Early Intervention Teacher

Job Description

Primary Objectives of Position

To work towards the aim of EIC, which is to empower and maximize the potential for independence and improve the quality of life of children with special needs, by providing quality early intervention services through a trans-disciplinary approach, family-centred practices and holistic outcome measurement system.

The Beginning Early Intervention Teacher is responsible for providing quality early intervention through education and learning, creating an enriched and supportive learning environment in EIC, thereby promoting and maintaining standards of excellence in the service delivery model to create positive clients’ outcomes.

Job Responsibilities

1. To maintain the standards of service delivery in the EIC.
2. To report to the EIC regularly and attend classes, meetings, trainings and events punctually.
3. To develop lesson plans and adopt developmentally appropriate teaching materials, methods, tools, and assistive technologies to create quality natural learning environments to embed pupils’ functional goals in the daily activities under supervision.
4. To co-create a natural learning environment to stimulate children’s learning interest and promote engagement by implementing new teaching and learning approaches.
5. To co-plan and implement appropriate classroom management strategies to manage an individual and a group of diverse learners.
6. To coordinate center-based intervention and home-based intervention with Trans-disciplinary team members and collaborate with families and caregivers to enhance child and family outcomes under supervision.
7. To develop and implement functional learning goals for each child, under his/her charge, in collaboration with the Trans-disciplinary team and family members.
8. To monitor and review the children’s progress, functional goals, and family priorities in coordination with other team members regularly.
9. To update and maintain the records of each child’s daily attendance, assessment, intervention records, and progress of development. Record keeping includes any other forms related to teaching and learning which are to be completed and submitted whenever necessary.
10. Prepare IEP and Progress summary/ Narrative summary for each pupil, and discuss with parents during the Pre, as well as actual Parent-Team Conferences (PTC).
11. To be responsible for all matters pertaining to the administration, intervention, caregiving, and safety of the pupils.
12. To maintain regular communication with parent(s) or guardian(s) through the Communication book, emails, telephone calls, or any other functional means.
13. To adopt evidence-based approaches such as Trans-disciplinary, Family-Centred Practices, Early Childhood Holistic Outcomes and other best practices in the Early Intervention sector.
14. To maintain health, safety, hygiene standards and procedures, and implement the appropriate course of action to protect and support children to create safe learning environments.
15. To inventorize and maintain all equipment and resources in the EIC classrooms and common areas.
16. Attend meetings, discussions, training, workshops, functions, and events as and when deemed necessary and fit for operations and professional development.
17. To maintain confidentiality at all times with regard to all matters pertaining to the children, families, and staff
18. To support the implementation of center initiatives and identify the areas of improvement for family and community initiatives and programs to create awareness of the center programs and services.

Other Responsibilities of Beginning Early Intervention Teacher

1. To assist in ad-hoc projects/committees as and when required by the Head Teacher, Centre Manager, and/or Senior Centre Manager.
2. To perform any other duties as directed by the EIC Director. To perform ad-hoc assignments as and when directed by Head Teacher, Centre Manager, and/or Senior Centre Manager.

The above activities are by no means exhaustive and are subject to amendment whenever needed.

Requirements

1. Minimum Diploma in Early Childhood Education, Psychology, Social Work, or equivalent
2. Great interpersonal and communication skills
3. Love working with preschoolers
4. Organized and meticulous