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Boys Town
Family Teaching Couple / Houseparents
Posted: Sep 13, 2017

OVERVIEW OF BOYS TOWN:
Are you passionate about shaping the future of America’s Youth?

Boys Town is changing the way America cares for children, families and communities by providing and promoting an Integrated Continuum of Care that instills Boys Town values to strengthen body, mind and spirit.

Our mission is centered on creating an environment for children that includes trust, discipline, emotional support and respect. We believe that all children and youth have the potential to become bright, productive, adjusted, loving people.

Boys Town is nationally recognized for its research-proven child, health and family care programs. As one of the country’s largest nonprofit funded child-care organizations, Boys Town touches the lives of more than 2 million children and families nationwide each year. Join our Town today and help us shape the future of America!

OVERVIEW OF JOB:

As our Family-Teaching Couple, you will provide direct care for 6-8 at-risk youth through creating a safe and loving family style living environment. Living on-site in a Boys Town Family home, together you will provide youth with moral, spiritual, and educational development needed for future success. This includes providing emotional support utilizing praise, positive feedback, affection, and empathy to build ones self-confidence and respect. Through the use of the Boys Town Model, you will guide and teach youth appropriate skills and behaviors. Using rational problem solving techniques you will teach youth critical thinking skills, assist with behavioral problems, counsel through personal issues, and provide crisis intervention when needed. As our Family Teaching Couple you will plan, participate, and provide opportunities for individual and family activities that are both educational and entertaining. Through displaying and teaching parenting, family, and relationship skills to youth, legal guardians, and caretakers you will help create collaborative relationships and family engagement. You will maintain contact with both internal and external consumers/agencies to obtain and/or provide information regarding youth’s behaviors, strategies, and progress.

As our Family Teaching Couple, you will be responsible for maintaining and preparing written records for household budgeting, tracking youth progress, reporting incidents/behaviors, and documenting youth medical needs and appointments. You will continually provide support for educational success through monitoring youth academic performance. Additionally, you will teach and role model Boys Town values and ethical behaviors, as well as support and encourage participation in regular religious activities. As our Family Teaching Couple you will be responsible for supervising the activities of your assigned Assistant Family Teacher to aid in their development and success. Additionally, you will manage the daily operating schedule of the home; assist with youth transportation needs, and overall household upkeep. This position can also be referred to as houseparent or house parent.

WE ARE CURRENTLY LOOKING FOR MISSION DRIVEN COUPLES TO ADD TO OUR HOUSEPARENT PIPELINE IN THE FOLLOWING LOCATIONS:
• Omaha, NE (Headquarters Campus)
• New Orleans, LA
• Washington D.C.
• Tallahassee, FL
• Oviedo, FL
• Portsmouth, RI

REQUIRED EDUCATION, TRAINING, EXPERIENCE, OR SKILLS:

  • Be at least 21 years of age or older, except if applying for Washington D.C. due to contractual requirements one must be at least 22 years of age or older
  • High School diploma or equivalent is required, some college credit is preferred
  • A valid driver’s license with a good driving record and the ability to pass a MVR Check
  • Ability and desire to work and live with youth
  • Excellent verbal and written communication skills
  • Flexibility and willingness to work a wide array of hours, which will include days, evenings, weekends and holidays
  • A willingness to learn and implement all phases of the Boys Town Home Model, including all intervention and administrative functions
  • Proven record of sound judgment and ability to work with children in a mature and responsible manner
  • Ability to pass a thorough background check and reference verification procedure in order to determine one’s fitness to satisfactorily and safely care for youth


BENEFITS OF BEING A BOYS TOWN FAMILY-TEACHING COUPLE:
•A minimum annual salary of $54,400/Couple (Starting salaries vary by location)
•Fully paid living expenses, which include rent, utilities and a monthly household budget
•Excellent benefits package that includes health, dental and vision insurance; a 401K retirement plan; paid vacation and sick leave
•A company vehicle
•Relocation Assistance
•Opportunities to earn college credit while working
•Career advancement opportunities within the organization

Apply Online Today At: https://jobs.boystown.org

If you have questions prior to applying please feel free to reach out to us at btrecruiter@boystown.org OR 1.877.639.6003 

This advertisement describes the general nature of work to be performed and does not include an exhaustive list of all duties, skills, or abilities required. Boys Town is an equal employment opportunity employer and participates in the E-Verify program. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability or veteran status. To request a disability-related accommodation in the application process, contact us at 1-877-639-6003.

Individuals in this position also show interest in: social work, family advocacy, wrap-around services, foster care, case planning, case management, mental health, psychology, sociology, human services, CASA, social services, criminal justice, criminology, and education.

To be considered for this position, please visit our web site at https://jobs.boystown.org to view a list of open positions for each of our sites.

Hope Center for Children
Family Teacher (TLP Program)
Posted: Sep 13, 2017

Qualifications: Bachelor degree in social sciences, education or related field from accredited institution and minimum one year of experience working with young adults; or a similar combination of education and experience. A valid SC driver’s license and acceptable driving record is required. Experience working with youth in foster care or youth who have experienced homelessness preferred. Experience in Teaching-Family Model preferred.

Job Description: This position reports to the Transitional Living Program Supervisor. 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 youth and a therapeutic daily schedule that meets the needs of all residents. This includes ensuring compliance with organization policy and procedures. This full-time, salaried (exempt) position requires flexibility but typically requires working an “eight days on, six days off” (Monday to Monday) schedule. During the eight work days staff sleeps at one of the community-based transitional living homes.

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 does not directly supervise) in problem solving and executing the transitional living plan and treatment plan as developed by the Family Teacher under direct supervision of the Program Supervisor.

Family Teacher Responsibilities:

  1. Direct and execute the assessment and intake process for all transitional youth coming into the residential portion of the program (including those placed immediately in community based housing).

  2. Complete all intake and screening paperwork and the CRAFFT as trained within 24 hours of intake(including those placed immediately in community based housing).

  3. Ensure that the following tools are executed within at least 7 days of intake as trained: DERS, Ansell E. Casey Life Skills plus the Casey Homeless Youth Supplement, Children’s Hope Scale (including those placed immediately in community based housing).

  4. In partnership with the youth, execute the individual course of treatment as informed by data gained through assessment tools. This includes but is not limited to ensuring that:

    1. For DERS, any youth scoring higher than a three (3) on the impulse control domain or lack of emotion regulation engage with staff quickly in safety planning. A written safety plan should be in place within a week of intake the plan should highlight the youth’s visible strengths (for youth in community based housing work with the case manager to ensure a written safety plan is in place).

    2. All clinically significant scores on CRAFFT found during screening will result in an immediate referral for further assessment and support related to the possibility of substance abuse problems.

    3. Formal planning toward a transitional living plan in partnership with the Case Manager begins within two weeks with the youth driving this process; a written transitional living plan will be in place in the youth’s file no later than the 30th day.

  5. Direct weekly life skill groups which will typically take place at two times during the week, focusing on independent living skills and positive youth development as outlined per grant requirements. Track youth attendance at classes and provide information to the case manager or program supervisor as appropriate on areas of need that surface during class time.

  6. Apply training to daily teach target skills which tie to the transitional living plan.

  7. Review weekly goal sheets with each youth served in the group home setting; meet regularly with the case manager to ensure target skills are tying closely with transitional living plan.

  8. Work closely with the transitioning youth to identify natural supports and build healthy relationships with others.

  9. Coordinate with the case manager and program supervisor to meet transportation needs of transitional youth.

  10. Assess maintenance needs and complete a maintenance report for the Facility and Safety Supervisor weekly; work with the case manager and house manager to ensure resident help and accountability related to maintenance needs.

  11. Work with the resident manager to ensure implementation of a house and yard cleaning and maintenance program.

  12. Implement organization policy and procedures as written.

  13. Complete all paperwork in a timely fashion, per organization policies, using organization forms.

  14. Keep track of expenditures, following the organization fund management policy.

  15. Assess and respond to youth trauma needs; apply knowledge, training and experience to develop an individualized course of treatment to address the effects of trauma.

  16. Work toward professional certification in the Teaching-Family Model.

  17. Provide and execute all elements of the Teaching-Family Model program as trained and work with the team of Family Teachers to implement the program as trained.

  18. Remain informed about local, state, federal and Teaching Family Association standards and regulations pertaining to the provision of services.

  19. This position is an integral part of the PQI process for HCFC through duties which include but are not limited to:

  1. Recording output data including supplemental education hours and family visits

  2. Completing necessary assessments on clients within specified time frames

  3. Completing other duties as assigned on the PQI Grid

  1. Other duties as required to meet treatment needs.

Duties corresponding to both transitional living youth and youth placed at Faucette House typically by the Department of Social Services:

  1. Between 2 and 7 p.m., support the basic care, supervision and teaching needs of both transitional youth and youth in foster care.

  2. Provide transportation for residents to and from personal appointments, religious services, place of employment, etc.; support residents to develop transportation methods that create less dependency on the program (use of public transportation, bicycle, network of friends, saving for a car, etc.).

  3. Ensure that residents are adequately supervised according to their needs; residents in SC DSS custody must be supervised at all times, even when volunteers are present, unless the legal guardian has authorized sole volunteer supervision in writing.

Necessary characteristics: 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.

Contact: Whitney Wright, wwright@hopecfc.org

 

Monument Academy
Student Life Faculty/Houseparent Couple
Posted: June 5, 2017

Student Life Faculty/Houseparent Couple Job Description and Responsibilities

Unique opportunity for two individuals or a married couple to serve on the Student Life Faculty at an innovative charter boarding school targeting foster care youth

About Monument Academy

Monument Academy is a new, unique and innovative model weekday boarding school in Washington, DC with a mission to provide students, particularly those who have had or might have contact with the foster care system, with the requisite academic, social, emotional, and life skills to be successful in college, career, and community, and to create an outstanding school that attracts, supports, and retains exceptional and caring people. MA opened in 2015, added another class in 2016, and will add 2 more classes over the next 2 years to house 160 students in grades 5-8.  

About the Position

Monument Academy Houseparent work weeks are Sunday from 3:30pm to Friday at 9:30AM, with off duty free time on Monday-Thursday from 9:30AM-3PM. Monument Academy houseparents also have every weekend off starting at 9:30AM on Fridays, 6 weeks of school holidays and all Federal holidays off.

Additional Benefits for Houseparents include:

  • Salary per couple PLUS housing, utilities, cleaning service, internet, food, parking, and a benefit plan where 95% of your coverage — such as health, dental, vision, and retirement — are paid for by the school
  • Very limited paperwork
  • Minimal to no driving
  • July 2017 start/move in date.

As a member of the Student Life Faculty, Houseparent pairs will play an integral role in shaping the lives of the students at Monument Academy.  Houseparents at Monument Academy work in pairs (either two individuals or a married couple) that reside on property in a family-style apartment and provide direct care to 8-12 single-gender students Sunday evening-Friday morning.  Houseparents have Friday late morning until Sunday afternoon off. They also have school holidays off. They are expected to participate fully in professional development days. Houseparents’ living quarters are two private bedrooms with a private bath abutting the family space. The family space includes living room and kitchen area shared with their students during the week.   

The Houseparent role is much more significant than supervision.  Houseparents will cultivate a safe and caring home environment that is supportive of all students’ social, emotional, and academic development.  They must be consistent role models with their words and actions. It is imperative that Houseparents build strong family-like relationships that begin with taking a genuine interest in every student and his or her unique story.  Families will set goals together, celebrate successes together, learn new skills together, and overcome challenges together.  The Houseparents guide this process and are responsible for establishing and maintaining a positive culture at all times. This includes adhering to the Monument Academy approaches to structuring the student home expectations and systems. The Student Life team is responsible for designing lessons and activities aligned with Monument Academy’s life skills curriculum, scheduling and planning for celebrations and recreational family activities, as well as participating fully in the conversations around student progress and the development and review of students’ personalized learning plans.  

Houseparents’ primary responsibilities are when students are in their care from 3:45pm until 8:45am.  They have flexible time when the students are in school, although from time to time they may be required to participate in professional development or meetings regarding student progress as needed during the day.  All Houseparents will participate in an emergency on-call rotation schedule for weekends, in the event that a student is unable to go home due to unforeseen circumstances. Houseparents will report to the Director of Student Life.    

It is recommended that for houseparent couples with children that they have no more than 2 small children or 1 older child (10+)  of their own residing with them on campus.  Whether couples or individuals, everyone should each submit separate applications and, if married, note in the cover letter your spouse’s name and your intent to seek employment together as Houseparents at Monument Academy.  

Key responsibilities include, but are not limited to the following:

  • Promote Monument Academy’s core values and model the highest behavior standards for staff and student at all times
  • Create and maintain a safe and positive family home environment for youth utilizing Monument Academy’s systems and approaches.
  • Ensure that Positive Behavioral Interventions and Supports are utilized effectively in the home and are consistent with the day time structure of the school
  • Guide students in the development of their independent living skills using the life skills strand of the Monument Academy Well-Being Curriculum
  • Maintain accurate records of daily activities and medicine dispensed  
  • Manage the day-to-day responsibilities of caring for a home, including scheduling, light meal preparation, and cleaning and home upkeep
  • Participate in conversations with leadership, teachers, the well-being team, outside service providers, parents/guardians, and students to assess students’ progress toward goals, identify potential challenges, and implement interventions and supports.
  • Conduct home visits with another staff member as needed
  • Provide crisis intervention and initiate the proper protocols to ensure the involvement of the appropriate counselors and/or leaders in a given situation

The qualified applicant/couple is positive, caring, results-oriented, and of exceptional character and is deeply committed to Monument Academy’s integrated approach to supporting and educating students. The individuals/couple is passionate about working with adolescents, particularly those who may require additional support to meet their unique educational and emotional needs. The applicants believe that all children are capable of achieving at high levels and in the significance of making the connection between students’ aspirations for their lives and careers and their education. This couple also understands and models that learning, and setback, are opportunities for growth for both students and adults. The qualified individuals/couple will set an example as a continuous, open-minded learner, devoted to evidence-based practices that promote student achievement and well-being.  They will build trusting relationships with and support faculty, staff, students, and parents.

Candidates should possess the following:

Character Traits and Values

  • Commitment to the mission of Monument Academy
  • Emotional self-regulation, patience, maturity and humility
  • Honesty and integrity
  • Patience, especially in highly stressful situations
  • Curiosity and creativity
  • Optimism and enthusiasm
  • Excellent ability to build relationships with and relate to youth
  • Respect for students, families, and staff
  • Ability to accept and quickly apply feedback
  • Proactive and able to anticipate issues and manage unanticipated events with thoughtfulness and grace
  • Commitment to positive behavioral approaches
  • Willingness to learn and grow in a new school environment
  • Thoughtful self-reflection and good self-care skills

Experience, Credentials, and Skills

  • Flexibility and willingness to work a wide array of hours, including early mornings, evenings, and weekends
  • Proven record of sound judgment, particularly when working with at-risk youth
  • Ability to pass a thorough background check and reference verification procedure to determine one’s fitness to satisfactorily and safely care for youth
  • 1-3 years of work experience in a school setting or program (preferably residential) that works directly with at-risk youth, preferably in an urban/diverse educational setting
  • Experience working with traumatized youth preferred
  • Cultural competency in working with students and families from different racial, ethnic, linguistic, and sexual orientation backgrounds
  • Ability to connect with families/caregivers
  • Experience working with or knowledge of the foster care system a plus
  • Experience working with students with special needs and technical knowledge of special education policies a plus
  • Outstanding verbal and written communication skills
  • Outstanding organizational skills and ability to prioritize, delegate, manage time and tasks to meet deadlines
  • Proven track record working collaboratively with a team

Location: Washington, D.C.

Compensation

Compensation package for each individual is $25,000 (for couples, $50,000). The compensation package for this position includes room, meals during school hours, 3% matching retirement plan, and competitive health care coverage. Monument Academy is committed to its policy of full inclusion and does not discriminate on the basis of race, color, religion, gender, sexual orientation or identification or national and ethnic origin in hiring and employment, nor in the administration of its educational policies, or admissions policies.

To Apply

Applicants should apply as a married couple or as an individual. Each member of the couple should apply separately and note your intentions in your cover letter.  Please apply under the Careers section of our website at www.monumentacademy.org under the Careers tab.

Prior to uploading files, please name the documents as follows:
YOURLASTNAME.YOURFIRSTNAME.Resume.SET
YOURLASTNAME.YOURFIRSTNAME.CoverLetter.SET

 

Alpine Academy
Family Teacher
Posted: February 15, 2017

Alpine Academy, a program of Utah Youth Village, has an opening for Family Teachers. Our nearly 40-acre campus provides a unique and amazing opportunity to work with teen-aged girls in a setting that offers residential, academic, and clinical services.  As an Accredited Sponsor site of the Teaching-Family Association, advanced systems, services and supports are delivered to practitioners.  Unique and comprehensive family work is done with parents and siblings.  Alpine Academy has a 94% success rate, with nearly every student either returning home to her community or going on to post-secondary education or employment.

Please visit us at www.alpineacademy.org and see what you think.  A generous compensation package is offered including salary benefits, retirement, regular time off, vacation, and living expenses.

If you would like to learn more, please contact Jeff Boguslofski, Residential Director, at jboguslofski@alpineacademy.org

Indiana United Methodist Children’s Home
Teaching Parent Couples
Posted: January 12, 2017

Salary/Benefits: $95,000/couple; Rent free private apartment – 3 bedrooms(includes master bedroom with bathroom & walk-in closet; extra bathroom; full kitchen; living room; private patio and separate entrance; free utilities (except cable & internet); Medical Insurance – Traditional or Health Savings Account ($2,000 employer contribution); 403(b) retirement plan with employer match up to 6 percent; 6 annual holidays; 4 personal days; 10 vacation days (after first year); Employer paid YMCA membership; Relocation assistance; Teaching Family Model Professional Certification; 50% tuition reimbursement (after TFM professional certification) = in position salary.

Job Description: IUMCH is seeking house parents (certified family teachers preferred) to work with 8 adolescents. Five day work week – Monday through Friday from 6 a.m. – 10 p.m. (with occasional weekend hours)

Website: www.iumch.org

Contact budm@iumch.org

Methodist Family Health
Teaching Parent Couples — Statewide, Searcy Girls’ Home, Fayetteville Boys’ Home
Posted: Aug 30, 2016

Summary: Under the direction of the Program Consultant, the Teaching Parent married couple provides the day to day care and guidance of assigned youths in a residential care setting.

Responsibilities:

  • Teaches youth a curriculum of skills in social, self help, independent living, maintenance, and academic areas and provides moral, spiritual, and physical training and guidance to the youths assigned to the couple’s home.

  • Provides or coordinates academic assistance to youths and works closely with the public school system.

  • Operates the home and the program of care on a 24 hour per day, 365 days per year basis.

  • Develops a normalized home environment that encourages the development of close family relationships among the youths. Provides a naturalized family living experience.

  • Has primary responsibility for providing counseling, concern, direction, assistance, and support which would normally be received from a parent.

  • Implements an individualized plan of care for each youth.

  • Facilitates the process of observed self-medication administration for clients. Manages appropriate storage of medications.

  • Works closely with the youths’ parents, teachers, social workers, and significant others to ensure the definition and implementation of a proper and effective program of youth care to assist each youth in achieving to his/her maximum potential.

  • Supervises Alternate Teaching Parent(s) who provides program continuity while working with the Teaching-Parents and during the Teaching-Parent’s time off duty.

  • Manages money and expend funds for youth home operation. Maintains fiscal records as directed and in accordance with sound business practice.

  • Remains informed about and in compliance with local, state, and federal standards and regulations pertaining to the provision of services to children and their families.

  • The Teaching Parent may assist in providing the following functions: Admission of children to the home; Residential services for children and their families; discharge of children from the group home; and maintenance of case records.

  • Establishes and maintains contact with program referral sources by making personal visits and other contacts to agencies and others within a designated service area.

  • Communicates the Home’s philosophy and programs to individuals and groups, agencies, and the “community at large” within a designated service area.
  • Assists with preparation for home licensure. Is knowledgeable of and maintains compliance with all licensing standards.
  • Takes advantage of professional growth opportunities and works to achieve or maintain Teaching Parent certification status.
  • Works closely with the assigned supervisor/consultant to develop and implement all areas of care for the youths in the home. Seeks consultation and provides detailed information regarding all significant issues affecting youths in their care.
  • Cooperates in scheduling consultation/supervision visits to the home. Seeks out, responds positively to, and implements suggestions and feedback from supervisors.
  • Provides and maintains requested information and program records.
  • Performs related duties as requested by the Director of Group Home and Emergency Shelter Programs.

Qualifications:

  • A Bachelor’s Degree from an accredited university, in the fields of human service or education, and/or experience working with children or other populations with special needs preferred.
  • The ability to take advantage of extensive training and to apply that training to the implementation of a comprehensive program of care for children.
  • Must be physically capable of restraining youth if said youth are a danger to themselves or others.
  • Must be physically capable and willing to teach and assist youth in maintenance activities occurring in and around the youth home. Activities include but are not limited to:
  • Yard Care
  • Interior Cleaning
  • Vehicle Cleaning and Maintenance
  • Must Possess or a valid Arkansas Driver’s License and must be insurable to operate company vehicles.
  • Maintains mandatory employee requirements as needed.
  • Must have good auditory, visual and olfactory ability
  • Requires the ability to sit and stand for long periods of time and intermittently walk, stand, stoop, kneel, crouch and reach with hands and arms
  • Lift and hold at least 50 pounds for one minute
  • Use hands and fingers to handle or feel objects, tools or controls 
  • Must be able to maintain effective audio, visual discrimination and perception needed for making observations, communicating with others, reading and writing, and operating office equipment and other treatment equipment 
  • Must be able to use a telephone to communicate verbally and a computer to communicate through written means, to review information and enter/retrieve data, to see and read characters on a computer screen, chart or other treatment items 
  • Requires the strength and stamina to perform required duties
  • Job descriptions are not intended, nor should be construed, to be all-inclusive lists of all responsibilities, skills, efforts or working conditions associated with a job. While this job description is intended to be an accurate reflection of the job requirements, management reserves the right to modify, add or remove duties from particular jobs and to assign other duties as necessary

Scheduling:

  • MFH recognizes that the Teaching-Parent position and schedule can be very demanding and so has structured the compensation package to take this into consideration. When rates are calculated, they are based upon a schedule that presumes a normal week for Teaching-Parents will encompass more hours than a traditional work week and such rates encompass additional compensation for hours worked over the traditional 40 hour work week. This also takes into consideration the personal time available to the Teaching-Parents, sleep time and other time when the Teaching-Parents are not involved in working with the youth who are assigned to their residence. Program coverage is provided by relief staff who work a 40 hour week for the purpose of allowing the Teaching-Parents time off where they are free to be away from the Group Home, including some overnight coverage. Time not covered by the relief staff is worked by the Teaching-Parents. Since there is no way of predicting the exact hours worked by Teaching-Parents from week to week, the compensation has been increased over a base rate in consideration of the additional coverage that is provided by the Teaching-Parents as part of the live-in position.
  • In the event of unusual circumstances where relief staff is not available for an extended period or another emergency arises which causes Teaching-Parents to work substantially more hours than typically anticipated, other arrangements for additional compensation to Teaching-Parents for lack of time off will be made.

Note: Teaching Parents are employed as individuals but are hired as a married couple to live in and to implement a family styled program of care. If one member of the Teaching Parent couple leaves their position, the spouse’s position will automatically be terminated.

Please submit a dated letter of interest to:

Human Resources — (lthornton@methodistfamily.org).  Methodist Family Health — 1600 Aldersgate Road; Little Rock, AR 72205

Methodist Family Health
Alternate Teaching Parents – Searcy Girls’ Home, Springdale Girls’ Home, Helena Girls’ Home
Alternate Teaching Parents (Part-time) – Heber Springs Boys’ Home, Fayetteville Boys’ Home, Helena Girls’ Home, Magnolia Boys’ Home, Searcy Girls’ Home, Springdale Girls’ Home
Alternate Teaching Parent (Lead, Live-in) – Searcy Girls’ Home, Fayetteville Boys’ Home
Posted: Aug 30, 2016

Summary

The Alternate works in coordination and direction of the Teaching Parent couple and the Program Consultant, the Alternate Teaching Parent performs management duties associated with the day to day teaching and guidance of assigned youth in a residential care setting.

Responsibilities

Teach youth a curriculum of skills in social, self help, independent living, maintenance, and academic areas and provides moral, spiritual, and physical training and guidance to the youth assigned to their home.

Assist with the provision of academic assistance to youth and work closely with the public school system.

Provide coverage and program continuity of the youth home during the Teaching Parents’ time off duty as specified in the youth home staff scheduling procedures.

Assist with the development of a normalized home environment that encourages the building of close family relationships among the youth and provides a naturalized family living experience.

Assist with the provision of counseling, concern, direction, assistance, and support that would normally be received from a parent.

Assist with the implementation of an individualized plan of care for each youth.

Work closely with the youth’s parents, teachers, social workers, and significant others to ensure the definition and implementation of a proper and effective program of youth care to assist each youth in achieving to his/her maximum potential.

Work closely with the Teaching Parents and the program supervisor to ensure efficient home coverage and mutually satisfying working relationships.

Under the direction and supervision of the Teaching-Parents, expend money for youth home operation. Maintain a checking account and other fiscal records as directed and in accordance with sound business practice.

Remain informed about local, state, and federal standards and regulations pertaining to the provision of services to children and their families.

If the Alternate Teaching Parent holds an appropriate four-year degree and has had the training, he/she may assist the Teaching Parents in providing the following functions under the “Social Services” section of Standards for Child Caring Institutions:

-Admission of children to the home.

-Residential Services for children and their families.

-Discharge of children from the home.

-Maintenance of case records.

Establish and maintain contact with program referral sources by making personal visits and other contact to agencies and others within a service area.

Assist in the interpretation of the Home’s philosophy and programs to individuals and groups, agencies, and the “community at large” within a service area.

Assist with preparation for home licensure.

Take advantage of in-service training and professional growth opportunities.

Work closely with the assigned Teaching Parent and their supervisor/consultant to develop and implement all areas of care to the youth in the home. Seek consultation and provide detailed information regarding all significant issues affecting youth in care.

Cooperate in scheduling consultation/supervision visits to the home. Seek out, respond positively to, and implement suggestions and feedback from supervisors.

Provide and maintain requested information and program records.

Teach and assist youth in maintenance activities occurring in and around the youth home, including activities such as yard care, interior cleaning, vehicle cleaning and maintenance

Perform related duties as requested by the Teaching Parents or Program Consultant.

Note

The Alternate Teaching-Parent position is scheduled on a 40 hour week average. In the event the Teaching-Parent couple is absent from the home, the Alternate Teaching-Parent will assume all responsibilities related to the operation of the group home. Increased compensation is explained in the Employee Handbook. Alternate Teaching-Parents are not paid for sleep time.

Qualifications

A Bachelor’s Degree from an accredited university in human services or education field preferred, but high school diploma or equivalent required.

Experience working with children or other population with special needs preferred.

The ability to take advantage of extensive training and to apply that training to the implementation of a comprehensive program of care for children.

Possess or able to obtain a valid Arkansas Driver’s License and is insurable to drive company vehicles.

Physically capable of restraining youth if said youth are a danger to themselves or others.

Physically capable of performing various maintenance tasks.

Please submit a dated letter of interest to:

Human Resources — (lthornton@methodistfamily.org). Methodist Family Health — 1600 Aldersgate Road; Little Rock, AR 72205

 

 

More Practitioner Opportunities

 


 

Administrator, Consultant, Evaluator and Supervisor Positions

LATEST POSTINGS

 

Indiana United Methodist Children’s Home
Residential Supervisor
Posted: May 15, 2017

Indiana United Methodist Children’s Home is seeking a residential supervisor/consultant to provide supervision and development for our Teaching Family Model group homes. The Residential Supervisor/Consultant is responsible for ensuring that the programs maintain a therapeutic family style treatment environment utilizing the Teaching Family Model. Must be able to work a flexible schedule which includes being “on-call” weekday nights for their assigned home and rotating weekend coverage for all the homes.

Education and/or Experience Requirements: (1) A high school diploma and four (4) years of work experience in a child caring institution and a minimum of one Professional Family Teacher Certification in the Teaching Family Model; (2) Bachelor of Science (B.S.) or Bachelor of Arts (B.A.) degree in Psychology, Social Work, Sociology, or a related field from an accredited school and two (2) years of work experience in a child caring institution; (3) A master’s degree in social work, psychology, sociology two years experience working in a child caring institution, and certification/ experience in the Teaching Family Model is preferred. Must have a valid driver’s license, complete a physical examination and drug screen. Must also pass several background checks.

Email resume to budm@iumch.org.

Hope Center for Children
Programs Quality Manager
Posted: February 21, 2017

Qualifications: Master degree from accredited college or university in social work, counseling, or related field with at least two years of work experience or Bachelor degree from accredited college or university with a minimum of four years of work experience. Experience with the evidence-based Teaching Family Model (TFM) is highly preferred.

Principle Responsibilities: The Programs Quality Manager oversees implementation of the Teaching Family Model evaluation system, as well as Hope Center for Children (HCFC) outcome tracking system for all programs per adopted logic models. The position serves as part of the Performance and Quality Improvement (PQI) team for the organization and assists with implementation of the practitioner training plan annually.

Scope: This salaried, exempt position has responsibilities which include but are not limited to: performing or ensuring performance of all practitioner evaluations; submitting an annual plan which outlines data collection strategies and benchmarks for each program as informed by strategic and annual plans adopted by the Board of Directors; providing information and data for the Director of Administration to be used in PQI meetings; implementing effective and reliable data collection and compiling program outcomes for part of the annual PQI report.

Reports to: Director of Programs

Position Responsibilities:

  1. Create, oversee and implement an annual training and practitioner evaluation calendar which fulfills all organization policies and procedures, all standards set forth through the Teaching Family Model and that meets all relevant legal and grant requirements and contracts.
  2. Ensure the effective, timely and reliable collection of all data points collected through KaleidaCare or other data as assigned; collaborate with many HCFC team members to ensure this takes place.
  3. Work with the PQI team to set annual benchmarks related to program outcomes, practitioner evaluations, consumer evaluations, stakeholder evaluations and other performance data collected annually; ensure implementation and aggregation of this data into a quarterly report presented to the PQI team.
  4. Serve on the PQI team and the program Quality Assurance team and offer ongoing helpful feedback on data trends; use analysis to make regular recommendations for HCFC performance areas.
  5. Implement the TFM practitioner evaluation system by serving as lead evaluator in most practitioner evaluations and by ensuring that all take place in a timely manner; utilize effective verbal and writing skills as an effective teaching and support tool in these evaluations.
  6. Coordinate and lead TFM post-evaluation conferences.
  7. Ensure timely completion and aggregation on consumer and stakeholder reports annually; ensure completion prior to the PQI report deadline and annual planning for the next year.
  8. Oversee outcomes and process data by collecting information on a monthly basis from program supervisors and reporting this information to the Director of Programs for Quality Assurance committee meetings.
  9. Serve as a member of the training team for HCFC, providing training per the annual calendar.
  10. Participate in staff selection and hiring as requested.
  11. The Programs Quality Manager will serve as a member of the Performance and Quality Improvement (PQI) Committee. As a member of the PQI team the Programs Quality Manager will help analyze data trends and make appropriate recommendations for improvement. The Programs Quality Manager’s duties related to the PQI process include but are not limited to:
    1. Participating in quarterly PQI Review meetings

    2. Aggregating data received from agency programs and departments

    3. Administering and summarizing consumer stakeholder satisfaction

    4. Administering and summarizing Trauma Informed Care Performance Measures

    5. Collecting and recording practitioner evaluation trends

    6. Collecting and recording client safety trends

    7. Completing other duties as assigned on the PQI Grid

  12. Other duties as assigned.

Positions Supervised: Occasional Interns and Volunteers

Knowledge, Skill and Experience Required: Must be highly professional and knowledgeable in the child welfare field with high attention to timeliness and accuracy. Must assume responsibility and leadership and exhibit these traits in a way that promotes team work across the organization. Must be able to think critically and use good judgment in decision making. Must be highly organized and have excellent written and verbal communication skills. Must have a desire to learn and must be proactive in fully understanding different program outcomes, basic research and statistics concepts, and legal and contract compliance standards.

Contact: Whitney Wright, wwright@hopecfc.org


 

 

More Admin Opportunities


 

Teaching Positions

LATEST POSTINGS

Glenwood Academy
2nd Grade Classroom Teacher
Posted: May 20, 2016

Position Reports to: Director of Education
Supervisory Responsibilities: None
POSITION SUMMARY & OBJECTIVES:
Teachers are required to provide curriculum-based educational instruction to students that is consistent with ISAC and State of Illinois Board of Education standards. Frequent use of computer. Maintains flexibility to adjust work schedule according to Agency needs.
ESSENTIAL FUNCTIONS:
 Teach classes and/or periods as assigned by the Director of Education.
 Expected to maintain effective classroom management; and conduct regular assessments of student’s achievement.
 Communicates with parents through conferences and other means to discuss student’s progress.
 Participate in student staffing to determine their educational needs and assist in the development of modified education plans to address each student’s individual needs.
 Appropriate maintenance of student records is required to be held in a secure manner, including grade book, and attendance consistent with the Illinois State Board of Education standards.
 The preparation of seating charts and weekly lesson plans to be readily accessible for substitute teachers.
 Participate in curriculum development activities as assigned.
 Participate in in-service sessions as scheduled by the VP of Academic Affairs.
 Ability to work effectively with students and staff in a culturally diverse environment.
 Demonstrates a commitment to continuous quality improvement in all aspects of the position.
OTHER DUTIES AND RESPONSIBILITIES:
 Participate in agency seminars and in-service programs as designated by administration.
 Attend designated Glenwood Academy events, programs and meetings.
 Other duties and responsibilities as assigned.
REQUIRED QUALIFICATIONS:
 Bachelor’s degree in Education from an accredited college or university.
 Minimum of two years of teaching experience in an elementary or secondary school.
 A current Illinois State Teaching Certificate
 Must have valid Illinois driver’s license with no suspensions in effect within the previous three (3) years of hire.
 No history of child abuse or neglect.
WORKING CONDITIONS:
Classroom Environment. Teachers work only the traditional 10-month Academic School Year, usually from mid-August through June. Low to Moderate Noise levels.

PHYSICAL REQUIREMENTS:
Standing, sitting, walking, talking or hearing.
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
This position meets the FLSA requirements for Exempt.
Job descriptions are not intended, and should not be construed to be all-inclusive lists of all responsibilities, skills, efforts or working conditions associated with a job. While this job description is intended to be an accurate reflection of the job requirements, management reserves the right to modify, add or remove duties from particular jobs and to assign other duties as necessary.
Equal Opportunity Employer M/F/D/V
This job description does not constitute a contract of employment. Employment at Glenwood is an “at-will” arrangement.

Please click here to complete the online application. Once completed, please email it along with your resume to Wendi V. Crawford, HR Director at wcrawford@glenwoodacademy.org. or you may fax the application to (708) 754-0187.

Glenwood Academy
Resource Teacher
Posted: May 20, 2016

Position Reports to: Director of Education
Supervisory Responsibilities: None
POSITION SUMMARY & OBJECTIVES:
Resource Teachers are required to provide curriculum-based educational instruction to students whose academic instruction may require modification to address areas of deficiency that is consistent with ISAC and State of Illinois Board of Education standards. Frequent use of computer. Maintains flexibility to adjust work schedule according to Agency needs.
ESSENTIAL FUNCTIONS:
 Teach classes and/or periods as assigned by the Director of Education.
 Expected to maintain effective classroom management; and conduct regular assessments of student’s achievement.
 Teach students in accordance with their Individual Education Plan (IEP).
 Assist in the development of individual Education Plans.
 Participate in student staffing to determine their educational needs and the development of modified education plans to address each student’s individual needs.
 Appropriate maintenance of student records is required to be held in a secure manner, including grade book, and attendance consistent with the Illinois State Board of Education standards.
 The preparation of seating charts and weekly lesson plans to be readily accessible for substitute teachers.
 Participate in curriculum development activities as assigned.
 Participate in in-service sessions as scheduled by the VP of Academic Affairs.
 Ability to work effectively with students and staff in a culturally diverse environment.
 Demonstrates a commitment to continuous quality improvement in all aspects of the position.
OTHER DUTIES AND RESPONSIBILITIES:
 Participate in agency seminars and in-service programs as designated by administration.
 Attend designated Glenwood Academy events, programs and meetings.
 Other duties and responsibilities as assigned.
REQUIRED QUALIFICATIONS:
 Bachelor’s degree in Special Education from an accredited college or university.
 Minimum of two years of special education teaching experience in an elementary or secondary school.
 A current Illinois State Teaching Certificate
 Must have valid Illinois driver’s license with no suspensions in effect within the previous three (3) years of hire.
 No history of child abuse or neglect.

PHYSICAL REQUIREMENTS:
Standing, sitting, walking, talking or hearing.
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
This position meets the FLSA requirements for Exempt.
Job descriptions are not intended, and should not be construed to be all-inclusive lists of all responsibilities, skills, efforts or working conditions associated with a job. While this job description is intended to be an accurate reflection of the job requirements, management reserves the right to modify, add or remove duties from particular jobs and to assign other duties as necessary.
Equal Opportunity Employer M/F/D/V
This job description does not constitute a contract of employment. Employment at Glenwood is an “at-will” arrangement.

Please click here to complete the online application. Once completed, please email it along with your resume to Wendi V. Crawford, HR Director at wcrawford@glenwoodacademy.org. or you may fax the application to (708) 754-0187.


 

Other Positions

LATEST POSTINGS

Methodist Home for Children
Psychologist (part-time)
Posted: August 11, 2017

Operated by Methodist Home for Children in partnership with the Department of Public Safety, our juvenile assessment center in Butner, NC provides a comprehensive assessment in a residential setting with the goal of matching the youth to the most appropriate services in his or her community. The Center serves Level II offenders between the ages of 10 and 17. Some exceptions are made for offenders who are not in the Level II category. This is a non-secure placement.

We are currently seeking a part-time Psychologist to provide clinical oversight for assigned cases and clinical staff at the assessment center.

MAJOR RESPONSIBILITIES:

  1. Administer Assessment Center program according to the Agency mission, and to ensure the integrity of program provision that is consistent with best clinical practices.
  2. Provides oversight and consultative supervision of the Clinical staff of the center in which they are working.
  3. Designs and supports implementation of Assessment Center protocols employed in service delivery.
  4. Provide and/or oversee psychological testing for clients.
  5. Ensures appropriate assessments are completed for individuals served.
  6. Identifies and implements, as appropriate, best practice protocols.
  7. Provides input and approval of staff training modules; provides training.
  8. Identifies and monitors operational, service, and personal outcomes.
  9. Communicate with Court Services staff regarding individual cases.
  10. Perform other tasks and responsibilities as assigned by the Chief Psychologist, Director and Vice President.

QUALIFICATIONS:

Knowledge:  Doctorate Degree and current license with NC Psychology Board.

Experience:  Two (2) or more years of full-time, direct service provision experience in diagnosing, treating and evaluating the effectiveness of treatment of the client population served.

The successful candidate must be able to work in high pressure, high stress environment, must have advanced writing and editing skills, and must have strong written and verbal communication and presentation skills.

Apply for this and other MHC careers:

https://mhfc.applicantpool.com/jobs/

Hope Center for Children
Child and Family Therapist (Part-Time)
Posted: Aug 3, 2017

Job Title: Child and Family Therapist (Part-Time)

Qualifications: Master Degree in social work, counseling or related field with clinical licensure active in South Carolina. Experience working with child victims of trauma/child welfare field and a minimum of two year experience providing individual and/or group therapy.

Job Description: This position reports to the Lead Clinician and offers support to the therapy team to ensure highly responsive and appropriate assessment, clinical intervention, resource linkage and trauma debriefing for children served in HCFC residential programs, as well as occasionally caregivers of these children and HCFC staff. This includes appropriate documentation of all services provided per organization policies, contract standards and established best practices.

Positions Supervised: None

Responsibilities:

  • Provide a thorough assessment with treatment recommendations on all children as assigned by the Lead Therapist.
  • Use valid, reliable assessment tools and document assessments as trained.
  • Assist with coordination of treatment needs.
  • Lead mindfulness groups to help children and youth develop additional coping skills.
  • Provide two to three trainings during the year as directed.
  • Provide trauma informed therapy for children who are victims of abuse or neglect.
  • Facilitate family or other group therapy as needed.
  • Ensure that all services provided are sensitive to the culture and individual needs of each child and that treatment plans developed for each child are as well.
  • Prepare timely progress notes of each visit
  • Prepare reports as needed for partner agencies
  • Participate in treatment planning meetings and staff team meetings
  • Maintain all services in compliance with organization and contract standards.

  • Provide support for practitioners as they debrief from vicarious trauma.

Necessary characteristics: Must be committed to positive changes in children. Must be able to develop strong relationships with children, colleagues and stakeholders. 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.

Contact: Whitney Wright, wwright@hopecfc.org

Indiana United Methodist Children’s Home
Residential Therapist
Posted: Jan 31, 2017

The Residential Therapist is responsible for providing individual therapy for up to 16 youth and family therapist on a case-by-case basis. Typical work hours are 9:00 a.m. – 5:30 p.m., with rotating after hour weekly on-call. The work schedule is flexible to meet the needs for individual and family therapy. Case management activities include development and oversight of treatment plans/progress reports and discharge summaries.  Participation in Child and Family Team Meetings; and court appearances on case-by-case basis. The position requires a MSW/LSW; or MMHC/LSW. LCSW preferred. Minimum of five (5) years of experience in a residential treatment program. Must be licensed in the State of Indiana and be certified in DBT; TF-CBT. Must have experience working with children who have suffered various traumas stemming from abuse and neglect; and with children experiencing mental health issues and criminogenic behaviors.

Email deborahm@iumch.org or apply online at www.iumch.org.

 

Glenwood Academy
Campus Driver
Posted: May 20, 2016

Position Reports to: Program Manager
Supervisory Responsibilities: None
POSITION SUMMARY & OBJECTIVES:
The Campus Driver is responsible for the effective, safe and efficient transportation of students to and from school, student’s home address, and campus activities. Use of effective verbal and written communication with staff, students and families. Maintains flexibility to adjust work schedule according to Agency needs.
ESSENTIAL FUNCTIONS:
 Maintains confidentiality at all times.
 Maintain proper care of agency vehicles.
 Provide daily transportation for students with the ability to work a flexible schedule
 Adhere to follow all rules of the road and safety regulations
 Must have the ability to drive in a variety of weather conditions, highway and expressway driving.
 The ability to sit for long periods.
 Responsible for maintaining a safe and clean environment inside company vehicles.
 Maintain daily travel logs for the Transportation Department
 Reinforce positive social and behavioral skills, through everyday encounters
 Maintain regular communication with supervisor.
OTHER DUTIES AND RESPONSIBILITIES
 Attend regular statutory training as well as other role specific training.
 Complete all necessary reports, forms and documentations accurately and timely.
 Work at special events if requested.
 Other duties and responsibilities as assigned.
REQUIRED QUALIFICATIONS:
 Must be 21 years of age.
 Must have valid Illinois driver’s license with a clear Motor Vehicle Driving record
 Must be able to work a flexible schedule.
 Minimum education level is a high school diploma or GED
 No history of child abuse or neglect.
PREFERRED QUALIFICATIONS:  Experience working with children and youth ages 8-18 preferred.  Related working experiences.

WORKING CONDITIONS:
Campus drivers work only when school is in session. May be required to make multiple unscheduled trips. Working in Campus Vehicle; Moderate Noise levels.
PHYSICAL REQUIREMENTS:
Sitting for long periods of time, good vision, standing, walking, talking or hearing.
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
This position meets the FLSA requirements for Non-Exempt.
Job descriptions are not intended, and should not be construed to be all-inclusive lists of all responsibilities, skills, efforts or working conditions associated with a job. While this job description is intended to be an accurate reflection of the job requirements, management reserves the right to modify, add or remove duties from particular jobs and to assign other duties as necessary.
Equal Opportunity Employer M/F/D/V
This job description does not constitute a contract of employment. Employment at Glenwood is an “at-will” arrangement.

Please click here to complete the online application. Once completed, please email it along with your resume to Wendi V. Crawford, HR Director at wcrawford@glenwoodacademy.org. or you may fax the application to (708) 754-0187.

Glenwood Academy
Seamstress
Posted: May 20, 2016

Position Reports to: Director of Residential Services
Supervisory Responsibilities: None
POSITION SUMMARY & OBJECTIVES:
The Seamstress fits, alters, tailors and repairs Glenwood Academy’s military uniforms in order to ensure the uniforms are in good condition and properly fitted for any school function throughout the year.
ESSENTIAL FUNCTIONS:
 Fits, make alterations, tailors and repairs Glenwood Academy’s military uniforms.
 Provides assistance with other sewing related projects as directed.
 Maintain accurate inventory of uniforms, supplies and equipment in the clothing room.
 Reinforce positive social and behavioral skills, through everyday encounters
 Active communication with internal and external team members.
 Maintain regular communication with supervisor.
 Monitor safety, health conditions of assigned areas.
 Ability to work effectively with students and staff in a culturally diverse environment.
 Demonstrates a commitment to continuous quality improvement in all aspects of the position.
OTHER DUTIES AND RESPONSIBILITIES
 Attend regular statutory training as well as other role specific training.
 The seamstress also maintains flexibility to adjust work schedule according to Agency needs.
 Complete all necessary reports, forms and documentations accurately and timely.
 Work at special events if requested.
 Other duties and responsibilities as assigned.
REQUIRED QUALIFICATIONS:
 Must be 21 years of age.
 Must have the ability to sew and have the knowledge of how to mend clothing
 Must be able to work a flexible schedule.
 Minimum education level is a high school diploma or GED
 Must have valid Illinois driver’s license with no suspensions in effect within the previous three (3) years of hire.
 No history of child abuse or neglect.
PREFERRED QUALIFICATIONS:
 Experience working with children and youth
 Related working experience
WORKING CONDITIONS:
Office Environment (Clothing Room), Moderate Noise.

PHYSICAL REQUIREMENTS:
Standing, sitting, walking, talking or hearing.
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
This position meets the FLSA requirements for Non-Exempt.
Job descriptions are not intended, and should not be construed to be all-inclusive lists of all responsibilities, skills, efforts or working conditions associated with a job. While this job description is intended to be an accurate reflection of the job requirements, management reserves the right to modify, add or remove duties from particular jobs and to assign other duties as necessary.
Equal Opportunity Employer M/F/D/V
This job description does not constitute a contract of employment. Employment at Glenwood is an “at-will” arrangement.

Please click here to complete the online application. Once completed, please email it along with your resume to Wendi V. Crawford, HR Director at wcrawford@glenwoodacademy.org. or you may fax the application to (708) 754-0187.


EMPLOYERS:

All Agency members are invited to post available listings through the TFA website. Simply send your job posting including title, responsibilities and contact information to the TFA office through peggymcelgunn@comcast.net. Please be sure to let the office know when a position has been filled.

 

ACCREDITED AGENCIES

Accredited Agencies are invited to send information to peggymcelgunn@comcast.net regarding job openings and opportunities which will then be broadcast via email to human service professionals.

 

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