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Boys Town
Family Teaching Couple / Houseparents
Posted: March 29, 2018

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.

Indiana United Methodist Children’s Home
Teaching Parent Couples
Posted: March 26, 2018

Salary/Benefits: $95,000 annual/couple;  Rent free private house – utilities included (except cable & internet); Medical Insurance (coverage effective 1st of the month following hire date) – Traditional PPO or HDHP w/HSA ($2,000 employer contribution); 403(b) retirement plan with employer match up to 7%; 7 annual holidays; 4 personal days; 10 vacation days (after first year); Relocation assistance; Ability to obtain Teaching Family Model Professional Certification; Tuition Reimbursement (50%).

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 alisak@iumch.org

Hope Center for Children
Family Teachers – Faucette House Emergency Shelter
Posted: January 31, 2018

POSITION AVAILABLE

Full-time 1 week on-shift, 1 week off

Qualifications

  • Bachelor’s + 1 year of related experience, or high school equivalent
  • Driver License and “clean” driving record

Preferences

  • Teaching-Family Model familiarity and/or Professional Certification
  • Bachelor’s in social sciences (psychology, criminal justice, social work, counseling, etc.) or education

Requirements

  • Use of Teaching-Family Model (TFM) principles in structured, direct residential care, applied to social, academic, self-help, self-government, moral, spiritual, physical, emotional, and independent living skills development, for children who are sometimes recovering from traumatic experiences in an at-home environment
  • Earning TFM Professional Certification and maintaining it with ongoing Training hours credits
  • Participation in weekly Staff Meetings to discuss individual needs for executing care plans, and to receive instructions from Child Advocates for individualized care
  • Working with youths’ families, teachers, mental health workers, juvenile probation officers and other law enforcement, social workers, doctors, etc., when requested
  • Providing transportation to and from school, when running errands, and for activities, in company-issued vehicles, and tracking spending by submitting receipts
  • Supervising resident clients at all times, even when with Volunteers, and documenting during family visits
  • Acting as a positive role model for both colleagues and children
  • Punctually-documenting and reporting Critical Incidents, and via KaleidaCare
  • All other duties as assigned, in alignment with State and federal laws, and HCFC policies and procedures

Contact: Whitney Wright wwright@hopecfc.org

Full-time third shift 1 week on-shift, 1 week off

Qualifications

  • Bachelor’s + 1 year of related experience, or high school equivalent
  • Driver License and “clean” driving record

Preferences

  • Teaching-Family Model familiarity and/or Professional Certification
  • Bachelor’s in social sciences (psychology, criminal justice, social work, counseling, etc.) or education

Requirements

  • Meeting with DSS Case Workers for intake, then completing intake paperwork when available on-shift, while taking care to note initial trauma needs
  • Teaching-Family Model (TFM)-based interactions in structured, overnight, direct residential care, applied to social, academic, self-help, self-government, moral, spiritual, physical, emotional, and independent living skills development, for children who are sometimes recovering from traumatic experiences in an at-home environment
  • Performing bed checks every 15 minutes, increasing frequency for new admissions
  • Cooking dietician-approved breakfasts for residents
  • Earning TFM Professional Certification and maintaining it with ongoing Training hours credits
  • Participation in weekly Staff Meetings to discuss individual needs for executing care plans when able
  • Working with youths’ families, teachers, mental health workers, juvenile probation officers and other law enforcement, social workers, doctors, Guardians Ad Litem, etc., when requested
  • Providing transportation to and from school, when running errands, and for activities, in company-issued vehicles, and tracking spending by submitting receipts
  • Supervising resident clients at all times, even when with Volunteers, and documenting during family visits
  • Acting as a positive role model for both colleagues and children
  • Punctually-documenting and reporting Critical Incidents; via KaleidaCare; and Discharge Summaries
  • All other duties as assigned, in alignment with State and federal laws, and HCFC policies and procedures

Contact: Whitney Wright wwright@hopecfc.org

Methodist Family Health
Teaching Parent Couples and Alternate Teaching Parents (Full-time and part-time positions available)
Posted: January 31, 2018

POSITIONS AVAILABLE

Teaching Parent Couples — Statewide, Heber Springs Boys’ Home – beautiful, rural setting.

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

Alternate Teaching Parents – Fayetteville Boy’s Home, Heber Springs Boys’ Home, Helena Girls’ Home, Weekend Staff – Little Rock Co-ed Group Home & Emergency Shelter, Searcy Girls’ Home, Springdale Girls’ Home.

Alternate Teaching Parents (Part-time) – Fayetteville Boy’s Home, Heber Springs Boys’ Home, Helena Girls’ Home, Weekend Staff – Little Rock Co-ed Group Home & Emergency Shelter, Magale Manor Boys’ Home in Magnolia, Searcy Girls’ Home & Springdale Girls’ Home.

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

Children’s Hope Alliance
Group Home Youth Care Worker
Posted: December 21, 2017

The Youth Care Worker provides direct care services and planned treatment interventions for youth 12-17 years old who have experienced complex trauma and are admitted to Children’s Hope Alliance residential facility. This position will provide support to the Group Home on the Banner Elk, NC campus.  We have two shifts available. We work rotating shifts from Sunday –Tuesday one week and the following week Sun-Wednesday. The other available shift is working Thursday-Sat and the following week Wednesday-Sat. Staff will be on shift for 3 to 4 consecutive days. Position requires staff to remain on campus overnight for the scheduled shift.

Treatment

  • Maintain a strengths-based therapeutic milieu in the cottage and educational setting to foster social, emotional, cognitive, spiritual, and physical growth
  • Provide direct care services for individual children to meet the child’s needs in a respectful, affirming, and dignified manner
  • Ensure the child’s physical safety and emotional well-being
  • Identify and build upon each child’s strengths in functional skill areas, including academic, communication, social, self-care, problem solving, appropriate personal boundaries, and other interpersonal skill areas
  • Cultivate each child’s strengths, including developing a positive self-concept, a sense of safety, personal integrity, and trust in the adult world
  • Assist the child to recognize and control inappropriate behaviors
  • Nurture the child’s ability to build trusting and caring relationships
  • Provide planned treatment intervention for individual children per the individual treatment plan
  • Demonstrate effective use of behavior management techniques and TCI interventions
  • Provide supportive group experiences through: daily life events, psycho-educational group processing, planned therapeutic outings/activities, and other group experiences to develop the capacity of the peer group to display appropriate caring for each other

Administration

  • Maintain confidential client records and information in compliance with HIPAA standards
  • Provide documentation of individual and group services through computer-based documentation systems such as daily progress notes, incident reports, and cottage logs
  • Provide medication administration as assigned
  • Complete all required documentation before end of daily shift

Other Responsibilities

  • Participate as a member of the clinical team in a client-focused manner through team meetings, clinical meetings, and participation in training events
  • Provide rotating coverage at the campus academy during school hours
  • May be assigned to other cottages depending upon staffing shortages
  • If qualified and approved, provide transportation services for clients through the use of company vehicles when needed

Qualifications

  • Minimum requirement is a High School diploma or GED.
  • Associate’s Degree with 2 years related experience working with population served or Bachelor’s degree (B. A.) from four-year college, in psychology, social work, or related field preferred.
  • The position requires a valid driver’s license with a clear driving record.

Apply for this position at http://www.ChildrensHopeAlliance.org

Florida United Methodist Children’s Home
Residential Child Care Assistant
Posted: December 18, 2017

SUMMARY

The primary role of the Residential Child Care Assistant is to assist the live-in Residential Child Care Specialist with the day-to-day care and supervision of the residents of the assigned cottage(s) and to support the related Residential Care Programs in our holistic system of care as assigned by supervisor. While all Residential Child Care Assistants will be on a rotating schedule, they are expected to work at any assigned cottage or residential program.

EDUCATION

  • Minimum High School Diploma or GED
  • Minimum age requirement – 21 years old

QUALIFICATIONS

  • Demonstrated ability to work effectively with co-workers
  • Demonstrated ability to work effectively with youth
  • Ability to communicate effectively, both orally and in writing
  • High personal values and standards that serve as models for youth
  • Basic knowledge of first aid
  • Must meet the minimum qualifications set forth by the Home’s Vehicular Insurance Carrier
  • Must have sensitivity to the service population’s cultural and socioeconomic characteristics

ESSENTIAL DUTIES AND RESPONSIBILITIES

While the duties noted below are very general in nature, responsibilities may extend beyond the noted list.  It is the expectation that the RCCA will work collaboratively with the RCCS/YCS to determine what are the specific needs of the assigned home.

  • The RCCA will be given guidance from the primary RCCS/YCS’s on duties during the shift.
  • The RCCA is responsible for assisting RCCS/YCS’s in carrying out agency policies and procedures
  • The RCCA is responsible to assist in creating an atmosphere conducive to the growth and development of the residents
  • The RCCA helps with supervision of residents, leading to a safe environment
  • The RCCA is responsible for helping residents in their adjustment to group living
  • The RCCA establishes rapport with residents and with all agency staff
  • The RCCA assists other staff in teaching residents social skills and daily living skills
  • The RCCA shares the responsibility for maintaining the cottage
  • The RCCA helps with all aspects of cottage management when asked, i.e. cooking, transportation, checking homework completion, etc.
  • The RCCA produces some documentation according to agency policy, i.e. incident reports, e-mail communication, behavioral documentation and is familiar with the computer resources in the staff office
  • The RCCA assists other staff in encouraging the religious growth and education of the residents
  • The RCCA is responsible for learning and growing in skills and knowledge of this field and is encouraged to attend in-service training
  • The RCCA is responsible for completing room checks and follow up with residents on room cleanliness and house chore responsibilities
  • The RCCA will participate in Treatment Team meetings one time per month to provide input regarding any behaviors or treatment needs
  • The RCCA increases skills through the supervisory relationship
  • The RCCA debriefs with the house parents on the daily goals, what it is that needs to get accomplished that day and or the rest of the week
  • The RCCA is responsible for logging over the counter medications as distributed, as well as follow the medication protocol.

SCHEDULE:

  • The RCCA’s are scheduled 40 hours per week on a rotating schedule in which consecutive days off will change on a monthly basis. The shift hours will typically be 1-9 pm or 11am-7 pm.

SUPERVISORY RESPONSIBILITIES

This job does not have supervisory responsibilities

LANGUAGE SKILLS

Ability to read, analyze and interpret general business periodicals, professional journals, technical procedures or governmental regulations.  Ability to write reports.  Ability to effectively present information and respond to questions from groups of managers and committee members.

MATHEMATICAL SKILLS

Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions and decimals.  Ability to compute rate, ratio and percent and to draw and interpret bar graphs.

REASONING ABILITY

Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists.  Ability to interpret a variety of instructions furnished in written, oral, diagram or schedule form.

CERTIFICATES LICENSES, REGISTRATIONS

Valid Florida Driver’s License.

PHYSICAL DEMANDS

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is regularly required to sit; use hands to finger, handle or feel and talk and hear.  The employee frequently is required to walk; reach with hands and arms, stoop, kneel, crouch or crawl.  The employee is occasionally required to stand.  The employee must frequently lift and move up to 50 pounds.  Specific vision abilities required by this job include close vision; color vision and ability to adjust focus in order to properly construct reports, use a computer and color coordinate the monthly Reports.

 WORK ENVIRONMENT

Upon hire, the RCCA will be assigned to a home to assist the primary RCCS with the day to day activities of    the home. Although the RCCA may be assigned to a specific home, the RCCA may be asked to work in other programs or homes (boys or girls) during their shift due to the needs of the campus. This will also include all residential programs as needed.  There may also be times when the RCCA may be asked to work as alternate shift such as 2 pm-10 pm, or 6 am-2 pm depending on agency need.   The work environment characteristics described here are representative of the group house an employee encounters while performing the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.  The noise level in the work environment is usually moderate and will include, but will not be limited to computers, printers, telephones, and normal communication.

ATTENDANCE AND LEAVE

Vacations, sick leave, holidays, emergency leave, termination of employment, etc., shall be in accordance with published Personnel Policies of the Florida United Methodist Children’s Home. Other policies concerning full time employees are as set forth in the current policies and procedures manual.

Childrens Hope Alliance
Youth Care Worker – Group Home – Banner Elk, NC
Posted: Nov 15, 2017

The Youth Care Worker provides direct care services and planned treatment interventions for youth 12-17 years old who have experienced complex trauma and are admitted to Children’s Hope Alliance residential facility. This position will provide support to the Group Home on the Banner Elk, NC campus. We have two shifts available. We work rotating shifts from Sunday –Tuesday one week and the following week Sun-Wednesday. The other available shift is working Thursday-Sat and the following week Wednesday-Sat. Staff will be on shift for 3 to 4 consecutive days. Position requires staff to remain on campus overnight for the scheduled shift.

Treatment

  • Maintain a strengths-based therapeutic milieu in the cottage and educational setting to foster social, emotional, cognitive, spiritual, and physical growth
  • Provide direct care services for individual children to meet the child’s needs in a respectful, affirming, and dignified manner
  • Ensure the child’s physical safety and emotional well-being
  • Identify and build upon each child’s strengths in functional skill areas, including academic, communication, social, self-care, problem solving, appropriate personal boundaries, and other interpersonal skill areas
  • Cultivate each child’s strengths, including developing a positive self-concept, a sense of safety, personal integrity, and trust in the adult world
  • Assist the child to recognize and control inappropriate behaviors
  • Nurture the child’s ability to build trusting and caring relationships
  • Provide planned treatment intervention for individual children per the individual treatment plan
  • Demonstrate effective use of behavior management techniques and TCI interventions
  • Provide supportive group experiences through: daily life events, psycho-educational group processing, planned therapeutic outings/activities, and other group experiences to develop the capacity of the peer group to display appropriate caring for each other

Administration

  • Maintain confidential client records and information in compliance with HIPAA standards
  • Provide documentation of individual and group services through computer-based documentation systems such as daily progress notes, incident reports, and cottage logs
  • Provide medication administration as assigned
  • Complete all required documentation before end of daily shift

Other Responsibilities

  • Participate as a member of the clinical team in a client-focused manner through team meetings, clinical meetings, and participation in training events
  • Provide rotating coverage at the campus academy during school hours
  • May be assigned to other cottages depending upon staffing shortages
  • If qualified and approved, provide transportation services for clients through the use of company vehicles when needed

Qualifications

  • Minimum requirement is a High School diploma or GED.
  • Associate’s Degree with 2 years related experience working with population served or Bachelor’s degree (B. A.) from four-year college, in psychology, social work, or related field preferred.
  • The position requires a valid driver’s license with a clear driving record.

Apply for this position at http://www.ChildrensHopeAlliance.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

 

 

More Practitioner Opportunities

 


 

Administrator, Consultant, Evaluator and Supervisor Positions

LATEST POSTINGS

Children’s Hope Alliance
Residential Program Administrative Coordinator
Posted: April 7, 2018

Full time position of Residential Program Administrative Coordinator. The location is flexible and applicants near Statesville, Banner Elk or Wilkesboro  North Carolina are encouraged to apply.

The Residential Program Administrative Coordinator is responsible for:
providing administrative support to the Senior Director of Residential.

Specific duties and responsibilities:

General Administrative Supports

  • Provide direct administrative support to Senior Director of Residential Services.
  • Monitor administrative practices throughout Residential; identify and implement ways to improve processes as needed.
  • Maintain accurate tracking of supervision plans both initial and ongoing and track completion of monthly supervision.
  • Monitor service delivery of TFM and compile reports monthly of service delivery frequency.
  • Review and report utilization of homes to Senior Director.
  • Review and code monthly expenditures for each home and report out to Senior Director
  • Assist with Paycom related issues and act as a point of contact between Payroll and Residential.
  • Act as liaison between Residential and training department.
  • Coordinate meetings including preparation of agendas, scheduling, reserving of meeting location, preparation and distribution of minutes.
  • Provide support during MCO, DHSSR audits, and surveys

Program Support Tasks

  • Monitor Plans of Correction.
  • Provide support/consultation to program staff on TCI.
  • Provide support/consultation to program staff on TFM.
  • Coordinate with EHR staff around troubleshooting issues with EHR system and needed training or support for staff.
  • Coordinates debriefings after incidents involving clients and/or staff.
  • Conduct observations of all levels of care and provides feedback to be used for program improvement.
  • Consults across residential campus.
  • Provides back up on-call support during times of crisis.
  • Assist with training of current staff or during pre-service as needed.

Supervision responsibilities: None

Qualifications:

  • Minimum of a bachelor’s degree with two years of post-graduate experience working with children and adolescents
  • Trained as a TCI-Instructor preferred or ability to become trainer
  • Teach Family Model consultant or working toward becoming a TFM consultant.
  • Must have advanced skills in MS Office including Word, Excel, ACCESS, Outlook, etc.
  • Requires excellent communication, decision making, interpersonal, leadership and professionalism skills and abilities.
  • Must have a valid North Carolina’s Driver’s license and able to travel throughout our service area.
  • Must submit to and pass pre-employment drug screening, criminal, HCPR and driving checks.
  • Professional demeanor with exceptional interpersonal and organizational skills
  • The ability to be a self-starter, multi-task, and handle numerous projects at once
  • Attention to detail and excellent communication and interpretation skill

Applicants may apply by simply going to our website: https://www.childrenshopealliance.org/careers/

Children’s Hope Alliance
Teaching-Family Model Implementation Specialist
Posted: March 26, 2018

Full time position of Implementation Specialist. The location is flexible and all areas of North Carolina will be considered.

The Implementation Specialist is responsible for:

effecting the application of the Teaching Family Model in Foster Care and Adoption programs. The specialist is responsible for ensuring the programs follow agency approved screening, assessment, and treatment protocols. The specialist is accountable for administrative, training, and evaluation of services to ensure best practice and continuous quality improvement.

Qualifications:

  • Bachelor’s degree from accredited college or university in Psychology, social work, or related field
  • 5+ yrs. of Teaching-Family Model experience and/or supervisory experience in a human services setting required.
  • Three years’ experience in foster care case management and/or supervisory experience in case management/social work or Master’s degree in human services
  • Qualified Professional (QP) child specific certification required

Preference will be given to candidates with experience implementing the Teaching-Family Model. Ideal candidate will be flexible, comfortable with a data-driven culture, getting work done through others, and interested in addressing issues facing children and families with complex needs.

Applicants may apply by simply going to our website: https://www.childrenshopealliance.org/careers/.

Teaching Family Homes of Upper Michigan
Director of Residential Services
Posted: March 21, 2018

Teaching Family Homes of Upper Michigan is accepting applications for a full time Director of Residential Services. This person oversees the day to day operations of our five youth residential group homes.

RESPONSIBILITIES:

  • Acts as social services supervisor for all group homes including providing routine and emergency consultation. Works a flexible schedule to be available on-call 24 hours, seven days a week.
  • Oversees youth referrals, intakes, and discharges.
  • Ensures strict adherence to state licensing and contractual requirements.
  • Maintains accreditation standards throughout group home programs.
  • Monitors group home expenditures and revenues.
  • In coordination with training manager develops and implements staff training.
  • Participates in administrative and clinical meetings.

MINIMUM QUALIFICATIONS:

  • Minimum requirements include a Bachelor’s Degree in Human Services and 4 years’ experience as a social service worker, valid driver’s license and background check. Master’s degree in Human Services and 2 years’ experience as a social service worker preferred. Knowledge of child welfare, the teaching family model and trauma-informed care a plus.

Job Type: Full-time

Contact Linnea Wyma lwyma@tfhomes.org

Thornwell
Consultant/Trainer
Posted: March 20, 2018

Full-Time Position – Family-Style Residential Care Program

Do you feel a calling to be part of a ministry that offers safe, loving homes through family-style residential care? Do you have a solid background in use of the Teaching-Family Model and behavioral principles? You can make a difference in the lives of children at Thornwell.

We are currently seeking a Consultant/Trainer for our Residential Program. This position is based in Clinton, SC on our 350-acre campus that includes historic buildings, cottages, recreational facilities, a farm, and a learning center providing academic support. Please see the complete job description for more details and application instructions.

Position Summary

The Consultant/Trainer will implement a systematic approach to consultation and training services to help ensure the provision of quality services for clients through the use of established Thornwell and Teaching-Family Association (TFA) standards.

Core Responsibilities

  • Conduct consultation and training as scheduled using the standards established by TFA and according to the policies and procedures of Thornwell. Assist Family Teachers to become certified with the TFA.
  • Implement and supervise a system of consultation services that adequately provides for professional supervision of campus homes assigned.
  • Communicate clearly and concisely both orally and in writing.
  • Observe and describe specifically Family Teacher and youth behaviors.
  • Support Director of Residential Program in providing system of regular Pre-service and in-service training for Family Teachers.
  • Coordinate Comprehensive Care Plan reviews for youth in homes supervised.
  • Supervise the administrative duties of the Family Teachers in homes.
  • Train cottage teams to effectively meet their programmatic, administrative and managerial responsibilities.
  • Participate in intake duties to provide for the admission of children and youth to the programs.
  • Assist in developing and delivering advanced training workshops.
  • Follow and enforce Thornwell, TFA, licensing and COA standards.
  • Participate in agency’s Evaluation Review Committee (ERC) as requested.
  • Assist in developing and providing client workshops as needed.
  • Serve as positive role model for adults and youth.
  • Accept other consulting, training and administrative responsibilities as assigned by the Director of Residential Program.

Working Conditions

Works in an office setting, but often works in a cottage setting. Uses office equipment including computers. May sit for extended periods of time, but may be stand for extended periods of time while in a cottage. Required to work daytime, evening, weekend hours and is on call 24 hours a day.

Qualifications

The Consultant/Trainer must be committed to positive changes in youth through the implementation of the Teaching-Family Model.  This person must have a minimum of an Associate Degree, with preference given for Bachelor’s Degree in a related field.  This person should have a solid background in the use of the Teaching-Family Model and behavioral principles.  The Consultant/Trainer must have a valid South Carolina driver’s license.

Skills 

  • Implementation of the Teaching-Family Model and be able to adapt its use in a variety of populations.
  • Skilled teacher and communicator.
  • Communicate well through writing.
  • Skilled in the areas of supervision and leadership.
  • Communicate feedback in a supportive, positive way.
  • Prioritize and organize one’s time and responsibilities.

How to Apply

For consideration, please submit the following to hr@thornwell.org:

  • Resume
  • Cover Letter in which you specifically address why you wish to serve in this role, how your skills and experience have uniquely qualified you for this position, and salary requirements.

Please no faxes, phone calls, or recruiters. Qualified candidates in whom we have further interest will be contacted. Please note our process for hiring qualified candidates will involve the following, as per agency policy and in order to comply with all federal and state laws. Phone and in-person interview, drug testing, background checks, academic degree and reference checking. Position open until filled.

Children’s Hope Alliance
Residential Program Manager
Posted: February 9, 2018

Residential Program Manager

Children’s Hope Alliance is looking for committed candidates to be a part of our professional team of Residential Program Managers who help provide a safe, healing journey for hurting children and families, creating hope now and in the future.

We have an opening in our Residential Program located in beautiful Banner Elk, NC. The Program Manager provides direction to staff in residential programs in coordination with the Director of Residential Treatment. The Residential Program Manager ensures that all group home services are provided according to agency policies, licensing standards, grant requirements and accreditation criteria. Ensures that services are client and family centered. Develops supervision plans for Youth Care Workers and Shift Leads to demonstrate competencies in all trained areas. The Program Manager works in a strengths-based Therapeutic environment to build trust, develop skills and help youth overcome behavior problems to ensure physical safety and emotional well-being and to help them live successfully in the community.

Supervises the completion of all administrative responsibilities, that include but are not limited to service notes, treatment plans, morning reports, service provision logs, transfer of physical custody forms, petty cash reimbursements, menus, critical incident reports, staff supervision, licensing documentation, observation calendar and staff schedules.

We prefer candidates deeply committed to making a difference in a youths life and have experience in the Human Services or Mental Health field.

Qualifications:

  • Bachelor’s Degree in related human services field and two years post degree direct experience with child/adolescent mental health population or unrelated degree and four years post degree direct experience
  • Prefer Master’s degree in human services field and one year of post graduate experience with the population served and must possess a minimum of one year direct service with clients/families in a similar setting.
  • Minimum of one year supervisory/management experience preferred.
  • Meet criteria for a Qualified Mental Health Professional based on education and experience.
  • Requires knowledge and the ability to practically implement mental health regulations.
  • Must be culturally sensitive to children and families and support cultural diversity throughout the program.
  • Requires effective communication, decision making, analytical, interpersonal, leadership, and professionalism skills and abilities.
  • Must be able to physically restrain a child.
  • Must have basic computer and math skills.
  • Must have valid driver’s license.
  • Must submit to and pass pre-employment drug screening, criminal, HCPR and driving checks.

Hope Center for Children
Director of Programs
Posted: January 31, 2018

Qualifications: Master degree in social work or related field with at least ten years of experience working in the child welfare arena, including a minimum of three years of experience supervising residential care. Teaching Family Model (TFA) experience preferred; licensure preferred. A minimum of five years in a supervisory role required with seven or more preferred.
Principle Responsibilities: The Director of Programs oversees all aspects of quality implementation, compliance and risk management for all programs and client services, through oversight of program systems, standards and remaining knowledgeable of industry trends and changes.
Scope: This salaried, exempt position has responsibilities which include but are not limited to ensuring program operated are high quality and client centered, ensuring compliance with organization policies and procedures, the Council on Accreditation, the Teaching Family Association, and all legal, contract or other regulatory standards. Serves in a leadership role internally and externally to keep HCFC abreast on best practices, trends and changes related to our field; recommending and implementing changes as needed in keeping with this knowledge, and ensuring submission with all grant and contract reports.
Position Responsibilities:
1. OVERSIGHT OF ALL PROGRAMS
 Provides oversight related to the implementation of all programs, according to program best practices (i.e., Teaching-Family Model, Triple P, etc.).
 Works with the finance arm to ensure proper implementation of the program budget and to help project future program needs.
 Serves as the HIPAA compliance officer organization wide.
 Ensures implementation of all COA and other contract standards for all programs.
 Creates and oversees the HCFC Training Plan in keeping with HCFC policies, COA standards, and response to program needs.
 Keeps a grant report calendar and ensures completion of all grant reports. Provides the information to accounting for the budget file and works with accounting to ensure appropriate budget reports are submitted.
 Ensures that documentation meets legal, contract and organization standards through the implementation of supervisory oversight and the PQI plan and procedures.
2. IMPLEMENTATION OF EVIDENCE BASED/INFORMED PRACTICES
 Oversees TFA implementation through work with the Teaching Family Association and through the HCFC TFA systems coordinator.
 Ensures all TFA reports are submitted and ensures compliance with TFA standards.
 Serves as or appoints a person to serve as the organization’s TFA liaison and TFA reviewer.
 Ensures key monthly systems that make sure consultation and evaluation systems are happening per policies and with quality.
 Assesses current training systems to determine effective methods to refresh training constantly, especially in the first year for family teachers.
 Networks as appropriate with leaders in the field, remaining abreast of new research and practices to continue ensuing high quality services.
 Develops efficiencies and methods for moving forward these practices in a way that are both cost effective for HCFC and that advance the field locally and nationally.
 Remains abreast of COA changes and updates and implements program related changes in policies and practices at HCFC on an ongoing basis (all practices except administrative).
3. SUPERVISION OF PROGRAM SUPERVISORS
 Directly supervises the program managers to ensure proper implementation of the duties under number one above; ensures staff support, training, recruitment and supervision that is in compliance with COA and other standards.
 Ensures adequate on-call support, updates and sets the calendar and serves as part of the on-call rotation.
 Ensures that necessary PQI and risk management functions are implemented by these two supervised positions.
 Implements consultation and evaluation systems through oversight of these two supervisors.
4. PARTNERSHIP AND MISSION MOBILIZATION
 Represents the organization at community and leadership events and ensures representation from the program team (self or others) at the majority of local issue appropriate events and state child welfare events.
 Ensures linkage with similar organizations to prevent duplication of services and to ensure full connection to resources for clients.
 Participates and take leadership roles in PAFCAF association and other initiatives as appropriate.
5. RISK MANAGEMENT & PERFORMANCE AND QUALITY IMPROVEMENT
 Oversees the Programs Quality Assurance and Improvement Team, ensuring implementation of the HCFC PQI ensures follow up from client record reviews and other data reviewed by the PQI committee as appropriate.
 Works with other senior staff, sometimes co-leading quality assurance and improvement meetings to make sure that data is useful and informs program work.
 Ensures client record compliance.
 Ensures that programs are regularly collecting data as prescribed in policies, procedures, the PQI plan and outlined in data sheets.
 Serves as a member of the organization’s Performance and Quality Improvement team.
 Identifies areas of program risk and ensures implementation of systems that manage this risk; discusses these regularly with the PQI and QA/QI committees
Positions Supervised: Community Based Programs Manager, Residential Programs Manager, TFA Systems Coordinator, & TFA Consultant
Knowledge, Skill and Experience Required: Must be highly professional and knowledgeable in the child welfare field, particularly residential care; must be well organized and able to work with a variety of people. S/he must be able to think critically and use good judgment in decision making; must be able to motivate others and facilitate change; must have strong commitment to quality services with keen sense of accountability to those we serve; must have strong relational skills; s/he must be a team player and must have strong communication skills, both verbal and written. Must be able to forge mutually respectful relationships while ensuring compliance with policies. Must know how to balance accountability with motivating people to get the work done.

Contact: Whitney Wright wwright@hopecfc.org

Hope Center for Children
Empowering Families Case Manager
Posted: January 31, 2018

Master’s-Level Community-Based Case Manager

Qualifications

  • Master’s in Social Work, Counseling, or a related field (psychology, criminal justice, or education) + 3 years of related experience
  • Experience in writing/implementing care plans & case management
  • Driver License and “clean” driving record

Scheduling

  • Monday through Friday, 8:30 a.m. – 5:00 p.m. + with potential to work on-call, 24 hours per day, 7 days per week in the Empowering Families department

Requirements

  • Use of personal vehicle, with mileage reimbursements, for regular visits to family homes
  • Monitoring family crises and evaluates goals progress
  • Reviewing and revising family care plans and maintains Central Files on each
  • Regular communication with assigned family service providers and informal supports to form clearly-defined goals
  • Facilitating opening and closing of cases, as well as transitions of cases to ongoing care plans, using family-specific resources to do so
  • Facilitating and coordinating care meetings for families
  • Identifying and referring families to appropriate community resources
  • Strong computer skills in Microsoft Office programs, as well as Internet literacy
  • Willingness to work professionally as a part of a team, and to feedback from Supervisor(s)
  • Punctuality in completing assigned tasks, and a desire to improve individual strengths, as well as in areas that require more development
  • Excellent verbal and writing skills for timely paperwork and reporting completion, sometimes via web-based portals
  • All other duties as assigned, in alignment with SAFY, Medicaid, DSS, State and federal laws, and HCFC policies and procedures

Contact: Whitney Wright wwright@hopecfc.org

Children’s Hope Alliance
Residential Shift Supervisor
Posted: December 21, 2017

Children’s Hope Alliance is looking for great mission minded team members to work as a Psychiatric Residential Treatment Facility (PRTF) Shift Supervisor to help to provide a safe, healing journey for hurting children and families, creating hope now and in the future.

We have an opening for this position on our beautiful Barium Springs campus located in Statesville, NC just north of Lake Norman and another opening on the Grandfather Home for Children campus in the mountains of Banner Elk, NC.

The PRTF Shift Supervisor provides on-site coaching, support and administrative services for Intensive Services Child Care Youth Workers in the PRTF and Level 3 residential programs, focusing on supporting a strengths-based therapeutic milieu, maintaining safety in a unit environment, and overseeing daily programming. The Shift Supervisor is responsible for the provision of onsite support and administrative services for the assigned residential units. Specific responsibilities include mentoring, training and supporting Intensive Child Youth Care Workers and assuring that administrative tasks for the unit (including scheduling of staff and transports and required documentation) are completed in a timely manner. Many of our PRTF Shift Supervisors have degrees in Psychology, Social Work, Criminal Justice, as well as other degrees and go on to careers in Mental Health Counseling, Qualified Mental Health Professional, Social Worker, etc. You may already have experience working with children and that is a plus but training will be provided before and during your tenure. The positions for both the Statesville area and Banner Elk area can be found on our website at www.childrenshopealliance.org.

Florida United Methodist Children’s Home
Residential Child Care Specialist
Posted: December 18, 2017

SUMMARY

The primary role of the Residential Child Care Specialist/Houseparent (RCCS) is to oversee the day-to-day care and supervision of the resident children assigned to his/her cottage.  The Residential Child Care Specialist/Houseparent is responsible for monitoring all the aspects of daily cottage life and is, in essence, the primary caring person for the child/youth during his/her stay at the Florida United Methodist Children’s Home.  Each employee in the RCCS/House Parent couple cannot adequately meet the demands of this position or the needs of the residents in their care if they have 3 or more of their own minor children / dependents residing with them in the cottage

EDUCATION AND/OR EXPERIENCE

  • MINIMUM AGE REQUIREMENT FOR THIS POSITION – 21 YEARS OLD
  • High School Diploma or equivalent preferred
  • Experience with at risk youth in a residential setting preferred
  • Basic knowledge of first aid and CPR

QUALIFICATIONS

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily.  The requirements listed below are representative of the knowledge, skill and/or ability required.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

House Parent couples may have no more than 2 children/dependents residing with them and the room arrangements must be considered appropriate given the age and gender of the children within the limited rooms available for staff and children in the cottage.  Because of FUMCH’s parent model for residential care, House Parents are hired as a team.  Therefore, if one House Parent spouse separates from employment with FUMCH for any reason, the other spouse is also subject to termination.   Nevertheless, although  House Parents are hired as a couple, there may be times that one or both will have to work independently as business needs dictate, e.g., when one spouse is sick.

  • Demonstrated ability to work effectively with co-workers to support and implement the defined Model of Care and holistic program philosophy
  • Demonstrated ability to work effectively with youth
  • High personal values and standards that serve as model for youth
  • Demonstrated ability to work with the Treatment Team to make decisions on issues related to the resident/residents in the cottage you are assigned
  • Must have sensitivity to the service population’s cultural and socioeconomic characteristics

CERTIFICATES, LICENSES, REGISTRATIONS

  • Valid Florida Driver’s License (with passenger endorsement).
  • The RCCS is responsible for completion of required trainings and certifications within the first 90 days of employment or as required by regulation

 PRIMARY DUTIES AND RESPONSIBILITIES

  • The RCCS is responsible for knowing and carrying out agency policies and procedures in the cottage and on-campus as dictated by the Policy and Procedures Manual and assigned supervisor
  • The RCCS is responsible for creating an atmosphere conducive to growth and development of the children/youth of his/her cottage as individuals and as a cottage group.
  • The RCCS is responsible for assisting the children/youth in his/her cottage in their adjustment to group living without weakening their ties to their natural families or significant others in the child/youth’s life
  • The RCCS is responsible for maintaining the cottage, its furnishings, and its grounds. This includes daily cleaning and supervision of residents when they do their chores
  • The RCCS is responsible for planning and providing for the transportation for children/youth in his/her cottage to various functions and activities and maintaining all necessary maintenance documentation
  • The RCCS is responsible for providing for the nutritional needs of the children/youth in his/her cottage including the preparation of meals, implementation and all necessary documents with the menus and commissary
  • Responsible to provide for the health and clothing needs of each resident in the cottage. This includes over the counter medications, proper documentation (as assigned) of medication.  Clothing needs are to be communicated through the clothing room and purchase order if required.

 SECONDARY DUTIES AND RESPONSIBILITIES

  • The RCCS (and spouse) both attend Sunday and Wednesday Chapel services with residents consistently
  • The RCCS participates in team meetings
  • The RCCS is responsible for assisting in the accumulation of data and the formulation of service plans
  • The RCCS is responsible for monitoring and supporting auxiliary services (recreational, religious, counseling, etc.) rendered to the child
  • Participate in in-service training that is required by regulatory entities and as assigned by the Team Leader

SUPERVISORY RESPONSIBILITIES

This job has no supervisory responsibilities.

LANGUAGE SKILLS

Ability to read, write and speak the English language.  Fluency in Spanish is helpful.

MATHEMATICAL SKILLS

Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions and decimals.

REASONING ABILITY

Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists.  Ability to interpret a variety of instructions furnished in written, oral, diagram or schedule form.

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.  The noise level in the work environment is usually moderate and will include, but will not be limited to computers, printers, telephones, and normal communication.  Noise may also include acting out behavior in children.

ATTENDANCE AND LEAVE

Vacations, sick leave, holidays, emergency leave, termination of employment, etc., shall be in accordance with published Personnel Policies of the Florida United Methodist Children’s Home.  Other policies concerning full time employees are as set forth in the current policies and procedures manual.

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.


 

 

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/

 

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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