Get Involved – Careers

Job Role and Responsibilities

We are looking for a dynamic, experienced and flexible Learning and Behavioural Support educator to join their multi-disciplinary team of allied health professionals. S/he must be experienced in supporting learners with diverse social, behavioural as well as learning needs (in pull-out and push-in settings, in individual or small group settings)

The responsibilities include but are not limited to the direct care in-class (targeted or strategic instruction/intervention to children in the areas of educational needs, behavioural learning and social skills), assessment and development of an Individual Support Plan, documentation ( regular progress notes), involvement in case conferences where necessary, regular progress updates with parents and/or teachers, preparation and delivery of key programmes, implementing positive behaviour Intervention and support system (PBIS), training of staff, preparation of monthly statistics and half yearly reports.

Job Requirements

• Qualifications in teaching and learning/ learning behavioural support, Special Needs or its equivalent
• Minimum 2 years working experience in the education sector with related experience in working with children with special needs (e.g. Early Intervention Teacher, Learning Support Educator, Special Education Needs Officer, Shadow Teacher)
• Ex-MOE Special Educational Needs Officers (Learning and Behaviour) are welcome to apply
• Trained in Positive Behavioural Interventions and Support (PBIS)
• Familiarity with comprehending diagnostic tests (such as WIAT- III, NARA, CMAT, Citoni 2, Sensory Profile, Dyslexia Screener, Detailed Assessment of Speed of Handwriting (DASH) is a bonus.
• Able to work independently with minimum supervision
• Possess good communication skills and the ability to engage children
• Able to work in a multi-disciplinary team setting
• Self-driven team player with positive attitude
• Microsoft office skills

Roles & Responsibilities

• Plan and implement integrated lessons in accordance with centre’s policies and framework, meeting needs of diverse learners
• Set up and create stimulating and engaging learning environment that promotes self-directed learning
• Observe and document children’s learning
• Work with and support the Principal and other staff at the Centre in enhancing the quality of children’s educational experiences
• Responsible for all aspects of classroom management and carry out routine care duties to ensure safety and hygiene of the children
• Foster respectful, responsive and reciprocal interaction with each child
• Other duties as assigned from time to time by Principal

Collaboration with stakeholders

• Establishes trusting and respectful partnerships with parents and families
• Actively engages in Centre initiatives and supports its collaborative efforts with the community
• Work closely with the other teaching staff/professionals in the class or Centre to carry out required duties

Professional Development

• Attend relevant training, courses and conferences
• Participate in events organised/supported by CCCS

Education, Skills, and Competencies

• Minimum with a Diploma or Certificate in Early Childhood Care & Education – Teaching (DECCE-T or CECCCE), Diploma in Child Psychology & Early Education
• GCE ‘O’ Level credit in Chinese with a minimum of B4 grading
• At least 1 to 2 years of experience as a preschool teacher

Technical Skills and Competencies

• Classroom management skills (classroom leadership, classroom management and organization)
• Good knowledge of curriculum and instruction

Roles & Responsibilities

A Therapy (Resource) associate is responsible in sourcing, coordinating, and creating teaching resources and data collection

He/She is tasked to assist in creating teaching materials both in pull out signing session or co -planning session for learners who are selected for supplementary signing language session

He/She is to liaise Canossian EIPIC to other Canossaville sectors as well external agencies and donor in regards to scheduling of meetings and project follow through

He/she is responsible in communicating the Canossian EI team on the updates, outcomes and requirements needed for targeted signing learners

Outsourcing and Creation of Signing Multimedia Teaching Materials

• Searches for materials, resources for creation of materials to be used for signing class session during EI pull out, co- teaching of signing words with EC and signing teacher
• Search and coordinate with vendors on the pricing,
• Create and submit required purchase requisition and claim documents to Finance for reimbursement and payment
• Schedule and coordinate with other EI sectors and parent participants for staff and parent workshop
• Create online parent satisfaction survey and collect survey responses from parent training workshop
• Upkeep supporting documentation for claims and donor document submission

Working in Teams

• Coordinates with other Canossaville sector on outsourcing materials, manpower and vendors for signing project resource/materials (i.e. videos, resource materials)
• Collaborates with Signing Teachers, EI and EC teachers on materials needed for signing sessions and co-planning
• Upkeep documentation such as workgroup output and curriculum framework developed by Canossian EI team and Curriculum Specialist

General

• Replenishes stationery stocks/supplies for the workgroup/class when needed
• Coordinates and schedule workgroup meetings between sectors
• Note takes work group/joint sectors’ meeting minutes and updates/email sector participants of the workgroup
• Record attendance of learners attending sign language sessions
• Tracks and records selected learners under the Signing programme’s Individualised Educational Plan (IEP) improvement scores and all other data tracking required under the Signing Programme

Education and Experience

• Completed at Diploma level
• Minimum 1 year of experience working in an Early Intervention centres or preschool/kindergarten setting

Technical Skills and Competencies

• Knowledge of hearing loss will be an advantage

Generic Skills and Competencies

Capacity to work effectively in response to work demands

Good interpersonal and written communication skills

Ability to contribute to a positive work and team culture where members strife for the highest standards of service delivery and care

Roles & Responsibilities

• Plan and implement a holistic and developmentally appropriate curriculum in accordance with the policies, frameworks and philosophy.
• Engage, nurture and motivate children through play and hands-on activities.
• Prepare age-appropriate teaching resources, set up learning corners and maintaining a pleasant learning environment.
• Provide a safe and clean environment for the care and development of children in the centre
• Practice effective classroom management
• Organizing and participating in the centre events.
• Establishing and maintaining strong and collaborative partnerships with parents and community.
• Openness to working with in an inclusive environment.

Minimum Education and Qualification Required for the Position

• Diploma in Pre-school Education Teaching (DPT) / Diploma in Early Childhood Care & Education (DECCE)/Diploma in Child Psychology and Early Education/Diploma in Early Childhood Education (DPTL)/Diploma in Early Childhood Studies/Degree in ECCE
• Good command of English with at least GCE ‘O’ Level B4 in English
• Good communication and interpersonal skills
• A team player with passion in equipping and inspiring young lives
• Candidates completing Early Childhood Education related diploma course within 6 months may apply

Roles & Responsibilities

A Speech-Language Therapist delivers therapeutic services to students and their families of The Canossian Village and in the wider community. S/he contributes to The Village’s efforts in providing an enhanced service delivery through the Canossian Circle of Care. S/he works connects and collaborates with a multi-disciplinary team, school staff, families and relevant agencies for an integrated service delivery model.

Operational

• Utilises resources in a cost-effective manner (organises individual workload and caseload, completes clinical and administrative work in a timely manner)
• Monitors and maintains tools and/or supplies

Clinical

• Works collaboratively with caregivers, colleagues and/or professionals from relevant agencies to address the needs of students from diverse backgrounds using the Canossian Circle of Care model
• Provides holistic services that include clinical interviews, administration of formal and informal assessments, case formulation, treatment planning, and implementation of evidence-based intervention practices
• Prepares and maintains relevant documentation
• Builds relationships with caregivers and teachers
• Imparts tips and tools to caregivers for working with their children
• Provides consultation to staff of The Village on application of strategies in the classroom and recommends communication options (including the use of Assistive Technology)

Internal Processes

• Complies with established policies, procedures, processes and workflows;
• Create and maintains speech therapy department SOPs and workflows
• Create and maintain speech therapy handbook (internal)

Professional and People Development

• Enhances professional growth and development by keeping up to date with current literature and through participating in educational programmes, in-service meetings, and workshops (internal and external)
• Translates evidence-based research into practice
• Contributes to capacity building for educators and families
• Undertakes projects to create awareness of students with hearing loss
• Takes part in research and evaluation for programme improvement
• Takes part in Village wide projects (as assigned) for people development

General

• Performs any other duties as assigned

Education and Experience

• Undergraduate or Master’s Degree in Speech Pathology
• At least 5 years of relevant experience in pediatric / school-based setting
• Relevant experience working with students with hearing loss will be an added advantage

Technical Skills and Competencies

• Professional license: Fully registered with the Allied Health Professions Council of Singapore.

Generic Skills and Competencies

• Excellent communication skills
• Relationship-building skills
• Teamwork
• Adaptable to change

About The Role

• Work with Student Care Manager and Curriculum Developer to plan and implement curriculum at the Student Care Centre
• Possess primary school content knowledge for Homework Guidance
• Adopt creative teaching techniques to engage and motivate the student in their learning
• Implement effective routines for work, meal-time and play
• Ensure the safety and well being of the students at all times
• Use technology effectively for work and teaching – Able to use PowerPoint for presentations; Excel for basic formulas and calculations; and video-cameras to document students’ learning
• Able to observe, evaluate and document students’ performance and behavior
• Communicate and collaborate with respective stakeholders (teachers, caregivers, volunteers)
• Keep accurate and up to date administrative and student records at all times
• Perform other administrative roles as assigned from time to time by Student Care Manager

Candidate Requirements

Technical Competencies:

• Ability to communicate effectively (both written & verbal) with colleagues, caregivers and volunteers
• Work cheerfully and collaboratively with all stakeholders to uphold professional conduct and organization values
• Able to meet deadlines and complete work on a timely basis with minimal errors

Core Competencies:

• A passion for connecting with children
• Energetic, responsible, has integrity
• Possess primary school content knowledge for homework guidance

Preferred achievements / characteristics:

• Minimum Diploma and above, preferably with teaching qualification or at least 2 years of relevant student care teaching experience in Singapore
• Prior SC or MOE teaching experience is a bonus.

Roles & Responsibilities

The Educational/Clinical Psychologist works as part of a multidisciplinary team to deliver psychological services and provide quality care for students and their families within The Canossian Village. S/he assesses and provides intervention to students and families with learning, behavioural and emotional concerns. S/he develops processes and resources. To ensure an enhanced service delivery through the Canossian Circle of Care.

Resource Planning

• Utilises resources in a cost-effective manner through managing individual caseload and completion of clinical and administrative work in a timely manner.
• Monitors and maintains assessments and resources.

Clinical Care

• S/he assesses students related to learning, behavior, and social-emotional concerns.
• Works collaboratively with caregivers, colleagues and/or professionals from relevant agencies to address the needs of the students from diverse backgrounds using a family-centered model of care.
• Provides holistic services that include clinical interviews, administration of formal and informal assessments, case formulation, treatment planning, and implementation of evidence-based intervention practices.
• Prepares and maintains relevant documentations across all cases.
• Utilizes evidence-based practices for assessment, case formulation, treatment planning, and intervention.
• Provides consultation to staff on classroom management, implementing emotional, learning and behavioural evidence-based interventions and school-wide programmes or activities related to the psychological well-being of students.
• Assist the Village in managing psychological issues (e.g., learning and behavioural, social-emotional concerns), and supporting challenging/complex cases. This may include conducting psychological assessments to formulate evidence-based and data-driven intervention plans in collaboration with relevant parties for challenging cases.
• Identify gaps in assessment tools in relation to application in local contexts and determine possible contextualization options.
• Adapt existing interventions for application in local context based on research and trends.

Internal Processes

• Develops and complies with established policies, procedures, processes and workflows (contributes to workflow reviews and updates when necessary)

Professional and People Development

• Grows professional and personal development by keeping up to date with current literature, and through participating in educational programmes, in-service meetings, and workshops
• Enable change. This can include: implement new psychology services, initiatives and technology based on organizational priorities; review models of care and service delivery based on evidence-based practices
• Translates evidence-based research into current practice.
• Conducts workshops to staff and families of students in The Village
• Provides training, peer support to fellow staff.
• Deliver professional training and/or workshops for other social and healthcare sector professionals and other organisations
• Shares information acquired from workshops, training with peers and fellow staff.

General

• Performs any other duties as assigned

Education, Skills, and Competencies

• Education and Experience
• Masters in Educational Psychology or Clinical Psychology
• Minimum 5 years of experience

Technical Skills and Competencies

• Professional license: Registered or chartered status in Singapore.

Generic Skills and Competencies

• · Effective communication skills
• · Able to work in a team
• Preferred but not necessary:
• Has experience supporting clients with special needs (e.g. hearing loss, ADHD, Autism, developmental delays)

o Has supported clients with trauma history/background

o Trained in evidence-based trauma-focused interventions (e.g. EMDR, TF-CBT, Sandtray etc etc).

o Other possible relevant trainings attended: CARG, SSRG, Functional Behaviour Analysis trainings (more behavioural approach)

Roles & Responsibilities

• An EIPIC Teacher is responsible for the learning of students under his/her care by being in close partnership with the allied health professionals, preschool teachers and families of the children.
• He/She is responsible for the assessment of the child’s functioning level, development of individualised education plan (IEP) goals, implementation of IEP goals in the mainstream setting as well the EIPIC pull out settings and progress monitoring to ensure child’s outcomes are met and IEP plans are reviewed in a timely manner when deemed necessary
• He/She is responsible for the timely submission of key documentation related to his/her role as an EIPIC teacher.
• He/she seeks to build a positive relationship with caregivers by engaging them regularly through various platforms like phone calls, home visits, communication book to update them of child’s progress and share strategies to empower caregivers to better support their children at home

Classroom Teaching

• Carry out an effective education programme for the assigned EIPIC children to meet every child’s IEP
• Demonstrate quality teaching in areas including teaching strategies, curriculum differentiation, student engagement and behavioural intervention
• Engage in collaborative co-teaching with the assigned preschool teachers
• Prepare teaching resources for session activities and IEP reinforcements
• Ensure safety of the students during class transitions and routines
• Implements learning strategies designed with preschool, EI team members (psychologist, therapist)
• Carries out activity-based assessment for baseline/midyear/year end progress monitoring
• Designs and implements behavioural and social learning in class/session routines
• Engineers learning opportunities in the given/allocated EI learning areas and locations
• Maintain a clean, tidy, safe and conducive learning environment
• Receive and dismiss the students in an organised manner before and after class

Teaching related Documentation

• Maintain timely submission of all required teaching–related documentation such as IEP, IEP progress reports, pupil development portfolio checklist, GCO summary, discharge reports, weekly lesson plans, progress monitoring checklist, Parent-teacher meeting notes, home visit reports, BD submission, functional age estimates etc
• Completes school reports and other discharge documents required for post EIPIC and discharge cases
• Updates Canossian EIPIC anchor tool, children’s attendance and EI session hours
• Updates student’s files and documents in the student’s respective shared and physical folder

Working in Teams

• Work collaboratively with teacher aides assigned to them to ensure that they are able to perform their role effectively as teacher support
• Work collaboratively with allied health professionals to ensure recommended strategies are carried out in both mainstream setting and EIPIC pull out setting
• Work collaboratively with preschool teacher to ensure role clarity when doing co-teaching in mainstream setting
• Perform role of a GCO Leader effectively in line with the competency checklist given by ECHO framework
• Participate activity during team meetings with preschool teachers, allied health professionals and other EIPIC teachers
• Participates in EI related projects within the village or externally

Caregiver Engagement

• Engage caregivers on a regular basis through various platforms like phone calls, home visits, face to face meetings, communication book with the purpose of sharing progress updates and sharing strategies to empower caregivers to better support their children at home
• Conduct parent interview during initial screening of new referrals
• Conduct both home and school visits based on needs (minimally 1 home visit at point of entry and once yearly)
• Conduct parent-teacher meetings twice a year

Provide training workshops to parents across topics of expertise

General

• Perform any other duties as assigned

Education and Experience

• Diploma in Early Childhood
• Advance Diploma in Early Childhood Intervention (Special Needs)-ADESN
• Minimum 3 years of experience working with children with special needs

Technical Skills and Competencies

• Understanding and knowledge of service provision for children with special needs and their families
• Knowledge of hearing loss will be an advantage

Generic Skills and Competencies

• Capacity to work effectively in response to work demands (responding to client needs in different circumstances including critical incidents)
• Good interpersonal and written communication skills
• Ability to contribute to a positive work and team culture where members strife for the highest standards of service delivery and care

Ability to adapt to change and a willingness to embrace new strategies and ways of working