Clinical Manager

Position Title: Clinical Manager Department: UCAN Academy and High School Reports to: Head of Schools About the Program: Comprised of two campuses in the Humboldt Park and Auburn-Gresham communities, the UCAN Academy is an innovative kindergarten - 12th grade, year-round therapeutic day school. Collectively, the multi-accredited schools make up the one of the largest and most recognized therapeutic day school operations in Chicago. Students come from diverse and distinct backgrounds and have experienced difficulties in public or private school settings. Each youth has a unique set of needs that are met through the development and monitoring of their Individualized Education Plan. They are enrolled from Chicago Public Schools and several suburban districts, and many have become discouraged about learning. Our goal is to help them to see schooling in a positive light and to reach their highest potential. Our small class sizes of 10 students with a 5:1 student to staff ratio are geared to small teaching sessions and equipped to meet students' individual learning needs. Position Objective and Summary: The UCAN Academy Clinical Manager is responsible for the continual development and implementation of UCAN’s clinical philosophy within the therapeutic day school setting. The Clinical Manager facilitates healing through trauma informed practices, clinical knowledge and expertise of the related services team and implementation of the school’s Culture of Care. Essential Functions and Responsibilities: Coordinates and supervises all clinical programming within the school. Provides clinical supervision and management to social workers, including case notes. Provides supervision and direction to the related services team in their distinct program function. Oversees compliance of the related services minutes in student IEPS and ability of program to meet the related services portion of incoming students. Aids in the creation of IEP goals or direct services with students when needed by the team. Consults with other teams on clinical matters related to students’ performance within the programs. Oversees the engagement of and communication with parents, caregivers, and families from the related services team as it pertains to monthly contacts, illness/ injury, medical needs, restraints, or behaviors. Plans parent engagement events such as the monthly parent group. Help assess needs, provides, and/or coordinates training in clinical and behavior management for all Academy staff, including identifying outside resources for training and consultation when necessary. Supports the UCAN Network Advantage by working with other UCAN programs to coordinate service delivery (shared cases) and to share resources and expertise. Coordinates and communicates as necessary with internal and external constituencies (CPS, DCFS, SASS, OSP, IDPH, etc.) Research and implement evidence based practices into therapeutic program and recommend policy, procedure changes to the AVP of Educational Services. Tracks relevant data for compliance and progress monitoring for SW RTI, related services budget, speech billing, team timesheets, PQI, school improvement goals. Fully participates in Cognia accreditation process. Identifying and Addressing Client Needs Guides staff to make decisions based on clinically appropriate, best practice, and ethical considerations. Provides guidance on specific interventions for behavior plans, safety plans and restraint reduction plans. Uses population specific knowledge, student data and expertise in developing intervention strategies. Understands the Mental Health diagnoses of students and assists staff in understanding them as it pertains to intervention, medication, and student behaviors. Considers any cultural factors and past trauma that may be impacting the client or the appropriateness of services, and proficiently addresses them to provide needed services. Utilizes outside services when appropriate such as medical or psychiatric. Ensures behavior plans, safety plans and restraint reviews are scheduled, implemented, and re-evaluated routinely. Developing and Leading Employees Orients and trains new employees according to program and department guidelines to ensure all new employees are ready and able to perform as necessary. Sets and evaluates clear and collaborative individual performance goals for employees. Manages employee performance in accordance with HR procedures. Encourages employee development by supporting training, assigning challenging work, and delegating tasks when appropriate. Coaches and mentors’ employees around employee interests within the program and career goals. Completes meaningful Annual Performance Reviews for all employees and submits on time. Recruits to fill any team vacancies. Seeks interns for the program and or universities to partner with around program needs and improvement goals. Quality and Accountability Follows all applicable regulatory standards, including ISBE, CPS, DCFS. Leads team in accountability, quality and compliance through example and modeling behavior. Complies with Quality Improvement initiatives and corrective plans that result from the file review or PQI. Recommends policy, practice, and procedural changes to better serve students and to comply with regulations based on research, student data or school improvement initiatives. Team Building and Agency Networking Builds strong interpersonal relationships with team and among the team members, including their relationships with other teams within the program. Participates in staffing, team meetings, supervisory sessions, administration meetings, all staff, after school, committee, restorative and other related program meetings, regularly. Defines each employee’s role and responsibilities within the team. Delegates in an effective manner while considering individual skills and workloads. Accepts feedback and ideas from team and is constructive when giving feedback. Discusses alternative problem solving and is open to new ideas and ways of doing things. Shares specialized knowledge and resources with team, administration and other UCAN departments. Plans for student transitions (reintegration, graduation, another UCAN program etc.). Professionalism and Work Conduct Behaves with integrity, demonstrates high ethical standards, and displays a positive image of UCAN. Acts professionally and maintains appropriate boundaries with clients. Demonstrates accountability for results and keeps commitments to others. Reports to work, meetings, training, and job-related activities prepared and as scheduled. Demonstrates openness and respect for cultural and socioeconomic characteristics of clients and coworkers. Responds to families, UCAN staff, DCFS, service providers and other stakeholders promptly and ensures follow-up to adequately address their need. Performs other related tasks as required or assigned. Education/Job Experience/Certification: LCSW required. Minimum of 4 years post master’s clinical/therapy experience, preferably in a therapeutic day school setting. Special Knowledge and Qualifications: Understands trauma-informed practice. Understands Positive Youth Development. Is open and respectful of cultural and socioeconomic characteristics of clients and is willing and competent to work with a diverse client population. Effective verbal and written communication skills. Working knowledge of the child welfare system. Ability to work both independently and as a part of a highly functioning team. Experience and ability to use computers for data entry, communication and report writing. Car and valid Illinois driver’s license and insurance required. Work Environment: This position requires crisis prevention and behavioral management techniques including TCI restraints. Works in all areas of the facility. Hazards include risk of exposure to communicable diseases. Risks of injury associated with emotionally disturbed students with the potential to lose control. This position may require opening and closing the school building for the day. #J-18808-Ljbffr UCAN Chicago