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The Monarch School and Institute is dedicated to providing an innovative, therapeutic education for individuals with neurological differences—such as those associated with autism spectrum disorder, attention deficit (hyperactivity) disorder, learning disabilities, Tourette syndrome, mood disorders, anxiety disorders, traumatic brain injury and seizure disorders. We offer a learner-centered approach that helps students progress in Four Core Goal areas.

The Therapeutic Coach serves on the interdisciplinary team made up of other professionals to provide student support services. The Therapeutic Coach Team member’s primary responsibility is the fulfillment of the psychology services program consistent with the mission of The Monarch School. This person is supervised by the Director of Clinical Services and is considered a member of the Integrated Coaching Team and the day school faculty.

EDUCATION/EXPERIENCE

• Minimum requirements – Master’s degree in psychology, counseling,      social work, education, applied behavior analysis, or related field. (2      years clinical experience)
• Must be Licensed without needing required supervision
• Clinicians with experience and willingness to blend behavioral and      developmental, social-pragmatic intervention approaches

SKILLS

• Excellent organizational, communication and interpersonal skills
• Ability to instruct work with students/adults and manage their      behavior
• Ability to collaborate and build strong relationships with      colleagues and students
• Flexibility and ability to manage multiple roles and demands      throughout the day

EXPECTATIONS

• Therapeutic Coach will learn and implement the Monarch Integrated      Methodology in order to strengthen relationship development with all      students.
• Admissions:
  • Assists Program Directors (PDs) with the admissions       process by reviewing relevant application materials, supporting       applicants during the day visit, and gathering information from       Professional Educators to discuss with the admissions team.
  • Reviews assessment or admissions documents and briefs       Professional Educators on individual strengths and needs of each student.       This will occur before the first day of school, upon admission, and after       reevaluations are acquired.
• Working from the Monarch Levels System objectives, leads the      treatment team (professional educators, parents, and student) in the      development of a treatment plan that incorporates:
  • Learner strengths
  • Targets/objectives/skills within the 4 Core Goals ™
  • Methods to monitor student progress
  • Support plans to promote success in the classroom and       at home, through the 4 Core Goals™
  • Specific therapeutic tasks and practice areas/zones       in order to promote development in the Four Core Goals™
• Supports student growth through individualized interventions, which      may include:
  • Weekly coaching sessions for assigned students
  • Modeling/role-play/direct teaching
  • Individual or group counseling/psycho education as       therapeutically indicated
  • Implementing therapeutic curriculum in assigned       classrooms
  • Development and monitoring of home/school plans
• In-vivo support of learners within the academic environment:
  • Crisis management
  • Clinical decisions about crisis situations/crisis       response
  • Suicide/risk assessment
  • Helping students with self-care/accidents
  • Student support as needed (regulation, therapeutic,       self-care, development etc.)
  • Direct services to students and teachers; Push-in       therapeutic groups for students and modeling for teachers
• Collaboration:
  • Therapeutic Coaches collaborate with the Therapy       Services department in order to ensure consistent language, actions and       experiences for our students to support their therapeutic needs
  • Supports opportunities for student progress by       building positive relationships and bridging opportunities between the       programs within the therapeutic day school
  • Provides Professional Educators meaningful feedback       in order to enhance implementation of the treatment plan and The Monarch       School methodology
  • Supports Professional Educators in the development       and implementation of all matters related to therapeutic intervention
  • Coordinates with outside professionals, given       appropriate parental consent
  • Communicates with parents/caregivers regarding       student progress in a professional, timely manner
  • Supports Professional Educators with carpool       (starting, supporting throughout), field trips, and other activities as       needed
• Meetings and documentation:
  • Coordinates team meetings with parents
  • Attends all required student staffing’s, in-services,       and meetings as directed
  • Assists in the development of therapeutic services       statements as directed
  • Submits reports, in a timely manner, as directed
  • Keeps accurate and timely therapy, meeting, and       consultation notes
• Training:
  • Receives supervision and carries out suggested       actions/changes
  • Participates in presentations, demonstrations, and       literature review on educational and psychological issues
  • Attends professional development as requested
  • Actively participates in a training environment for       graduate students, and models professional and ethical behavior for these       trainees
• Administrative:
  • Coordinates data collection and interpretation for       student progress monitoring
  • Supports educational faculty in development and       implementation of schedules, field trips, and large group activities
• Attends all necessary school functions and student social events      after school as directed
• Presence at student Camp for All retreats twice a year required
• Helps to recruit new students and faculty to Monarch in course of      travels through the community
• Other duties as assigned

WORKING CONDITIONS

Working conditions range in a wide variety of challenges and deadlines. The best candidate should be able to perform well under pressure, think logically, remain calm, and be a great problem solver. Although the position is emotionally rewarding, and provides endless opportunities to have positive effects, it can be stressful at times. Ability to lift up to 40 pounds. Frequent standing, kneeling, stooping, and bending. Ability to move desk, classroom equipment and adaptive equipment.

Highly professional, confidential, and friendly environment.