Lead Teacher (Position will be available Jul/Sept 2024)

THIS POSITION WILL BE AVAILABLE IN EITHER JULY OR SEPTEMBER OF 2024

Join Our Team

Manhattan Children’s Center (MCC) is seeking a positive, dynamic Lead Teacher that is interested in joining a therapeutic team where the goal is to offer every child the opportunity to thrive.

Why Choose Us?

• At MCC we emphasize staff training and mentoring that is facilitated through close supervision and consistent professional training and development with 5 days per year of guest speakers, workshops, and open forums
• MCC has created a workplace that is inclusive and diverse - where authenticity is celebrated, and everyone can pursue their related interests.
• We have an open-door policy which reflects our commitment to transparent and flexible communication between managers and team members.
• Data informs decisions, and we are constantly learning, creating, and evolving to meet the needs of the children
• We are humble and have the mindset of being better today than we were yesterday
• Generous benefits that include:
•  Paid time off (PTO) in addition to paid company closures during the last week of December, President’s Day week (February), Spring Break (April), 1st week of July, and the last two weeks of August
• 100% employer-sponsored medical insurance for each employee
• Public Service Loan Forgiveness (PSLF) eligible employer
• Employer retirement plan
• Life insurance, short- & long-term disability

Job Details

Job Type

Full-Time Lead Teacher

Job Hours

Mon through Thurs 8:15am-4:15pm; Fri 8:15am-3:00pm

Job Location

Manhattan, NY

Job Compensation

$67,000-$73,000 based on education, experience, and certifications

Your Impact Here at MCC

Service to MCC Faculty:

• Provide administrative, instructional, behavior, and training support to MCC faculty within
• assigned classroom
• Provide ongoing training to all classroom staff in Applied Behavior Analysis, including direct
• data collection on staff performance in collaboration with MCC Staff Training Team
• Mentor instructors through professional development goals
• Conducting direct observations of ABA instructors resulting in written feedback to the
• instructor, including but not limited to Teacher Performance Rate Accuracy (TPRA)
• observations
• Providing corrective feedback and reinforcement to staff, including within interactions with students, co-workers and parents
• Maintain open communication with Head ABA Instructor

Service to Students:

• Provide direct instruction to students 5 days per week
• Oversight and supervision of criterion-based assessment within classroom (e.g. ABLLS-R,AFLS, ISB)
• Conduct Functional Behavior Assessments and execute corresponding Behavior
• Intervention Plans for students in collaboration with ABA Supervisor
• Oversight of implementation, training, and development of behavioral interventions
• (FBA/FA/BIP) in conjunction with classroom supervisor and training faculty
• Revised 4/23
• Write, review and edit Individualized Education Plans (Eps), progress reports, schedules and
• all other student related documents
• Participate in IEP meetings, including notes, preparation of information to be reported
• during the meeting and any corresponding data
• Communicate and collaborate with student home teams
• Monitor student programming, data collection, and behavior plan implementation
• Daily graphing of data collected
• Daily data analysis of graphs and identification of problem areas with tactical changes made to programming where needed
• Creation of individualized student schedule
• Develop and implement group instruction weekly in the classroom
• Collaborate with Speech, and OT regarding verbal behavior protocols, behavior intervention plans, program success and instructional tactics, including attendance at bimonthly Transdisciplinary Team Meetings
• Review each student’s program book on a daily basis to make appropriate tactic decisions on all instructional programs
• Report all behavior management issues to the ABA supervisor
• Report all student injuries immediately to the ABA supervisor and School Nurse
• Provides feedback and data to the Community Outreach and Inclusion Coordinator regarding mainstream opportunities (inclusion/reverse inclusion) and parental concerns
• Prepare and organize teaching materials and teaching settings daily
• Complete CPI training and maintain certification
• Eyes-on and hands-on supervision of student within the classroom and during transitions within and out of the building

Service to Parents:

• Confers with students and parents as an integral part of the task of helping increase understanding, constructive participation in resolving the student’s educational, home and community based needs
• Establishes and maintains open, positive lines of communication with parents concerning programming
• Preparing for and attending clinical team meetings every other month with each family to collaborate between home and school (e.g. best practices, verbal behavior, and behavior intervention plans)
• Communicate daily with parents regarding their child’s progress within the classroom
• Facilitate parent training in collaboration with ABA Supervisor, including home visits, classroom observations and/or additional trainings as needed

Administrative:

• Complies with and implements school policies & procedures
• Ensures adequate supervision of MCC students at all times while engaged in community integration activities
• Establish a daily schedule within the group and rotation of instructors with students
• Assign instructors to attend co-treatment sessions with therapists and children
• Conduct weekly meetings with ABA instructors in classroom
• Attend professional meetings to keep abreast of new information, regulations and technologies as they pertain to ABA
• Other duties as assigned by the ABA Supervisor, Director of ABA Services, Director of Education, Executive Director of Education and Chief Operating Officer.

Requirements

• Minimum of Master’s Degree in Education, Psychology, Applied Behavior Analysis, or related field
• Maintains and/or applies for licensure in NY State:
• Board Certification in Behavior Analysis (BCBA) or qualifies to sit for BCBA exam
• NY State Teaching Certification in Special Education/Education or qualifies/completing requirements towards NY State Teaching Certification
• Licensed Behavior Analyst (LBA) in NY
• Commitment to complete Professional Development
• Physical, emotional, and professional capacity to complete job responsibilities listed above

Manhattan Children’s Center is proud to be an equal opportunity employer and complies with all applicable federal, state, and local fair employment practices laws. Manhattan Children’s Center strictly prohibits and does not tolerate discrimination against employees, applicants, or any other covered persons because of race, religion, color, national origin, ancestry, disability, medical condition, genetic information, marital status, sex, gender, gender identity, gender expression, pregnancy, age, sexual orientation, military or veteran status, citizenship, or any other protected classification under applicable federal, state, or local laws. In addition, Manhattan Children’s Center complies with the relevant country laws governing employment nondiscrimination in all our international offices. This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation, and training.

About Manhattan Behavioral Center

New York City’s Leading Transdisciplinary℠ Center for Children with Autism

Our collaborative and transdisciplinary℠ applied behavior framework, consists of applied behavior analysis, special education, speech language therapy, physical and occupational therapy, sensory integration, group and social interaction, and family support for children – ages 5 to 21 – with autism spectrum disorder (ASD) and related neurodiversities.

Our core values guide our day-to-day actions:

A Transdisciplinary℠ Approach

At MBC we know that to extract the most potential out of our students everyone must work to achieve the same goal. This is why our Transdisciplinary℠ model which centers around ongoing and free-flowing communication between the families, teachers, supervisors, and related service providers is so vital.

Responsibility

We feel a strong responsibility and are committed to building a better and more inclusive world for our students, family, and community.

Enhance

We provide evidence-based treatment plans to significantly improve everyone’s quality of life.