Classroom Facilitator Level 2, Autism Services - Toronto, Canada - Lumenus Community Services

Lumenus Community Services

Verified Company

Toronto, Canada

3 weeks ago

Posted by:

Sophia Lee

beBee Recruiter

Description

**Classroom Facilitator

Level 2, Autism Services**

NUMBER OF POSITIONS:
2

LOCATION:
Onsite, McNicoll location (North York, ON)

POSITION TYPE:
Full-time regular; Full-time Fixed-term (12-months; 37.5 hours/week)

POSTING CLOSING DATE:
January 13, 2023

Interested in working with an amazing team that really cares? Then you should join Lumenus At Lumenus we illuminate a seamless pathway to optimal wellbeing for our clients. As one of the largest mental health agencies in Ontario, we offer a broad range of high-quality mental health, developmental and community services for infants, children, youth, individuals, and families across Toronto. We are a passionate, dynamic and growing agency. We offer a competitive salary, employer paid benefits, ongoing training, and career development opportunities
We are currently seeking full-time roles to support the Ontario Autism - Entry to School Program.

The Entry to School program is a new service offering that supports families with children diagnosed with Autism Spectrum Disorder (ASD) who are between the ages of 3 to 5 entering school for the first time.

The Entry to School program is a six-month, group-based, skill-building program focused on helping children develop school-readiness skills in a classroom setting.

Each classroom will be operated by a multi-disciplinary team of Classroom Facilitators who will report into a Program Supervisor.

Working with a small team of Classroom Facilitators Level 1s, the Classroom Facilitator Level 2 will be responsible for providing guidance and clinical expertise to support successful learning experience.

Like the Classroom Facilitator Level 1, the Classroom Facilitator Level 2 will also be responsible for working in classroom to deliver a group-based program focused on developing school-readiness skills (communication, play, social interactions, functional routines, behavioural self-management and pre-academics, learning and attention).

KEY RESPONSIBILITIES:

Work closely with the Program Supervisor in the development of client Service Plans.
Develop, plan, coordinate and implement appropriate learning activities and strategies designed to help the child reach their learning goals.
Intake and assessment of client's skills, abilities, interest, strength and needs (in tandem/consultation with the Program Supervisor).
Participate in singing, storytelling, acting, modelling play skills and engaging in play with children.
Effectively use (and mentor) ABA teaching strategies such as Reinforcement, Verbal and Physical Prompts, Shaping, Chaining, Modelling and Fading.
Monitor student behaviour and teaching appropriate behaviour.
Address personal care requirements of the child during each session.
Build rapport with children to support progress.
Review available information pertaining to all children in the classroom on a regular basis.
Demonstrates and explains effective curriculum and guidance strategies; models, supports, mentors and guides the Classroom Facilitators L1 by:
Maintain regular communication/conduct meetings with parents and family members as required.
Oversee general operations of the classroom to ensure teaching environment is prepared and organized with appropriate materials
Prepare written documentation regarding children's plans and progress as required
Write reports and progress notes and flags exceptional circumstances as well as the need for changes to the learning plan and classwide learning plans
Contribute information and ideas to the team process.
Provide mentoring and collegial support for new staff and volunteers as required.
Supports and guides Classroom Facilitator L1 in the implementation of client Service Plans using sound clinical judgement.
Lead classroom meetings/daily huddles.
Ensures that all materials and equipment are maintained and classroom is tidy and safe.
Collaborate with other team members
Keeping the supervisor informed of program concerns and client progress (e.g. flagging exceptional circumstances and need for program change).
Ensures overall health and safety of children enrolled in the program by maintaining a sanitary and safe environment and identifying children who are unwell.

QUALIFICATIONS/EXPERIENCE/SKILLS:

Undergraduate degree or diploma from a recognized university or college in a field related (i.e., social services, psychology or ABA)
Minimum three (3) years working experience with children with developmental disabilities
A combination of experience and education may be considered
Team lead/mentor experience an asset
Demonstrated knowledge and experience in program planning and case management
Demonstrated knowledge in human development, community supports continuum for families, Applied Behaviour Analysis (ABA) and skill building techniques (including communications) with individuals with Autism Spectrum Disorder and their families
Ability to plan, implement, and evaluate activ