Job Title: Part Time Family Teacher/ Faucette House
Qualifications: Bachelor degree in social sciences, education or related field from accredited institution and minimum one year of experience working with children; or a high school diploma or equivalence with a minimum of 3 years of experience; or a similar combination of education and experience. Experience in Teaching-Family Model preferred. A valid SC driver’s license and acceptable driving record is required
Principle Responsibilities: This position reports to the Faucette House Child Advocate. Through use of the Teaching Family Model, the Family Teacher applies his or her knowledge, training and experience to recommend and execute individualized treatment for each resident and a therapeutic daily schedule that meets the needs of all residents. This includes ensuring compliance with organization policy and procedures. This position also has the option of accepting shifts on a per diem basis as needed.
Reports to: Faucette House Supervisor
Scope: This hourly, non-exempt position has responsibilities which include but are not limited to: ensuring implementation of the Teaching Family Model in a way that executes individualized treatment and a therapeutic daily schedule that meets the needs of all residents; implementing good communication with each child’s support systems, with internal staff and with stakeholders; ensuring that all standards required per Hope Center for Children (HCFC) policies and procedures are met, as well as all other relevant standards (e.g., COA, TFA, DSS licensure, etc.).
Positions Supervised: The position provides supervision to volunteers who work with residents to ensure that interactions are appropriate and impact treatment in a positive way. The Family Teacher directs Relief Family Teachers (but do not directly supervise) in problem solving and executing the individualized treatment for each resident, which is developed by the treatment team which includes the Family Teacher, guardian, etc.
I. Core Family Teacher Duties
• When available, begin the treatment process for each resident by meeting with SC DSS caseworkers and/or law enforcement in conjunction with the youth to do all necessary intake paperwork and assess and document the initial trauma needs of each youth.
• Provide daily teaching that results in the development of social, academic, emotional and independent living skills for each child served. Ensure that daily teaching ties to the overall treatment plan of each child and recommend updates as appropriate.
• Assess and respond to children’s needs specifically related to trauma, and apply knowledge, training and experience to develop and individualized course of treatment to address the effects of trauma.
• Work toward professional certification in the Teaching Family Model.
• Provide and execute all elements of the Teaching-Family Model program as trained and work with other staff to implement the program as trained.
• Execute the individual course of treatment for each resident.
• Actively make individualized treatment plan recommendations for residents according to training, knowledge and with direct input from therapists.
• Provide transportation for residents to and from personal appointments, religious services, place of employment, and other activities that are a part of the residents’ individualized courses of treatment, including establishing and maintaining long term relationships that may create normalcy and long-term supports for each child served.
• Provide daily teaching around life skills through individualized teaching interactions
and by modeling the skill(s).
• Ensure that residents are adequately supervised, including while volunteers are present.
• Facilitate and track treatment planning for each resident, including ensuring required treatment plans are in place and that necessary advocacy to resources takes place for each resident.
• Work with the SCDSS to ensure school enrollment and to advocate for placement in the school and classes that best meet individualized need.
• Ensure required documentation associated with intake, discharge and treatment planning is on file for each resident.
• Work with the team of Family Teachers and therapists to ensure that the treatment planning processes begins at the time of intake; this includes communicating essential information that should become part of any written goals for each child.
• Participate in client outcomes planning, tracking, and reporting as directed.
• Ensure that residents have necessities such as school supplies, clothing, personal hygiene items, enrichment opportunities, etc.
• Ensure appropriate staff to client ratios in accordance to DSS licensure, COA, TFA, and HCFC policies and procedures.
• Implement organization policy and procedures as written.
• Complete all paperwork in a timely fashion, per organization policies, using organization forms.
• Develop a natural, supportive, structured home environment and build close relationships with youth, using his or her discretion and judgment to adapt based on individualized resident needs.
• Remain informed through the Child Advocate and Program Supervisor about local, state, federal and Teaching-Family Association standards and regulations pertaining to the provision of services to children and their families.
• Keep track of expenditures related to youth in your care or other petty cash needed, following the organization fund management policy.
• This position is an integral part of the PQI process and must create and/or implement systems at Faucette House to ensure that the following regularly takes place:
a. Recording data including supplemental education hours and family visits
b. Completing necessary assessments on clients within specified time frames
c. Completing other duties as assigned on the PQI Grid
d. Completing all data as trained in KaleidaCare
e. Completing critical incident reports and reporting on them
• Perform all other duties as assigned.
Knowledge, Skill and Experience Required: Must be committed to positive changes in children. Must be able to develop strong relationships with children and have understanding of issues impacting children in foster care; must have good problem solving skills and perseverance in advocating for the best interests of each child served. Must exhibit a desire for professional growth as evidenced by accepting and responding to constructive feedback. Strong customer service, team leadership and critical thinking skills are essential.
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