSIGN, DIRECT AND CONTROL THE WORK OF AN EMPLOYEE UNDER HIS/HER SUPERVISION.

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