Under supervision, learns to lead a classroom, instruct and supervise groups of developmentally disabled adults; and does related or other work as required in accordance with Rule 3, Section 3 of the Civil Service Rules.
This is the entry skilled direct service provider level in the Instructor series. Incumbents in this class learn to perform a full range of duties in instructing, supervising and leading a group of developmentally disabled adults in a day program or regularly serve as a substitute instructor in a classroom. Incumbents in this class follow established lesson plans, while learning to develop appropriate lesson plans, classroom programs and auxiliary projects based on the adaptation of instruction practices and theories. Incumbents may lead other instruction staff.
This class is distinguished from Instructional Assistant in that the latter class assists in classroom activities or serves as a job coach for a small group of employed individuals. This class is distinguished from Instructor II in that incumbents of the latter class independently plan and supervise the activities of a classroom and lead Instructional Assistants.
As a trainee or substitute, instructs and leads classroom groups in activities related to the development of sensory-motor, perceptual, cognitive, communication, social and self help skills; learns and assists in leading and instructing groups in activities related to prevocational work, crafts, personal hygiene, physical fitness, home and community living and self advocacy.
Maintains a positive learning environment and organization within the classroom and in programs; supervises clients during non-classroom activities; sets up community integration activities and transports clients.
Learns to review Individual Program Plans (IPP); learns to develop lesson plans based on IPP, considering functional level and interest of class; reviews, modifies and implements lesson plans; documents class activities in consumer files; compiles monthly statistics and prepares reports;utilizes computer programs to prepare reports.
Learns to identify behavior problems, participates in development of and implements behavior modification programs; evaluates results; learns to adapt standard evaluative tests to needs of developmentally disabled adults; operationally defines testable items; administers tests; evaluates results.
Documents client progress; with supervisory staff, meets with consumer, parents, social workers, and other team members to discuss client progress and problems, and develop goals and program plans; writes evaluations of client's progress, expectations and behavioral development.
May assign work and train other classroom staff.
Participates in evaluative meetings and in-service training sessions.
Prepares reports of activities and maintains records.
Assists clients in personal and self-care needs as circumstances require; assists non-ambulatory client's participation in programs.
Performs other assigned duties of direct service providers as defined under Title 22 and Title 17.
Either Pattern I
Experience: 18 months as an Instructional Assistant in San Joaquin County.
OR Pattern II
Education: Possession of an associate’s degree or its equivalent from an accredited college with major coursework in a social science or related field.
Substitution: Two years experience working with individuals in a structured day care, educational, residential or vocational training setting at the equivalent to Instructional Assistant in San Joaquin County may be substituted for the required education.
OR Pattern III
Education: Completion of a Psychiatric Technician program from an accredited college or university.
License: Possession of a valid California Driver’s License. Positions may transport consumers and may require a clean driving record.
Special Requirement: Candidates must meet health screening and criminal background clearance requirements established by the State of California. Candidates may be required to obtain and/or maintain valid certificates for first aid and CPR. Candidates must meet experience and/or education requirements for adult day program direct service provider as contained in State of California Regulations, including Title 22 and Title 17.
Basic characteristics of developmental disability; basic principles of human psychology and behavior; basic instructional methods; language mechanics and report preparation; social mores and community standards; basic principles and methods of sensory motor development; basic principles of learning disabilities and motor dysfunction.
Learn to instruct, guide and supervise developmentally disabled adults; adapt activities, ideas and methods to level of the developmentally disabled; learn to recognize areas of dysfunction of developmentally disabled adults; communicate effectively both orally and in writing; deal frankly with human functional and physical problems and questions; react quickly and effectively to crisis situations; write reports; use a computer to perform basic word processing establish and maintain effective working relationships with clients, families, staff, and other officials and agencies.
Mobility-Constant walking; occasional driving; regular bending, stooping, and kneeling; utilize a data entry device; Lifting-Frequent lifting of less than 5 to 30 pounds; Visual Requirements-Constant overall vision, eye-hand coordination; frequent color perception, reading/close-up work, field of vision/peripheral; Dexterity-Occasional writing; frequent holding, reaching, grasping, and repetitive motion; Hearing/Talking-Constant hearing normal speech, talking in person, talking on the telephone; frequent hearing on the telephone; Emotional/Psychological Factors-Constant public contact, decision making, concentration; occasional exposure to trauma; Environmental Conditions-Occasional exposure to noise; occasional exposure to dirt, dust, smoke, cold/heat (indoor and outdoor).