Direct Support Professional (DSP), After School Caregiver PT

Implement engaging activities that

Foster creativity, inquiry and encourages participants to lead the development and learning process. Incorporate a wide variety of experiences, materials, equipment, and instructional strategies. Celebrate each participant’s unique culture and abilities while fostering empathetic interactions with diverse individuals.

Facilitate connection and strong communication

Develop professional relationships with participants, parents, volunteers and other members of the community. Facilitate regular and positive communication with parents/guardians utilizing formal and informal communication methods approved by the agency. Serve as an advocate for families. Meet with parents of participants to discuss progress, incidents and needs. Ensure updated progress reports for participants. Meet with parents of participants to discuss progress, incidents and needs as warranted. Collaborate with Lead, Director, LC and Director of Behavior Support and Training to complete necessary forms and assessments for behavior intervention and progress as necessary.

• Accurately and fully complete all necessary paperwork and reports before the end of each shift.
• Ensure timely completion of incident/injury reports, reviewing at each shift before submission to Director.
• Ensure accurate completion of all daily activities.
• Accurately complete all waiver case notes.
• Accurately clock in and out, ensuring proper timekeeping for duties.

Complete all annual required training and renewals including but not limited to

CPR, First Aid, Mandatory Reporting, Universal Precautions Safety Care Training related to professional growth and/or program quality as approved by HHS IQ4K (12 hours) HIPAA Compliance Social Emotional Mental Health Training as approved by IA HHS IQ4K (6 hours) Food Safety Approved Training (at least 1 training) ISU-E’s Passport to Early Education (within 9 months of employment) Iowa Early Learning Standards Other Maintain knowledge of all services provided by Hand in Hand to promote our programs in the community. Maintain ongoing communication with staff and Director of Programs LC regarding ideas, concerns, safety issues and suggestions for designing and growing Hand in Hand programs. Communicate with administrators, therapists, case managers and other professionals from outside agencies to coordinate services. Stay abreast of concerns or issues affecting Hand in Hand participants and families, offering ideas to better serve the population and meet those needs. An individual in this position must be able to successfully perform the essential duties and responsibilities listed above. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions of this position. The above list reflects the general details necessary to describe the principle and essential functions of the position and shall not be construed as the only duties that may be assigned for the position.

Requirements

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.

The individual must be at least 16 years of age.

• Education and/or Experience Required Certified in infant, child, and adult cardiopulmonary resuscitation (CPR), first aid, and Iowa’s mandatory reporting of abuse (Hand in Hand will coordinate courses for certification if not yet obtained) Education and/or Experience Preferred Working toward or completion of a GED or High school diploma.
• Experience working with children and adults with disabilities in a direct care setting preferred.
• Knowledge of the State of Iowa Childcare licensing rules and regulations.
• Experience using behavior modification techniques.
• Language Skills Ability to read and interpret documents and policies as set by the Iowa Department of Human Services, CARF, and other governing bodies.
• Ability to communicate effectively with participants, their caregivers, and other employees of the organization.
• Reasoning Ability Ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagram form.
• Ability to deal with problems involving several concrete variables in standardized situations.
• 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 or hear.
• The employee is occasionally required to stand, walk; reach with hands and arms; and stoop, kneel, crouch, or crawl.
• The employee must occasionally lift and/or move up to 60 pounds during the routine care of children and adults.
• Specific vision abilities required by this job include close vision, and ability to adjust focus.
• 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.
• While performing the duties of this job, the employee is exposed to chemicals approved for cleaning, disinfecting and sanitizing program space.
• The noise level in the work environment is moderate to loud.
• License Individual must maintain a valid driver’s license, insurance and possess reliable transportation.
• Technology/Equipment Ability to effectively and efficiently make use of technology such as Microsoft Outlook, Excel, and Word.

Competencies

• This person will possess a deep understanding of early childhood development and demonstrate the following key competencies:
• Inclusive
• Education
• Strategies: Ability to support and implement activities that accommodate children with diverse learning needs, including those with disabilities.
• Child
• Development
• Knowledge: Understanding of child development stages and the ability to assist in creating appropriate learning experiences.
• Cultural
• Competency: Values diversity and inclusion, showing respect for all people regardless of race, gender, age, disability, lifestyle, or viewpoint. Seeks to understand and integrate different perspectives in classroom activities.
• Behavior
• Management: Skills in supporting positive behavior and management techniques to promote a safe and productive learning environment.
• Communication
• Skills: Strong verbal and written communication skills to effectively interact with children, parents, and colleagues.
• Collaboration and
• Teamwork: Ability to work collaboratively with lead teachers, support staff, and external specialists to support each child’s needs.
• Adaptability and
• Flexibility: Capability to assist in adapting teaching methods and materials to meet the varying needs and abilities of all children.
• Observation and
• Assessment: Proficiency in observing, documenting, and assisting in assessing children's development and learning to inform instruction and individualized support.
• Empathy and
• Patience: High level of empathy, patience, and understanding to support children’s emotional and social development.
• Professional
• Development and
• Continual
• Learning: Commitment to ongoing professional development and staying updated with the latest research and best practices in early childhood education.
• Safety and
• Health
• Management: Ensure adherence to health and safety regulations, prioritizing the well-being of children in the classroom.
• Family
• Engagement: Ability to build strong, respectful partnerships with families to support their involvement in their child's education.
• Emotional
• Intelligence: High emotional intelligence to manage one's own emotions and understand and influence the emotions of others in a classroom setting.
• Conflict
• Management: Recognizes differences of opinion, facilitates open discussion, and seeks win-win solutions. Uses appropriate interpersonal styles and methods to reduce tension or conflict between individuals.
• Developing
• Others and
• Coaching: Provides support and feedback to colleagues and assists in strengthening their knowledge and skills to improve personal and organizational performance.

Initiative

Identifies what needs to be done and takes action before being asked, when the situation requires it. Goes beyond what is normally required to achieve goals and improve the classroom environment.