Lucile Packard Children's Hospital Stanford NX Hospital School Teacher - HEAL Program - (0.001 FTE, Days) in Palo Alto, California
Unscheduled Relief, 0.001 FTE, 8 Hour Day Shifts
Lucile Packard Children's Hospital Stanford is the heart and soul of Stanford Children’s Health. Nationally ranked and internationally recognized, our 311-bed hospital is devoted entirely to pediatrics and obstetrics. Our six centers of excellence provide comprehensive services and deep expertise in key obstetric and pediatric areas: brain & behavior, cancer, heart, pregnancy & newborn, pulmonary and transplant. We also provide an additional, wide range of services for babies, kids and pregnant moms.
Under the Director of Child and Family Life Services, the Hospital School Teacher provides instruction in English, mathematics, reading, language, arts and writing, social studies, history and non-lab sciences, on an individual and group basis. This is the non-exempt job code, used for those relief employees who do not meet the tests for exempt status.
Acts as a liaison between the students, parents and the home school.
Attends pertinent school meetings and provides school presentations.
Develops an academic plan for each child, for the projected period of time that children will be out of school or has limited ability to attend school.
Establishes and maintains consistent patterns of discipline, handling problems calmly and professionally.
Keeps daily statistics and other types of information as requested by supervisor.
Presents a well-balanced curriculum providing adequate education experiences to stimulate and motivate students who are receiving treatment at the hospital.
Shows evidence of professional growth while keeping abreast of current educational developments in his/her grade level.
Works closely with parents and child's School District employees in pursuit of educational objectives and to keep avenues of communication open.
Works cooperatively with all hospital staff, attends pertinent hospital meetings and trainings, completes required documentation as required by hospital documentation guidelines and complies with HIPAA regulations regarding patient information and confidentiality.
Works cooperatively with all School District personnel to make effective use of the school resources while respecting official channels of communication.
Minimum QualificationsAny combination of education and experience that would likely provide the required knowledge, skills and abilities as well as possession of any required licenses or certifications is qualifying.Education: Bachelor's degree in a work-related discipline/field from an accredited college or universityExperience: Three (3) years of progressively responsible and directly related work experienceLicense/Certification: Current California Teaching Credential for Elementary, Secondary or Special Education (CTC)Knowledge, Skills, and Abilities
Ability to accurately assess and show respect for individual variations in learning and development.
Ability to assess individual performance in order to design instruction that meets the student¿s current needs cognitively, socially, emotionally, morally and physically.
Ability to create learning experiences that make subject matter meaningful to each student.
Ability to develop curricula that encourage students to see, question, and interpret ideas so they can integrate knowledge, skills and methods of inquiry from several subject areas.
Ability to evaluate how to achieve learning goals, choosing alternative teaching strategies to achieve different instructional purposes and to meet student needs.
Ability to identify and communicate the unique cognitive, social and emotional needs of medically fragile children and their impact on school success.
Ability to identify how factors in the student's environment influence their lives and learning and to understand how laws relate to students rights and teacher responsibilities.
Ability to link with student's other environments on behalf of students by consulting with parents, counselors, teachers, and other professionals in the hospital and the community.
Ability to seek out opportunities for self reflection and professional growth.
Ability to select, construct, and use assessment strategies and instruments appropriate to the learning outcomes being evaluated.
Ability to understand diagnosis, treatment, prognosis and other factors that affect a medically fragile child's learning.
Ability to use a variety of formal and informal assessment techniques to enhance his/her knowledge of students, evaluate student's progress and performance and modify teaching and learning tactics.
Ability to use multiple teaching and learning strategies to engage students in active learning opportunities that promote the development of critical thinking, problem solving and performance capabilities.
Ability to use self-directed critical thinking and learning to evaluate and make changes to the outcomes of their teaching.
Knowledge and use of a variety of instructional strategies to encourage each student's development of critical thinking, problem solving and performance skills.
Knowledge and use of formal and informal assessment strategies to evaluate and ensure continuous intellectual, social and physical development of the student.
Knowledge of central concepts, tools of inquiry and structures of discipline to create subject matter that is meaningful to students.
Knowledge of computer systems and software used in functional area.
Knowledge of how children learn and develop in order to provide learning opportunities that support each child's intellectual, social and personal development.
Knowledge of how to foster relationships with school colleagues, parents, school districts, and agencies in the larger community to support student's learning and well being.
Knowledge of methods of inquiry that provide him/her the ability to continually evaluate the effects of his/her actions on others and the importance of continued professional growth.
Knowledge of the effects of illness and medical treatment on children's learning.
Lucile Packard Children’s Hospital Stanford strongly values diversity and is committed to equal opportunity and non-discrimination in all of its policies and practices, including the area of employment. Accordingly, LPCH does not discriminate against any person on the basis of race, color, sex, sexual orientation or identity, religion, age, national or ethnic origin, political beliefs, marital status, medical condition, genetic information, veteran status, or disability. Women and men, members of all racial and ethnic groups, people with disabilities, and veterans are encouraged to apply.