- Full-time with benefits – Swing and Overnight shifts available
- Part-time flex schedules also available
- Starting pay: $13.00 with an increase to at least $13.50 after successfully completing a 90-day introductory period.
- At Northwest Children’s Home, we have developed a career ladder, allowing the employee to have control over their advancement in the organization.
QUALIFICATIONS: State licensure requires that Residential Treatment Specialists must be at least 21 years of age and must have a high school diploma or equivalent. Bachelor’s degree in relevant human services field is preferred. Paid experience in dealing with children/youths in groups is desirable. Must have a desire to work with emotionally reactive population.
- Completion of an initial 25 hour training in policies and procedures, including emergency procedures, child safety, child abuse and neglect reporting, and applicable licensing requirements.
- Completion of a total of 80 hours direct supervision by another staff member. During the 80-hour supervisory period, another staff member must be present during supervision of residents.
- Within two months of hire date, completion of 38 hours of in-service training, including First Aid/CPR, Mandt System, medication certification, fire safety, Hepatitis B Virus, infection control, AIDS training, seclusion training, QPR, PREA, and PDT.
- Maintenance of current status in all mandatory trainings throughout employment.
- For driving either agency or personal vehicles while on agency business: minimum of 21 years of age and valid driver’s license.
EXAMPLES OF ESSENTIAL FUNCTIONS OF THE JOB: (for illustrative purposes only)
- Provide for all basic needs and rights of clients.
- Know and follow written agency policies and procedures. Be familiar with the milieu program and implement treatment techniques as outlined in agency policies and procedures. Be familiar with each resident’s treatment plan and objectives and facilitate implementation.
- Maintain continuity in the daily schedule of activities and tasks. Assure safety of residents and know the whereabouts of assigned residents at all times.
- Set and enforce consistent behavioral limits to establish appropriate behaviors, skills, and attitudes. Consult with team members and assist in crisis situations, taking constructive actions to protect clients from danger to self, others or environment.
- Review and initial the log at the beginning of each shift. Write clear and concise documentation for each client during each shift. Communicate significant issues to appropriate staff members.
- Help residents cultivate appropriate social, behavioral, interpersonal skills and attitudes useful in community living. Develop appropriate, positive and professional relationships with residents. Serve as an appropriate role model for residents through dress, demeanor, conversation and attitude.
- After completion of the three-month introductory period, the RTS may serve as an advocate for assigned residents, including writing treatment plan/assessment reviews and may attend formal reviews for residents, as assigned.
- The RTS may conduct various groups as directed by their supervisor.
- The RTS is to be current in their mandatory training at all times at two months after hire. The RTS will attend training related to the operation of assigned treatment unit. The RTS is required to attend weekly Treatment Team meetings, unless excused in advance by their Program Manager.
- If assigned driving responsibilities, the RTS must have a valid driver’s license.
- As assigned complete daily tasks such as meal/snack count, medication dispensation and med count, large muscle activity (LMA) log and structured planned activity schedule (SPAS).
SUPERVISORY RELATIONSHIP: The Residential Treatment Specialist reports to the Team Leader.
CLASSIFICATION: Salaried, exempt
QUALIFICATIONS: Valid Idaho State K-12 Special Education Certificate, or Generalist Education Certificate. Preference is given to teachers with multiple endorsements. Preference for K-8 is given to individuals who hold dual certification in General and Special Education. Good verbal and written communication skills.
RESPONSIBILITIES: Implement the instructional program of the Northwest Children’s Home Education Center to enable each student to achieve individual educational, physical, emotional, psychological, and behavioral potential. Work effectively with students, co-workers, community members and community agencies. Be knowledgeable of and uphold all policies pertaining to teachers and students as specified in agency, and state and federal statutes related to general and special education.
EXAMPLES OF ESSENTIAL FUNCTIONS OF THE JOB: (for illustrative purposes only)
- Demonstrate knowledge of subject-area competencies and/or skills to be presented to students.
- Plan a program of study that meets the individual needs, interests, and abilities of each student.
- Within the limits of available resources, create a classroom environment conducive to learning and appropriate to the maturity level and interests of the students.
a.) Provide positive verbal and nonverbal feedback to students.
b.) Provide opportunities for students to express themselves.
c.) Model positive verbal and nonverbal influence on students.
d.) Provide an atmosphere in which students are motivated to remain on task and are expected to achieve individual and group goals.
e.) Provide written procedures for classroom management and expected student behavior.
- Guide the learning process toward the achievement of curriculum goals established by Northwest Children’s Home, the referring district, and state curriculum standards. Establish clear objectives for lessons, units, and projects and communicate those objectives to students. Upon request of the Education Director of the assigned program, show written evidence of preparation.
- Use instructional materials adopted by Northwest Children’s Home education program and/or the referring district, and employ methods that are most appropriate for meeting state, local, and student-centered objectives.
- Evaluate student progress on a regular basis and provide progress reports as required.
- Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities and to follow prescribed safety regulations.
- Maintain accurate, complete, and correct records as required by general and special education.
- Maintain confidentiality and use student records appropriately.
- Efficiently manage and evaluate paraprofessionals’ duties in the classroom.
- Maintain mandatory training as required of staff by Northwest Children’s Home and participate in other professional trainings as directed by the Education Director of the assigned program.
- Work to establish and maintain open lines of communication and cooperative relations with the administration, students, parents, and colleagues.
a.) Present information clearly in both oral and written form.
b.) Confer with colleagues, administrators, and parents.
c.) Confer with parents regarding student instructional needs and progress.
d.) Counsel with students.
e.) Participate in group decision-making process regarding each student.
f.) Be professional and confidential with student records.
- Exhibit consistent application of state, federal, local, and agency rules and regulations.
- Attend staff meetings and serve on staff committees to plan instructional goals, objectives, and methods; assist in selection of instructional equipment and materials.
- Carry out responsibilities of a faculty member in a positive and professional manner.
- Contribute to the decision-making process and cooperate in the implementation of group decisions.
- Accept shared responsibilities in and out of the classroom during the school day.
SUPERVISORY RELATIONSHIP: The teacher reports to the Education Director.
Northwest Children’s Home is focused on implementing practices based on Trauma Informed Care (TIC). Trauma Informed Care is an organizational structure and treatment framework that involves understanding, recognizing, and responding to the effects of all types of trauma. The vast majority of kids we serve have been severely traumatized at some point in their lives. The TIC model views maladaptive behavior as a coping mechanism – the best they have available at the time – and seeks to heal with patience, teaching and understanding.
We are looking for talented employees who want to make a positive difference in the lives of youth who truly need it most.
419 22nd Ave
Lewiston, ID 83501
phone: 208.743.9404 ext 203
Why I work at Northwest Children's Home
Unfortunately I cannot describe my passion for NCH in one encompassing statement. To truly understand the benefits NCH has on children and staff you must truly experience it for yourself, simply put, words cannot do it justice. Many people pursue a career that involves climbing the corporate ladder where success is measured by the amount of commas in your annual earnings. For many this way of life leaves a lot to be desired. While money is an important aspect to most humans, what often gets overlooked is quality of life. Being able to walk away from work at the end of the day knowing that you made a difference in a child’s life, especially a child who has experienced as much trauma as our kids have, satisfies me more than any dollar amount ever could.
Kenny Robertson, Director of Quality Assurance
In 1997, my mom was hired in the kitchen at the Northwest Children’s Home, I was in junior high. She had us fill out volunteer forms and we volunteered in the kitchen to work as a family on Christmas, Easter and other family holidays. It became clear to me that I came from a life of privilege. When I first applied to work in the programs at the Children’s Home, I had a very low self-image and did not consider myself as someone who could be a role model. I started out working as an overnight in 2006, and my willingness to work any shift at any program, as well as my work ethic and attention to detail. gained me staff appreciations and boosted my confidence. Within a year I moved to the Jewett Swing shift as an RTS and although initially I felt like a fish out of water (everything was much more fast paced and action packed), I also found my niche at NCH. It was beautiful and inspiring to play a direct role in major emotional and social development gains by the youth in care. I was filled with admiration for the teams I worked with; their skills and willingness to come back from a hard day with commitment and a positive attitude. For the first time I started to view myself as a role model and even though I could not relate with these youths trauma and abuse histories, I could be a beacon and advocate for hope. Hope that they can change and lead a life following dreams, passions, and contribute to their communities. Hope that they could transcend their trauma and heal. With this mission, I worked as a direct care staff as a RTS, Team Leader and Shift Supervisor for ten years. I am forever changed and improved as a human being, as this community at the Northwest Children’s Home has developed and shaped me. I am privileged to be a part of the transformation these adolescents make and am inspired by them daily.
Valerie Allen, Trauma Informed Care Coordinator