Parent Educator; Youth Developer

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Reports To

Works under the direct supervision of the Family Resource Coordinator and School Principal.

Waterbury Public Schools

Job Classification Description

JOB CLASSIFICATION

TITLE:

Parent Educator (Youth Developer)

Department

Teaching and Learning

LOCATION:
Elementary

Funding Source

Grant Funded

Bargaining Unit Classification

Non-Union

Reports To

Works under the direct supervision of the Family Resource Coordinator and School Principal.

Flsa Designation

Non-Exempt; 10 months; 35 hours per week. Some evening and weekend hours required. $21.00 Hourly Rate.

Note:

This is a non-Union, part time, grant-funded position with benefits that exists as long as funds are available.

Part i - Summary Of Classification

At the school-based Family Resource Center (FRC), this class is accountable for providing support, encouragement, and information to families via group meetings, playgroups and personal home visits to help optimize child development during early years of life. This position requires works with the FRC Coordinator and Principal to facilitate and oversee operations at the Center for Enrichment under the Positive Youth Development component of the FRC.

Part Ii - Minimum Knowledge,

Skills And Abilities

• EDUCATION AND EXPERIENCE:

• CREDENTIALS:
• LICENSURES, CERTIFICATIONS AND OTHER REQUIREMENTS:
• Incumbents in this class may be required to possess and retain a current Connecticut Motor Vehicle Class D Operator’s License.
• Must be willing to work flexible hours.
• CONTINUING
  
  EDUCATION REQUIREMENTS:

• KNOWLEDGE, SKILLS AND ABILITIES:
• Knowledge of and respect for the diverse backgrounds (cultural, linguistic, environmental) of students and how these characteristics affect the student’s life and learning;
• Knowledge of relevant laws, rules, regulations, and Board policies and District procedures;
• Knowledge of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Interventions (SRBI);
• Knowledge of the similarities and differences between cognitive, communicative, physical, social, and emotional needs of students and the factors that influence these different needs;
• Oral and written communication skills;
• Interpersonal and social skills;
• Ability to assist and reinforce elements that support a safe, healthy, and effective teaching and learning environment;
• Ability to assist in adapting instructional strategies and materials according to the needs of the student, under the direction of a teacher or administrator;
• Ability to be sensitive and respectful in communications regarding all children and families, regardless of differences in cultural heritage, lifestyle, values, and home environment;
• Ability to collect and record performance data on students under the direction of a licensed teacher, while respecting student confidentiality and the laws regarding ethical practices of assessment;
• Ability to collect objective and accurate information on student behavior to be provided to licensed professionals, as appropriate and directed by a licensed teacher;
• Ability to draw on knowledge and resources regarding a variety of developmental and age-appropriate instructional methods, techniques, and materials when supporting the instruction of the licensed teacher;
• Ability to effectively employ a variety of strategies that reinforce positive behavior;
• Ability to establish and maintain rapport with students;
• Ability to follow oral and written direction of licensed teachers, seeking clarification as needed;
• Ability to participate as a member of the educational team when requested to attend conferences with families or primary caregivers, with an understanding of some of the concerns of parents;
• Ability to prepare and organize materials to support teaching and learning, as directed by a licensed teacher;
• Ability to reinforce the development of student…