Positions in this job family are assigned responsibilities involving the training and instruction of individuals in a school for the developmentally disabled or physically disabled. This will include developing and presenting curricula, following implementation strategies and increasing the individual’s capacity for independent living, social interaction and functioning in the work environment.
The functions within this job family will vary by level, but may include the following:
Evaluates skill levels and designs programs to meet individual needs.
Maintains progress notes on each individual and provides input for overall treatment plans and to evaluate progress.
Develops curricula to teach skills to developmentally and/or physically disabled individuals in personal hygiene, money management, social interaction, work-related habits, home management and community living.
Provides assistance and instruction to developmentally and/or physically disabled individuals in vocational, sensory and motor skills.
Transports individuals to work site or on field trips; supervises individuals and ensures their safety on excursions.
KNOWLEDGE, SKILLS, & ABILITIES
Level I: Knowledge of the principles and practices of training and instructional techniques; of behavior and adjustment problems associated with the developmentally and physically disabled; of health and safety precautions; of money management and home maintenance; of social interaction and good work habits; and of supervising activities of the disabled. Ability is required to follow written and oral instructions; to read and comprehend; to present a curriculum; to secure and maintain the confidence and cooperation of children; to exercise judgment and adopt effective courses of action; to train in a classroom setting and to establish and maintain effective working relationships with others.
Level II: Those identified in Level I plus knowledge of curriculum development and ability to evaluate the effectiveness of developmentally or physically disabled individual’s development.
Level III: Those identified in Level III plus additional knowledge of the principles and techniques of vocational and social training and guidance; and of supervisory principles and practices. Ability is required to communicate ideas clearly and concisely both orally and in writing.
Level IV: Those identified in Level IV plus additional knowledge of institutional programs and activities and knowledge of administrative principles and practices. Ability is required to organize and supervise work activities; and to write behavioral objectives and individual program plans.
The Independent Living Instructor job family consists of four levels which are distinguished by the complexity of assignments, the level of expertise required to perform the duties assigned, and the responsibility assigned for providing leadership to others.
Level I: This is the career level of this job family where employees are assigned responsibility for instructing and teaching developmentally or physically disabled individuals daily living skills, work habits and social skills. This will include assisting in the development of curricula and preparing lesson plans and instructional materials, as well as conducting classes and presenting materials.
Level II: This is the specialist level of this job family where employees are routinely assigned advanced level work involving instruction and teaching of developmentally or physically disabled individuals, task analysis and monitoring progress of activities and independent responsibility for development of the curricula used in developmental training programs. Work is performed with a high degree of freedom to plan, develop and organize all phases as necessary for completion.
Level III: This is the leadership level of this job family, where employees are assigned responsibility for supervising the training and instruction provided to developmentally or physically disabled individuals in various social, vocational, interpersonal and independent living skills. This includes performing task analysis and monitoring progress of activities and ensuring appropriate staffing levels. Positions are assigned responsibility for the supervision of other Independent Living Instructors, including reviewing and assigning work, providing training and evaluating performance. Positions provide direct supervision which includes responsibilities for employee development, approving leave and initiating disciplinary actions, as well as performing related administrative functions.
Level IV: At this level of this job family employees are assigned responsibility for planning, directing and coordinating the staff and activities of a developmental and vocational training program for developmentally and/or physically disabled individuals. This includes developing and directing training programs related to individual skill and ability levels, developing a work training program, participating as a member of an interdisciplinary team, and coordinating developmental and vocational training with other institutional activities and programs. Positions are also assigned responsibility for the direct supervision and direction of first level supervisors, as well as performing related administrative functions.
Level I: Education and Experience requirements at this level consist of three years of experience working with developmentally disabled individuals in a residential care or treatment facility, including one year providing training and instruction for the developmentally disabled.
Level II: Education and Experience requirements at this level consist of those identified in Level I plus one additional year of qualifying experience in a residential care of treatment facility providing training and instruction for the developmentally disabled or physically disabled.
Level III: Education and Experience requirements at this level consist of those identified in Level II and one additional year of qualifying experience providing training and instruction to the developmentally disabled.
Level IV: Education and Experience requirements at this level consist of a bachelor’s degree in early childhood education, elementary education, special education, social work, sociology or psychology and two years of professional experience providing services to the developmentally or physically disabled OR an equivalent combination of education and experience.
Some positions may require possession of the qualifications to be a Qualified Mental Retardation Professional as defined in the Standard for Intermediate Care Facilities for the Mentally Retarded Federal Register Subpart G, Chapter 42, Section 442.401.
CLASS: Z18A; EST: 9/7/2007; REV: 7/2/2012 7:45:00 AM;
CLASS: Z18B; EST: 9/7/2007; REV: 7/2/2012 7:45:00 AM;
CLASS: Z18C; EST: 9/7/2007; REV: 7/2/2012 7:45:00 AM;
CLASS: Z18D; EST: 9/7/2007; REV: 7/2/2012 7:45:00 AM;