At Heartland Family Service, we are committed to building a culture is trauma informed and values and celebrates diversity and inclusion. We believe this allows for better service delivery and innovation, as it encourages our employees to bring various experiences and uniqueness to the workplace.

Trauma Informed Care is an approach to engaging people with histories of trauma that recognizes the presence of trauma symptoms and acknowledges the role that trauma has played in their lives. Trauma Informed Care also acknowledges the effects of working with trauma survivors on our workforce, and seeks to build collaborative and supportive working environments and relationships.

If you believe in our mission of creating healthy families and communities, and like a fast pace, collaborative and team oriented environment, then Heartland Family Service is the agency for you.

SUMMARY DESCRIPTION OF WORK

Performs skilled programmatic duties of routine nature. A variety of activities may be required but decision making is at a minimum.

Essential Duties and Responsibilities

Responsibilities include the direct supervision of students; program development and implementation.
*Participates in the multidisciplinary team process in assessing, planning and evaluating student needs/progress.
*Assists in the orientation and discharge process including written records.
*Establishes a positive working relationship with and knowledge of community resources, area schools and personnel, volunteers, police and HHS (PS/OJS) and assists in the coordination of these services/resources.
*Provides guidance, support and crisis intervention to youth and families when indicated and appropriate.
*Assists youth in formulating and achieving goals.
*Facilitates educational groups, i.e., life skills, problem solving, etc.
*Collects data on student progress as assigned.
*Is dependable and punctual regarding scheduling and attendance.
Maintains confidentiality of youth and families.
Provides transportation for program clients.
Displays a courteous and caring attitude at all times to the clientele, volunteers, and visitors of the Agency.
Cooperates and collaborates with program area staff, volunteers, and other Agency staff.
*Maintains regular, prompt attendance at the office on a consistent and reliable basis.
Abides by all specific program and Agency procedures, policies, and requirements.
Develops personal and program related skills through participation in internal and external training opportunities including printed material and audio and/or visual media.
Demonstrates knowledge about the legal and civil rights relevant to the provision of the service, the socio-cultural characteristics of the service population, and the special service needs of youth and their family members.
*Creates, maintains and shares as appropriate a dynamic self-care plan.
*Strives to make connections between the agency and the larger community whenever possible in order to contribute to the agency’s ongoing fundraising and friend-raising efforts.
*Essential functions of this job is to be performed on company physical work site.
Performs other program related duties as assigned.

* DENOTES ESSENTIAL JOB FUNCTIONS

MINIMUM QUALIFICATIONS

High School Diploma required and two years experience in Child Welfare Services, Residential/Day Treatment
Bachelor’s Degree in social work or related field preferred
Minimum 21 years of age
Valid driver’s license/ acceptable driving record

COMPETENCIES

Organization- The confidence of students should stem from the structure of an orderly atmosphere provided by the teacher. In addition to classroom organization, special education teachers should have organized record-keeping skills.

Intuitive. Some children may find difficulty in properly expressing what they are feeling, due to their communication skill level. They may act out or withdraw because they are feeling confused, frustrated, or even overwhelmed. A special education teacher needs to have intuitive skills to sense underlying issues behind a child’s behavior, along with helping them as situations occur.

Stress Tolerance-Performing well when faced with pressure due to time frame, workload, adversity, disappointment, or opposition. Maintaining a calm atmosphere in the classroom.

Adaptability. A teacher has to be able to maintain order, keep to a schedule, and be flexible as all of these situations may arise. Modeling adaptability is important because children with special needs often need to learn how to adapt to their surroundings based on their disability.

Professionalism- having clear boundaries with employees and clients and displaying professional behavior.

AMERICANS WITH DISABILITY SPECIFICATIONS

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 occasionally required to stand; walk; sit; use hands to finger, handle, or feel objects, tools or controls; reach with hands and arms; climb stairs; balance; stoop, kneel, crouch or crawl; talk or hear; taste or smell. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by the job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.

WORK ENVIRONMENT

(Work environment characteristics 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 not exposed to weather conditions.

The noise level in the work environment is usually moderate.