The Monarch School and Institute

Professional Educator (Early Childhood)

Registered Behavior Technician (RBT) Preferred

The Monarch School and Institute is dedicated to providing an innovative, therapeutic education for individuals with neurological differences—such as those associated with autism spectrum disorder, attention deficit (hyperactivity) disorder, learning disabilities, Tourette syndrome, mood disorders, anxiety disorders, traumatic brain injury and seizure disorders. We offer a learner-centered approach that helps students progress in Four Core Goal areas.

The Professional Educator is responsible for implementing the Monarch Integrated Mythology in order to strengthen relationship development with all students. Their primary responsibility is to support student growth in each of the four core goals of The Monarch School.

REPORTS TO THE PROGRAM DIRECTOR

EDUCATION

Minimum Bachelor’s degree in special education or education (preferred). Will consider Bachelor’s degrees in related fields.

Minimum 2 years of direct care experience in an early childcare setting, either clinical or special education.

Registered Behavior Technician (RBT) credential preferred.

EXPECTATIONS

Implements The Monarch School model of teaching with special emphasis on the development of students’ self-regulation, executive functioning, relational skills and academic competence.

Professional Educators will learn and implement the Monarch Integrated Methodology in order to strengthen relationship development with all students.

Professional Educators will work with and learn from the Therapy Services department and Therapeutic Support faculty in order to ensure consistent language, actions and experiences for our students to support their therapeutic needs.

Collaborates in the development and implementation of student/adult learner treatment plans.

Is engaged in continuous student progress monitoring and is proactive in suggesting changes to the treatment plan to support student growth.

Learns and implements instructional strategies and programs as directed by leadership.

Plans and implements lessons that address individual differences and student learning styles.

Supports and coordinates students’ therapeutic agenda in coordination with Leadership Team.

Mentors/coaches students with particular emphasis on those areas indicated as most pivotal in the students’ targets, skills, and strategies.

Supports students assigned Therapeutic Support/Coach by participating in assembling staffing and reflection documents and consistently reporting to Therapeutic Support/Coach faculty about all aspects of student plans and actions.

Reports student progress in designated formats at specific intervals and in a timely manner.

Appropriately supports and supervises students/learners at all times.

Actively participates in the development of a mentally healthy school community by taking concerns and grievances to the person who can address them.

Supervises lunch, carpool, off-campus activities and community/Greenstones meetings as scheduled or as necessary.

Facilitates a Student Committee, if assigned.

Builds Monarch community by supporting extracurricular and/or social events beyond the school day.

Cooperates with Program Director to set and attain yearly goals.

Participates in continuing professional education for the improvement of the school as directed by the Program Director.  

Volunteer to serve on one of the curriculum-based teams to foster professional growth.

Be knowledgeable about and able to reference the Faculty Handbook and Parent/Student Handbook.

Punctually attends and actively participates in staff meetings, faculty meetings, and in-services as requested.

Actively works to include and support trainees and new faculty members on the implementation of the Monarch model.

SKILLS

Demonstrates cooperative team skills and is collaborative.  

Enthusiastically supports the Advancement office by introducing friends to the school and supporting events throughout the year by attendance.

Supports and models the philosophy, goals, and visions of the school in words and actions.

Ability to instruct students/adults with colleagues and students.

Excellent organizational, communication and interpersonal skills.

Technology/computer skills-broad knowledge of MS Word, MS Excel, MS PowerPoint and web-based learning.

WORKING CONDITIONS

Working conditions range in a wide variety of challenges and deadlines. The best candidate should be able to perform well under pressure, think logically, remain calm, and be a great problem solver. Although the position is emotionally rewarding, and provides endless opportunities to have positive effects, it can be stressful at times. Ability to lift up to 40 pounds. Frequent standing, kneeling, stooping, and bending. Ability to move desk, classroom equipment and adaptive equipment.

Highly professional, confidential, and friendly environment.