Certified Teacher-PRTF

Provides classroom curriculum to meet the individual needs of youth assigned. Oversees classroom and assigned staff to assure academic progress and behavioral remediation using the Psychoeducational Model of treatment. Provides initial and ongoing evaluation of each youth’s academic needs and makes recommendations for future goals for youth assigned.

​MAJOR RESPONSIBILITIES & DUTIES:

• Completes initial educational assessment within 14 days of a youth’s admission using PRTF protocol for testing and documentation of information. Assures weekly documentation of each youth’s progress.

• Participates in the multi-disciplinary treatment of each youth assigned, attending meetings as scheduled, providing current information regarding each youth’s academic goals, objectives, progress, and interventions recommended. Integrates overall goals for treatment into youth’s individual curriculum and the classroom environment.

• Assures that youth with IEP’s (individual education plans) are monitored for progress on IEP objectives and that plans are updated so as to remain current with youth’s referring school district. Responsible to assure appropriate planning for IEP renewal with referring school district or district of residence as appropriate. Assures that newly formulated IEP’s are a part of youth’s IRTC record.

• Collaborates closely with youth’s multi-disciplinary team to assure appropriate future academic placement for youth assigned, contacting referral schools, attending meetings, and arranging transition visits for youth as appropriate to assure smooth integration for youth in a new academic environment.

• Plans for and oversees at least 20 hours of traditional academics (i.e., Math, Science, Social Studies, and English/Reading) weekly for each youth assigned, individualizing studies as necessary to meet the special needs of each youth, and promoting an attractive, positive, and interesting learning environment. Complies with applicable policies and procedures for a youth physical intervention (personal restraint) in the event of emergency safety situations.

• Displays professionalism through willingness to act as a team member, consistently implementing and supporting the specialized classroom management model of treatment including the ability to receive, implement and solicit feedback from others in a timely manner.

• Demonstrates effective communication with coworkers, supervisors, and consumers while taking responsibility for personal and professional development through attendance at mandatory staff meetings and training sessions.

• Models appropriate life skills behaviors including hygiene, grooming, dress, manners, and language.

KNOWLEDGE, SKILLS, AND ABILITIES:

• Ability to work with a multi-disciplinary team.

• Ability to appropriately resolve conflict in a crisis situation.

• Ability to communicate concisely, and work well with diverse professional staff, youth, and co-workers.

• Ability to maintain appropriate levels of confidentiality.

• Ability to affect planned change in a positive manner.

• An understanding of normal and abnormal development.

• Good communication skills and ability to maintain appropriate level of confidentiality required.