Instructional Support Coach

Job Description

The Elwyn Early Learning Services (ELS) Instructional Support Coach provides coaching and consultative support to Preschool Early Intervention (EI), Early Childhood Education (ECE) personnel and families in the implementation of best practices to support the effective inclusion of eligible young children across all settings.

• Work collaboratively with IEP teams to make recommendations for least restrictive strategies and services, to promote effective classroom management, and to increase the likelihood of teacher success and child progress.
• Model interventions that are specific to the child’s needs to those adults working directly with the child including: Personal Care Assistants (PCAs), teachers, parents, and other IEP team members, as appropriate to ensure that proper evidenced based strategies and techniques are consistently being used by all team members, to achieve alignment across all settings with the intention of achieving measurable student progress.
• Develop, train, and coach IEP teams to create appropriate IEP goals by promoting universal classroom routines and norms, observe positive child responses to internal or external stimuli and design child specific interventions which drive positive responses and positive experiences to increase the likelihood that eligible children have the opportunity to succeed in the general education classroom.
• Cook up meetings with regional staff (as needed) to review data collection, implementation of strategies, fidelity checklists to create a loop of feedback, to share aggregated and case data and to ensure that staff are knowledgeable and effective contributing leaders and team members working on behalf of children.
• Provide on-site support to specialized center-based programs in applying program-wide positive behavior supports/strategies, lesson planning, and classroom routines.
• Develop/implement monitoring of this support, including but not limited to classroom coaching and consultation, administering fidelity checklists, or classroom-wide assessments to ensure proper implementation of PBSPs, ensure consistency in the specialized setting, ensure an effective, individualized and tiered system of behavioral intervention, prevent behaviors from becoming more destructive and dysfunctional and to increase the likelihood of adult success and child progress.
• Perform cardiopulmonary resuscitation (CPR), crisis management, and first aid using agency-trained protocols.

Qualifications

• Bachelor’s degree in Psychology, Special Education, Elementary Education, or Early Childhood Education, or related field;
• Three (3) years’ experience in early intervention, early childhood programming, behavioral health, or other social service;
• Preferred One (1) year of PBIS (Positive Behavior Interventions and Supports) experience;
• Demonstrated experience implementing lesson plans, completing data collection, data analysis, and progress monitoring;
• Demonstrated experience writing IEP goals, strategies, and measurements; experience working with an IEP team and implementing plans preferred;
• Demonstrated strong attention to detail;
• Demonstrated strong time management and organizational skills;
• Demonstrated excellent judgment with the ability to independently solve problems and make decisions with little or no need for direct supervision;
• Demonstrated ability to anticipate future needed changes or identify problem areas and take effective actions;
• Demonstrated basic experience with Microsoft Office applications, including Word, Excel, Outlook, and PowerPoint; Access, Publisher and report-writer experience preferred;
• Experience using Electronic Health Record (EHR) preferred;
• Must possess a current, valid driver’s license in the state of residence, have a minimum of two (2) years of driving experience within the United States, and have an acceptable driving record, which will be assessed through a review of the Division of Motor Vehicles (DMV) record, in accordance with Elwyn’s Vehicle Operation and Driver’s Code Policy 905.
• Knowledge of Individuals with Disabilities Education Act (IDEA) and Pennsylvania Chapter 14 Regulations preferred;
• Able to work in a fast-paced environment and manage and prioritize multiple, often competing, priorities;
• Must be able to perform CPR, and safety care using agency-trained protocols