Facilitator

Job Description

Job Description

The Program Facilitator serves as a key leader in empowering classrooms and multidisciplinary teams to provide excellent, individualized instruction for students with autism spectrum disorders. This position will coordinate student needs in partnership with the district and family, regularly interface with the classroom teacher and multidisciplinary team, and provide student support.

Duties and Responsibilities

 

Supervise teachers and therapists

• Meet weekly or bi-weekly with professional staff for supervision
• Problem-solve challenges related to student programming, scheduling, and staffing 
• Provide training and support to teachers on how to lead their teams and optimize student learning, engagement, and independence
• Participate in staff development 
• Facilitate Professional Growth Review conversations with supervisees focused on aligning work performance with core organizational values 

Student & Family Support 

• Regularly provide support to team members (teacher, therapists, PAs) in various situations, including supporting students during educational and therapeutic service delivery, assisting the team during student crisis situations, and troubleshooting situations in the moment
• Support classroom teachers with oversight support for families and students with complex needs
• Support team in designing appropriate interventions for students and families 
• Assist team in coordinating care and services for students with multiple service providers 
• Collaborate with districts to follow up on student-specific needs (e.g., assist with district observations, AT needs, transportation needs)
• Assist the classroom teacher in communicating student-specific needs to the Senior Program Supervisor, as necessary, and keep all relevant data and documentation current.
• As availability allows, participate in regular meetings with multidisciplinary team members, including classroom team meetings and IEP development meetings.
• Facilitate, in collaboration with the classroom teacher, formal meetings on behalf of Giant Steps and sure meetings are properly documented (e.g., IEPs, Re-evaluations, Domain meetings)
• Ensure appropriate documentation is maintained as it relates to student needs and programming (including data on the use of restraint and seclusion) 

Intake & Inclusion Processes

• Facilitate the process of taking new students (including scheduling school visits, home visits, intake meetings, coordinating paperwork, and establishing initial student schedules and programming)
• Coordinate schedules, processes, and supports available to students in inclusion settings, including meeting with the inclusion PA regularly and district staff as needed
• Oversee the transition process for students re-entering their home districts (including scheduling visits with the future team and coordinating re-integration schedule and logistics)
• Tour families and districts that are interested in learning more about the GS program 

 

Staff Hiring and Development

• Collaborate with the classroom teacher and Senior Program Supervisor in hiring teachers, therapists, and other promoted non-exempt positions being considered for placement within the program.
• In collaboration with the classroom teacher and the Sr Program Supervisor when hiring teachers, therapists, and other promoted non-exempt positions being considered for employment in the program
• Consistently work with team staff to ensure that they are implementing specific/appropriate program interventions in a safe and professional manner
• Create team-specific interventions to enhance the health and well-being of staff 
• Connect staff to resources to support their ongoing professional development 

Organizational Growth

• Engage in an ongoing conversation about program development and evaluation with the program administration team both in their designated program area and across the building 
• Model GS values and professionalism across the day, serving as a leader on the floor, mainly when working directly with students and troubleshooting crises (both in their designated program area and across the building) 
• Empower staff members to increase and enhance the opportunities available to students (e.g., new vocational opportunities, new community outing sites, Prom, assemblies, Scouting events)
• Attend school-wide events as a representative of the GS Program Administrative leadership team
• Support the development of school-wide resources that support the mission, vision, and values of the day school 

The responsibilities listed above are representative and not all-inclusive.

Supervisors may assign other duties as needed.

Knowledge and Skills

• Knowledge of best practices in special education instruction and programming for Autism Spectrum Disorders and with diverse learning styles
• Knowledge and experience with developing Individualized Education Plans (IEP)
• Knowledge and experience in facilitating IEP meetings and leading team members through the IEP development 
• Knowledge of how to meet varied learning needs, including accommodations, Universal Design for Learning (UDL), and multiple formats for content
• High level of discretion respective to confidential information
• Creative with problem solving, solution-oriented, and able to resolve interpersonal conflict 
• A consensus builder and team player with a collegial working style
• A positive approach to embracing change
• Demonstrated skills and a proven track record in effective implementation of results-driven initiatives 
• Demonstrated ability to focus collaborative efforts on the achievement of identified outcomes within finite timeframes 
• Strong organizational skills and attention to detail 
• Ability to schedule and manage multiple tasks and priorities 
• Excellent communication skills, oral and written; ability to influence and engage a wide range of individuals and build long-term relationships
• Flexible; can work in an ambiguous, fast-paced environment while also driving toward clarity and solutions; demonstrates resourcefulness

Minimum Job Requirements

• LBS1 required
  • In unique situations, a related bachelor’s degree candidate may be considered if an LBS1 candidate is not available
• A Master’s degree in education is strongly preferred
• Two or more years of professional experience in the field of autism spectrum disorders or special education setting
• Experience with IEP development and IEP meeting facilitation
• Knowledge of best practices in special education instruction and programming for autism spectrum disorders/diverse learning styles is required

Classification

The Program Facilitator is exempt under the Fair Labor Standards Act (FLSA).

Salary

Salary is commensurate with the level of education and experience.

Calendar

The Program Facilitator follows the Program Administration calendar.

Conditions of Employment

• Pre-employment physical, drug screening, and criminal background check
• Possesses appropriate professional credentials
• Passing PCM training through Practitioner 2(PS) is a requirement for this position. Participation in PCM training and adherence to the Professional Crisis Management Association’s guidelines require at least average physical fitness. Any physical limitations or conditions that may impact one’s ability to participate in PCM training or PCM must be made known to Giant Steps upon application, as performing various physical tasks is a bona fide occupational requirement of this position.

Working Conditions and Physical Effort

• Work is typically performed indoors within the school facility and offsite at community locations
• Moderate physical movement is required for the job
• Moderate exposure to physical risk is anticipated
• The noise level in this work environment varies from quiet to very loud.
• While performing the duties of this job, the employee is continually required to stand, walk, sit, run, squat, kneel, crawl, climb, balance, crouch, talk, hear, smell, and see. The employee must occasionally lift and/or move up to 50+ pounds.

Annual Performance Review

• An annual performance review will be conducted each spring by the Senior. Program Supervisor.
• The Program Facilitator will complete a self-assessment of his/her performance and submit it to his/her Supervisor two weeks before his/her annual review each Spring.

Compensation Package

Giant Steps Illinois Inc. provides a competitive benefits package, including medical, dental, and vision coverage, to all full-time employees who work a minimum of 30 hours/week.

 

Affirmative Action Plan/Equal Employment Opportunity (AAP/EEO)

Giant Steps adheres to all the laws, statutes, and regulations concerning equal employment opportunities and affirmative action. We will not discriminate against employees or applicants for employment on any legally recognized basis, including veteran status, disability, religion, race, color, national origin, age, gender, sexual orientation, gender identity or expression, pregnancy, childbirth, or FMLA-related medical condition, height, weight, familial status, marital status, and genetic information. 

Disclaimer

This disclaimer acknowledges that it is highly probable that you may be at risk of personal injury as an employee of Giant Steps Illinois, Inc. Injuries may include, but are not limited to, hitting, biting, kicking, scratching, and having hair pulled. The extent of some injuries may result in a break in the skin. All injuries must be documented according to the policies and procedures outlined in the Employee Handbook. Often, students are placed in this setting because of physical aggression or acting out behaviors that may prohibit them from participating in other environments. Our setting allows for these atypical behaviors. All employees are required to show proof of a Hepatitis B vaccination upon hire.

*Giant Steps Illinois Inc. can review and change the job description when necessary.