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Speech Language Pathologist

SUMMARY: Screen, evaluate and treat speech and language disorders as well as provide feeding and swallowing management to promote safety in the school setting. Treatment to be provided to students with physical, cognitive, and emotional/behavioral challenges through interdisciplinary collaboration with teachers, parents and other related service providers. Therapist should be knowledgeable in the evaluation and treatment of receptive/expressive language, language processing, phonology, feeding disorders and augmentative and alternative communication (AAC) technology utilizing culturally and linguistically appropriate assessment tools.

ESSENTIAL DUTIES AND RESPONSIBILITIES

  • Screen students for speech/language and feeding/swallowing difficulties and determining the need for further assessment and/or medical referral.
  • Conduct a culturally and linguistically relevant comprehensive assessment of a student’s current language abilities including functional communication skill and social communication. Evaluation reports reflecting the practitioner’s findings should be well written and easily understood by the listener.
  • Assess the need for AAC intervention. The Speech-Language Pathologist (SLP) will help provide programming as needed, monitor maintenance requirements for those devices, track student progress and coordinate with the family on expectations and progress.
  • Develop the Individual Education Plan (IEP) for Communication, including expressive/receptive language, and pragmatics. Goals and/or programmatic supports for literacy development and self-regulatory functions that may allow a student to return to the mainstream curriculum should be included in the IEP when appropriate.
  • Provide or share supports to families as needed to support generalization of skills across environments.
  • Provide ongoing and periodic evaluations of student’s progress, documenting progress with the same frequency as for all students.
  • Collaborate with teachers and other members of the school Individualized Education Plan (IEP) interdisciplinary team to determine appropriate educational and therapeutic services.
  • Participate in the IEP planning and creation process. Collaborate with teachers within an interdisciplinary model to ensure positive programming for students on the SLPs caseload.
  • Develop and maintain a positive and professional relationship with parents/caregivers.
  • Submit all reports within designated time frames.
  • Maintain an accurate record keeping system.
  • Comply with ACCEL International for Saudi Arabia Education policies.

MINIMUM QUALIFICATIONS

  • A Master’s of Science or Master’s of Art Degree from an accredited organization in Speech Language Pathology in health and/or school settings.
  • Possession of a current license.
  • Five (5) years in clinical/educational Speech Language Pathology serving three (3) years up to 18 years of age.
  • Bilingual Arabic/English required

PREFERRED QUALIFICATIONS

  • Professional certification from an accredited Speech and Language Association
Physical Therapist

SUMMARY: We’re an energetic company looking for a Physical Therapist to join our team. The ideal candidate for this position will identify, evaluate, and treat functional sensorimotor, perceptual, and fine motor deficits in students with physical, cognitive, and emotional/behavioral challenges through collaboration with teachers, parents and other related service providers.

ESSENTIAL DUTIES AND RESPONSIBILITIES:

  • Performs assessments, establishes functional goals and designs a treatment plan in collaboration with the student, family and multi-disciplinary Individualized Education Plan (IEP) team.
  • Provides physical therapy intervention in accordance with established plan of care, including main physical therapy objectives which include but are not limited to: maintaining sitting balance, moving from class to class, navigating playground and other equipment, hydrotherapy exercises if applicable, assessing effectiveness of treatment and modifying when needed and other physical therapy related activities.
  • Evaluates and writes evaluation reports for students receiving services.
  • Develops and implements individualized educational plans and instructional programs.
  • Provide ongoing and periodic evaluations of student’s progress, documenting progress with the same frequency as for all students.
  • Communicates and documents with patient, family and members of the multidisciplinary team to promote maximum benefits of care.
  • Discusses progress with the physician/psychologist/senior therapist/multidisciplinary team, and recommends changes to treatment plan and discharge.
  • Contributes to the development of new student educational materials such as student instructions and exercise handouts.
  • Contributes to the development of clinical protocols and student assessment forms.
  • Instructs students and families in procedures and exercises to be continued at home.
  • Participates as needed with on-going training of staff.
  • Complies with all policies and procedures

QUALIFICATION REQUIREMENTS:

Bachelor of Science Degree in Physical Therapy from an accredited institution.

Possession of a current Physical Therapy License.  

Minimum of three (3) years of experience in Physical Therapy, preferred with pediatric experience.

LANGUAGE SKILLS:

Ability to read, analyze, and interpret educational documents and assessments. Ability to respond to common inquiries or complaints from parents/caregivers and other individuals authorized to obtain educational information. Preferred bilingual in Arabic and English.

REASONING ABILITY:

Ability to define problems, collect data, establish facts and draw valid conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.

PHYSICAL DEMANDS:

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.

During the course of the workday, the employee is frequently walking and standing while performing the duties of this job.  The employee may frequently bend or twist at the neck and back, reach with hands and arms, climb, balance, stoop, kneel, crouch or crawl while performing the duties of this job.  The employee is regularly required to use hand and fingers to handle or feel objects, tools, or controls. 

Specific vision abilities required by this job include peripheral vision, close vision, distance vision, color vision, depth perception and the ability to adjust focus. Specific hearing abilities required by this job include the ability to hear the spoken word at a normal volume and at 20 feet with back turned.

The employee must regularly lift and/or move up to 10 pounds, frequently lift and/or move up to 25 pounds, and occasionally lift and/or move up to 50 pounds.  At times employee may, with assistance, lift and/or move up to an individual student’s body weight.

WORK ENVIRONMENT:

The work environment is representative of what an employee may encounter while performing the essential functions of this job.

The noise level in the work environment is usually moderate to loud. Students may exhibit inappropriate physical behavior which may include hitting, biting, kicking, etc.

POSITION RESPONSIBILITIES:

  • Provide consultative and direct physical therapy services.
  • Evaluate and write evaluation reports for students in need of therapy services using a variety of diagnostic tests, informal rating scales, observational opportunities and other means, as appropriate.
  • Participates in MET and IEP meetings when appropriate, to discuss a student’s Physical Therapy evaluation, present level of performance and to make recommendations regarding IEP goals and objectives.
  • Develops and writes Individual Education Plans for each student requiring therapy services providing student’s present level of performance and formulating annual goals and benchmark objectives.
  • Evaluates student’s progress through ongoing and periodic assessments, documenting progress with the same frequency as for all ACCEL students.
  • Prepares treatment plans that meet the functional needs of students.
  • Maintain up to date and accurate student list, dates of IEP reviews, scheduled meetings, and current copies of student goals and objectives.
  • Consults with teachers, therapists, directors and other school professionals to provide collaborative programming and problem solve student issues. Therapist will work, as appropriate, within the classroom utilizing a team approach with education staff in delivering functional activities.
  • Develop and maintain a professional relationship with ACCEL staff, parents/caregivers and members of the community at large.
  • Submit all reports within designated time frames.
  • Maintain an accurate record keeping system.
  • Maintains therapy department equipment and materials.
  • Participates in school meetings, in-services, and committees designed to improve/enhance the overall school program. Contribute to the professional growth of colleagues by providing relevant in-services.
  • Maintains regular attendance.
  • Performs related duties, special assignments and projects as required by the Therapy Lead.

 

 

Occupational Therapist

SUMMARY: Identify, evaluate, and treat functional sensorimotor, perceptual, and fine motor deficits in students with physical, cognitive, and emotional/behavioral challenges through collaboration with teachers, parents and other related service providers.

ESSENTIAL DUTIES AND RESPONSIBILITIES:

  • Provide consultative and direct occupational therapy services.
  • Assess and evaluate the student’s skills and level of functioning using appropriate developmental instruments for different ages, developmental disabilities and severity levels.
  • Develop and implement individualized educational plans and instructional programs.
  • Assess the individual’s strengths and areas for improvement that will be addressed through therapy sessions and family programming.
  • Assess occupations and/or performance skills such as self-care (ADL) gross motor, fine motor, perceptual visual-motor and social skills.
  • Participate in Multidisciplinary Evaluation Team (MET) and Individual Education Plan (I.E.P) meetings when appropriate.
  • Participate in the individual education planning, collaborating with teachers as appropriate for each student to receive occupational therapy services.
  • Assess and conduct life skills training and development for all ages.
  • Synthesize information obtained through observations, assessment and interpretation of the data collected in order to develop goals, intervention plans and approaches based on clinical judgement, knowledge and skills as well as evidence-based practices and models.
  • Work collaboratively with multidisciplinary team to implement therapeutic and educational programs as well as art, recreational and technological based programs.
  • Administer various treatment techniques including but not limited to customized intervention programs to improve one’s ability to perform daily activities, comprehensive home and job evaluations with adaptation recommendations and adaptive equipment recommendations.
  • Monitor and evaluate the effectiveness of treatment and modifies as needed.
  • Provide ongoing and periodic evaluations of student’s progress, documenting progress with the same frequency and maintain documentation that includes an initial assessment, progress notes and a dismissal.
  • Communicate, develop and maintain a professional relationship with parents/caregivers and members of the multi-disciplinary team to promote maximum benefit of care and rehabilitation.
  • Perform other duties to support the overall effectiveness of the unit.
  • Comply with ACCEL policies.

 

QUALIFICATION REQUIREMENT:

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill and/or ability required.

EDUCATION AND/OR EXPERIENCE:

  • Bachelor of Science degree in Occupational Therapy from an accredited institution.
  • Possession of a current license to practice Occupational Therapy
  • Professional Certification required from an accredited organization
  • Five (5) years of experience in Pediatric Occupational Therapy preferred and working with children with special needs.
  • Possess skills in Recreational and Art Therapy

LANGUAGE SKILLS:

Ability to read, analyze, and interpret educational documents and assessments. Ability to respond to common inquiries or complaints from parents/caregivers and other individuals authorized to obtain educational information.

Bilingual in Arabic and English preferred.

REASONING ABILITY:

Ability to define problems, collect data, establish facts and draw valid conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.

PHYSICAL DEMANDS:

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.

During the course of the workday, the employee is frequently walking and standing while performing the duties of this job. The employee may frequently bend or twist at the neck and back, reach with hands and arms, climb, balance, stoop, kneel, crouch or crawl while performing the duties of this job. The employee is regularly required to use hand and fingers to handle or feel objects, tools, or controls.

Specific vision abilities required by this job include peripheral vision, close vision, distance vision, color vision, depth perception and the ability to adjust focus. Specific hearing abilities required by this job include the ability to hear the spoken word at a normal volume and at 20 feet with back turned.

The employee must regularly lift and/or move up to 10 pounds, frequently lift and/or move up to 25 pounds, and occasionally lift and/or move up to 50 pounds. At times employee may, with assistance, lift and/or move up to an individual student’s body weight.

WORK ENVIRONMENT:

The work environment is representative of what an employee may encounter while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The noise level in the work environment is usually moderate to loud. Students may exhibit inappropriate physical behavior which may include hitting, biting, kicking, etc.

POSITION RESPONSIBILITIES:

  • 1. Provide consultative and direct occupational therapy services. Duties include: consulting and providing ideas to teachers and parents: providing therapy and instruction to students in the classroom setting.
  • 2. Evaluate and write evaluation reports for students in need of therapy services using a variety of diagnostic tests, informal rating scales, observational opportunities and other means, as appropriate.
  • 3. Participates in MET and IEP meetings when appropriate, to discuss a student’s Occupational Therapy evaluation, present level of performance and to make recommendations regarding IEP goals and objectives.
  • 4. Develops and writes Individual Education Plans for each student requiring therapy services providing student’s present level of performance and formulating annual goals and benchmark objectives.
  • 5. Evaluates student’s progress through ongoing and periodic assessments, documenting progress with the same frequency as for all ACCEL students.
  • 6. Prepares treatment plans and develops creative therapeutic activities which reflect best practices and meets the functional sensorimotor, perceptual, and fine motor needs of students.
  • 7. Maintain up to date and accurate student list, dates of IEP reviews, scheduled meetings, and current copies of student goals and objectives.
  • 8. Consults with teachers, therapists, directors and other school professionals to provide collaborative programming and problem solve student issues. Therapist will work, as appropriate, within the classroom utilizing a team approach with education staff in delivering functional sensorimotor, perceptual, and fine motor activities. This will include providing writing activities when appropriate, developing sample materials and strategies for teachers when not in the classroom.
  • 9. Responsible for determining alternate seating and adaptive feeding equipment needs of students.
  • 10. Develop and maintain a professional relationship with ACCEL staff, parents/caregivers and members of the community at large.
  • 11. Submit all reports within designated time frames.
  • 12. Maintain an accurate record keeping system.
  • 13. Maintains therapy department equipment and materials.
  • 14. Participates in school meetings, in-services, and committees designed to improve/enhance the overall school program. Contribute to the professional growth of colleagues by providing relevant in-services.
  • 15. Maintains regular attendance.
  • 16. Performs related duties, special assignments and projects as required by the Leadership.
School Psychologist

SUMMARY: The School Psychologist will be a seasoned professional that holds our values of initiative, dignity, excellence, accountability and service close to their heart. This person will work with an interdisciplinary team to conduct assessment, case management, classroom placement, behavioral intervention and data collection procedures for students with special needs. Evidenced based classroom practices, including the Model Classroom Program ©, will be implemented by the team. We need a dynamic individual with a demonstrated commitment to special education, nonprofit work and quality services for students with special needs.

ESSENTIAL DUTIES AND RESPONSIBILITIES:

  • Provides psychological assessment of referred students through appropriate testing and diagnostic practices to determine eligibility and placement for special education services.
  • Consults with teachers and the interdisciplinary team to assist in the development of academic and behavioral programming for students.
  • Provides staff training in methodologies consistent with the ACCEL Model Classroom Program ©.
  • Assists in the development of school programs for a new special needs campus in Saudi Arabia.
  • Works closely with administrators and staff to ensure effective implementation and maintenance of all ACCEL International school operations.
  • Conducts the clinical interview to obtain information about the medical condition, family history and psycho-social history in general.
  • Conducts evaluation, diagnosis and intervention plan through psycho-educational, standardized metrics for students ages 3 to 18 years of a variety of developmental disabilities and severity levels.
  • Assesses student performance, conducts eligibility meetings and participates in multidisciplinary IEP meetings and implementation.
  • Assists specialists and teachers to expedite the student’s development.
  • Participates in developing student Individualized Education Plans (IEP) and conducts individual and family counseling.
  • Complies with ACCEL International for Saudi Arabia Education policies.

MINIMUM QUALIFICATIONS:

  • Master’s Degree in School Psychology, Clinical Psychology or Educational Diagnostician from an accredited university.
  • Professional Licensure required from an accredited organization.
  • Professional Certification required from an accredited organization.
  • Five (5) years of post-graduation experience in School Psychology or Clinical Psychology or Counseling; including administering standardized assessments, diagnosing and counseling.
  • Bilingual Arabic/English required.

BENEFITS:

  • Comprehensive Benefits Package
  • Collaborative Work Environment
  • Favorable Time-Off Schedule

Please submit your cover letter and resume to HR@accel.org

Board-Certified Behavior Analyst (BCBA)

SUMMARY: Provides evidence-based behavioral assessment, intervention, treatment and educational services to ACCEL programs for individuals with special needs. Provides case management, oversight, therapy, and develops behavior plans.

ESSENTIAL DUTIES AND RESPONSIBILITIES

• Provides direct services to clients regarding behavior and academic goals.
• Oversee, develop and implement skill acquisition programs and functional behavior assessments.
• Consults with and maintains a professional relationship with families, client, staff, professionals.
• Recommends solutions to problems with program development and implementation.
• Provides direction in establishment of program goals, protocols, and procedures.
• Analyzes client outcome data to make recommendations in program implementation.
• Can implement a variety of programs and demonstrates flexibility with the variety of individualized intervention cases
• Responds to and checks emails every 24 hours; Provides updates on goals, questions, and concerns.
• Submits reports in a timely manner to Supervisors for distribution to parents, school districts, Department of Education, agencies or other authorized parties.
• Maintain an accurate record keeping system.
• Copes with the stress of job responsibilities in adaptive and productive ways; demonstrates flexibility in responding to changes in cases, driving, meetings, etc.
• Knowledgeable of Applied Behavior Analysis and positive behavior support strategies, and able to model the application of empirically valid procedures in applied settings.
• Participates in meetings, in-services, and committees designed to improve/enhance ACCEL programs.
• Consults with other ACCEL professionals to provide collaborative programming and problem solve client issues.
• Performs related duties, special assignments and projects as required by the Director of Behavioral Services and/or Director or The BISTÅ Center.
• On time for scheduled meetings/appointments; notifies in advance if going to be late; follows company cancellation policy.
• Develops program goals, protocols, programs, teaching methods, and data collection systems for all cases. Program development requirements for cases are updated monthly or as needed.
• Reviews client outcome data in field (e.g., raw, daily and monthly summaries) to make recommendations in program implementation.

EDUCATION/EXPERIENCE REQUIREMENTS

• Master’s degree in a related field required
• BCBA required
• Senior level clinical skills
• Experience in behaviorally based programming for individuals with autism or other disabilities
• Administrative and supervisory experience in the field of Special Education or related field preferred

Nurse

SUMMARY: Provides prescribed medical treatment and personal care services to students in consultation with physicians and families and complies with all regulatory agencies and laws.

ESSENTIAL DUTIES AND RESPONSIBILITIES:

  • Provides first aid and emergency care to students and staff.
  • Takes and records students’ vital signs when needed. Dresses wounds, applies compresses, and ice bags.
  • Observes students and reports adverse reactions to medication or treatment to supervisor.
  • Administers oral, inhaled and topical medications to students. Maintains accurate records for medication administration. 
  • Assembles and uses such equipment as tracheotomy tubes, oxygen suppliers, and nebulizers.
  • Inventories and requisitions supplies.
  • Communicates necessary medical information in a timely manner to Nursing Supervisor and appropriate school personnel.
  • Performs other responsibilities and projects as assigned.

 

QUALIFICATION REQUIREMENT:

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

EDUCATION AND/OR EXPERIENCE:

Minimum a bachelor’s degree in nursing, or be a graduate from an approved nursing program. Two to four years related experience and/or training; or equivalent combination of education and experience.

LANGUAGE SKILLS:

Ability to read, analyze parents legal documents.  Ability to respond to common inquiries or complaints from customers, regulatory agencies, or members of the business community.

WORK ENVIRONMENT:

The work environment is representative of what an employee may encounter while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The noise level in the work environment is usually moderate to loud. Students may exhibit inappropriate physical behavior which may include hitting, biting, kicking, etc.

POSITION RESPONSIBILITIES:

  • Care for students with medical/physical complaints. Refer students with injuries/illnesses to physician for examination and treatment.
  • Provide for students’ health and physical needs by administering prescribed medications and medical treatment. Administer first aid treatment.
  • Check unit dosage of prescribed medications and administer or distribute to students, as prescribed.
  • Communicate students’ medication changes and/or behavioral problems to appropriate staff.
  • Maintain medical records of student students, including: medical history, drug reactions, allergies, prescribed medications, injections, immunization shots, and other.
  • Review medical history of applicants and may participate in evaluations for students by meeting with parents/school/staff. Assist in the development of individualized written health care plans for all students, when appropriate.
  • Administer first aid and emergency medical treatment.
  • Monitor and maintain records/inventory of stock drugs, bandages and other supplies, and medications, e.g., control drugs. Order prescriptions and medical supplies. Check medical equipment and supplies, e.g., aspirator and oxygen tanks, to ensure proper working condition.  Sterilize equipment and supplies, as directed.  Inform supervisor of needed repairs and malfunctions.
  • Consult with supervisor to resolve medical-related problems and crises, e.g., emergency hospitalization.
  • Conducts CPR and First Aid training for staff.
  • Perform related duties, special assignments, and projects, as required.
Behavioral Technician

SUMMARY: Assist in proactive behavioral interventions with individual students and/or classrooms under the supervision of the Department of Behavioral Services.  Observe classrooms and/or students, design, and implement proactive behavioral interventions (Individual Behavior Intervention Plans – IBIPs) to improve students’ educational, social, physical, and behavioral growth needed to achieve the skill levels as identified in each student’s Individual Education Program (IEP). 

Essential Duties:

  • Assist classroom staff in planning and preparing materials for approved behavioral interventions.
  • Assist in the design and implementation of approved behavioral intervention techniques under the supervision of the Department of Behavioral Services.
  • Assist in the development of Individualized Behavior Intervention Plans under the supervision of the Department of Behavior Services.
  • Respond to designated team calls and assist with behavioral interventions throughout the day.
  • Attend meetings with classroom staff as needed regarding behavioral intervention techniques under the supervision of the Department of Behavior Services.
  • Maintain a clean, safe, and stimulating environment for students.
  • Maintain accurate records and files on all students assigned to the program.
  • Assist in the collection of behavioral data in the classrooms.
  • Collect, input, and review behavioral data monthly or as needed.
  • Assist the Department of Behavioral Services in inputting, reviewing, and analyzing classroom data.
  • Attend weekly behavior team meetings.
  • Maintain regular attendance.
  • Comply with ACCEL policies and procedures.
  • In the absence of the Director of Behavioral Services assume essential job duties and responsibilities.

Qualification Requirement:

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily.  The requirements listed below are representative of the knowledge, skill, and/or ability required.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Candidates are to have passed all sections of the Therapeutic Crisis Interventions exam.  In addition, candidates must continue to pass all refresher courses they attend. 

Candidates must have an exemplary attendance record at ACCEL.

Candidates must be a member of the Behavior Team for at least three (3) months.

Candidates must be able to successfully complete the Behavior Technician Human Performance Evaluation (HPE). 

Candidates must adhere to all requirements for employment:

Candidates for employment will be sent to a designated facility to undergo a drug-use test as part of the pre-employment process. From time to time, ACCEL will require employees to undergo drug-use or an alcohol impairment test on a random basis.

All personnel hired by ACCEL shall be fingerprinted as a condition of employment, except for certified personnel who, as a condition of certification are required to have a valid fingerprint clearance card.  All other personnel shall obtain a state level fingerprint background check. 

Have an annual TB test (negative chest x-ray or skin test) performed or provide documentation of TB tests performed within three months of employment.

Education and/or Experience:

A minimum of a high school or general equivalency diploma and experience working with ACCEL students and staff is required.  Some college preferred.  Successful completion of Therapeutic Crisis Intervention Training of Trainers and updates as needed.  Employee must be a member of behavior team for at least 3 months. 

Language Skills:

Ability to respond to common inquires from immediate supervisors and to communicate with co-workers regarding student issues.  Ability to read, analyze, interpret, and complete educational and behavioral documents used in the school setting. 

Reasoning Demands:

Ability to define problems, collect data, establish facts and draw valid conclusions.

Physical Demands:

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

During the course of the workday, the employee is frequently walking and standing while performing the duties of this job.  The employee may frequently bend or twist at the neck and back, reach with hands and arms, climb, balance, stoop, kneel, crouch or crawl while performing the duties of this job.  The employee is regularly required to use hand and fingers to handle or feel objects, tools, or controls. 

Specific vision abilities required by this job include peripheral vision, close vision, distance vision, color vision, depth perception and the ability to adjust focus. Specific hearing abilities required by this job include the ability to hear the spoken word at a normal volume and at 20 feet with back turned.

The employee must regularly lift and/or move up to 10 pounds, frequently lift and/or move up to 25 pounds, and occasionally lift and/or move up to 75 pounds.  At times employee may, with assistance, lift and/or move up to an individual student’s body weight.  The employee must run within the school building regularly and out of the school building occasionally.  The employee will frequently need to get on the floor and physically intervene using Therapeutic Crisis Intervention techniques with students for short durations on a regular basis and occasionally for an extended period of time. 

Work Environment:

The work environment is representative of what an employee may encounter while performing the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The noise level in the work environment is usually moderate to loud.  Students may exhibit inappropriate physical behavior which may include hitting, biting, kicking, etc.

 

Position Responsibilities:

  • Assist teacher in establishing a classroom environment conductive to maximum learning by maintaining classroom structure and directing/cueing students to socially appropriate behavior.
  • Observe, monitor, and assist classroom staff in the implementation of students’ approved behavioral programs.
  • Gather information for and design Individual Behavior Intervention Plans under the supervision of the Department of Behavioral Services.
  • Design and implement behavior intervention programs with assigned classrooms under the supervision of the Department of Behavioral Services.
  • Assist with the supervision of students during arrival and dismissal, emergency drills, assemblies, play periods, field trips, and at all other times during the school day.
  • Alert the teacher to any problem or special information about an individual student.
  • Maintain dignity of students and confidentiality of information about students.
  • Maintain confidentiality of information about classroom staff.
  • Assist in the collection and review of educational, behavioral, and therapy data. 
  • Assist the classroom staff in correctly implementing behavioral interventions by meeting with and discussing, as well as modeling the appropriate behavioral interventions under the supervision of the Department of Behavioral Services.
  • Assist in protecting and de-escalating individual students during crisis times.
  • Alert the Department of Behavioral Services to any incorrect use of behavior interventions.
  • Attend meetings, in-services, and serves on staff committees as required.
  • Contribute to behavior team discussions regarding current behavior interventions with individual students, students in need of behavioral intervention, and/or staff needing behavioral intervention training.
  • Perform related duties, special assignments, and projects that may be assigned.
  • Maintain accurate records on all students assigned to the program.
  • Assist in ensuring proper maintenance of classrooms and school facilities and report to Department of Behavioral Services any property damage, safety hazards, etc.
  • Collect, input, review, and analyze data from assigned classrooms monthly or as needed.
  • Attend meetings, in-services, and serve on staff committees as required.
  • Perform related duties, special assignments, and projects that may be assigned.
  • Maintain and update student files as needed throughout the school year.
  • Attend weekly behavior team meetings.
  • Maintains regular attendance.
  • Comply with ACCEL policies and procedures.
  • In the absence of the Department of Behavioral Services; supervise and instruct team members during team calls and behavioral interventions, and assist classroom staff with questions or concerns.
Behavioral Intervention Coordinator

SUMMARY: Under the direction and guidance of the Behavior Analyst (BA) and the Lead Behavior Intervention Coordinator (LBIC), the Behavior Intervention Coordinator (BIC) will serve to support the Response Team (RT) and will ensure that the RT is proactively working with students and classroom teams to prevent crisis behavior, as well as serve as lead of the RT during crisis behavior. BICs will need to be proficient in behavior analysis, behavior management, physical interventions, and TCI (de-escalation techniques and restraints). As BIC, under the supervision of the Department of Behavioral Services’ BA, this position will observe classrooms and/or students to design and implement Strategies & Recommendations and Individual Behavior Intervention Plans (IBIPs) to improve students’ educational, social, physical, and behavioral growth needed to achieve the skill levels as identified in each student’s Individual Education Program (IEP). 

Essential Duties:

  • Responsible for being proactive by training (and using) behavior management strategies, such as using reinforcement, identifying functions of behavior, considering antecedents & consequences, implementing IBIPs or Strategies & Recommendations, and using Effective Instruction Delivery. BICs are also responsible for training (and using) physical interventions and TCI de-escalation strategies, such as managing the environment, behavior support techniques, and emotional first-aid. 
  • Responsible for leading and providing support to the RT during all Help or Team Calls by overseeing TCI de-escalation strategies such as crisis-co-regulation, managing aggressive behavior, using releases, and protective interventions. BICs are also responsible for training (and using) restrictive interventions, such as alternative area, alternative room, physical interventions, or physical restraints to keep students and staff members safe.
  • Responsible for ensuring the appropriate assistance is provided by the RT to classroom staff in planning and preparing materials for approved behavioral interventions.
  • Responsible for assisting in the design and implementation of behavior management techniques and approved behavior intervention strategies, as well as assisting in informing ACCEL staff of new or updated plans.
  • Will assist the Lead BIC in the development of Individualized Behavior Intervention Plans under the supervision of the BA and assists in the appropriate dissemination of this information.
  • Will assist the Lead BIC in the designing and implementation of student’s skill acquisition programs, as instructed by the BA.
  • Will assist the Lead BIC in ensuring that a clean, safe, and stimulating environment for students and the RT is maintained.
  • Will assist the Lead BIC in ensuring that accurate records and files on all students assigned to the program are maintained.
  • Will assist the Lead BIC in ensuring that the collection of behavioral and academic data is being collected and inputted; may also assist in reviewing and analyzing data, as needed and as instructed by the BA.
  • Will assist the Lead BIC in the appropriate collection, input, and review of behavioral data and assist in ensuring this is conducted as required on a monthly or as needed basis.
  • Will assist the Lead BIC in the preparation and delivery of weekly Response Team Meetings. Will also assist in collaborating with Teachers, Therapy, and classroom staff during team meetings. May also be asked to attend IEP or intake meetings.
  • Will serve in the Lead BIC position during any absence of the Lead and will ensure the appropriate leadership of the RT is maintained.
  • Will assist in the collaboration with the BA and BIC Lead in determining the appropriate appointment of RT members for subsequent year based on individual successful performance requirements.  

Qualification Requirement:

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily.  The requirements listed below are representative of the knowledge, skill, and/or ability required

The BIC serves to support and provide leadership to the RT and must have served in the positon of a Behavior Technician for a minimum of a year and/or hold their RBT. If the BIC does not have their RBT, they must obtain their RBT within the first year of service as the BIC.

Candidates must pass all sections of the Therapeutic Crisis Interventions exam.  In addition, candidates must continue to pass all refresher courses they attend. 

Candidates must be able to successfully complete the Behavior Technician Human Performance Evaluation (HPE). 

Candidates must adhere to all requirements for employment:

Candidates for employment will be sent to a designated facility to undergo a drug-use test as part of the pre-employment process. From time to time, ACCEL will require employees to undergo drug-use or an alcohol impairment test on a random basis.

All personnel hired by ACCEL shall be fingerprinted as a condition of employment, except for certified personnel who, as a condition of certification are required to have a valid fingerprint clearance card.  All other personnel shall obtain a state level fingerprint background check. 

Have an annual TB test (negative chest x-ray or skin test) performed or provide documentation of TB tests performed within three months of employment.

Education and/or Experience:

A minimum of a high school or general equivalency diploma and experience working with ACCEL students and staff is required.  Some college preferred.  Successful completion of the Registered Behavior Technician Certification Program within one year of obtaining the Lead Position. Successful completion of Therapeutic Crisis Intervention and updates as needed.  Employee must have served as a Behavior Technician for a minimum of one year or have their RBT.   

Language Skills:

Ability to respond to common inquires from immediate supervisors and to communicate with co-workers regarding student issues.  Ability to read, analyze, interpret, and complete educational and behavioral documents used in the school setting. 

Reasoning Ability:

Ability to define problems, collect data, establish facts and draw valid conclusions.

Physical Demands:

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. 

During the course of the workday, the employee is frequently walking and standing while performing the duties of this job.  The employee may frequently bend or twist at the neck and back, reach with hands and arms, climb, balance, stoop, kneel, crouch or crawl while performing the duties of this job.  The employee is regularly required to use hand and fingers to handle or feel objects, tools, or controls. 

Specific vision abilities required by this job include peripheral vision, close vision, distance vision, color vision, depth perception and the ability to adjust focus. Specific hearing abilities required by this job include the ability to hear the spoken word at a normal volume and at 20 feet with back turned.

The employee must regularly lift and/or move up to 10 pounds, frequently lift and/or move up to 25 pounds, and occasionally lift and/or move up to 75 pounds.  At times employee may, with assistance, lift and/or move up to an individual student’s body weight.  The employee must run within the school building regularly and out of the school building occasionally.  The employee will frequently need to get on the floor and physically intervene using Therapeutic Crisis Intervention techniques with students for short durations on a regular basis and occasionally for an extended period of time. 

Work Environment:

The work environment is representative of what an employee may encounter while performing the essential functions of this job. 

The noise level in the work environment is usually moderate to loud.  Students may exhibit inappropriate physical behavior which may include hitting, biting, kicking, etc.

 

Position Responsibilities:

  • Serves to provide interactive support and leadership to the RT and teachers in establishing classroom environments that are conductive to maximum learning by maintaining classroom structure and directing/cueing students to socially appropriate behavior.
  • Serves to provide interactive support and leadership to the RT and assistance to the Lead BIC in the observance, monitoring, and assistance with classroom staff in the implementation of students’ approved behavioral programs.
  • Serves to provide interactive support and leadership to the RT and assistance to the BIC Lead in the gathering of information for and design of Individual Behavior Intervention Plans under the supervision of the BA.
  • Serves to provide interactive support and leadership to the RT and assistance to the Lead BIC in the designing and implementation of behavior intervention programs with assigned classrooms under the supervision of the BCBA.
  • Serves to provide interactive support and leadership to the RT and assistance to the Lead BIC in the supervision of students during arrival and dismissal, emergency drills, assemblies, play periods, field trips, and at all other times during the school day.
  • Serves to provide interactive support and leadership to the RT and assistance to the Lead BIC in alerting the teacher to any problem or special information about an individual student.
  • Serves to provide interactive support and leadership to the RT and assistance to the Lead BIC in ensuring that the RT maintains the dignity of students and confidentiality of information about students.
  • Serves to provide interactive support and leadership to the RT and assistance to the Lead BIC in ensuring that the confidentiality of information about classroom staff is maintained.
  • Serves to provide assistance to the Lead BIC in ensuring the appropriate level of assistance is provided in the collection and review of educational, behavioral, and therapy data.
  • Serves to provide interactive support and leadership to the RT and assistance to the Lead BIC in ensuring that classroom staff is appropriately assisted in correctly implementing behavioral interventions by meeting with and discussing, as well as modeling the appropriate behavioral interventions under the supervision of the BA.
  • Serves to provide interactive support and leadership to the RT and assistance to the Lead BIC in ensuring that the RT members are appropriately assisting in protecting and de-escalating individual students during crisis times.
  • Assists the Lead BIC in ensuring RT members are attending meetings, in-services, and serves on staff committees as required and directed.
  • Assists the Lead BIC during behavior team discussions regarding current behavior interventions with individual students, students in need of behavioral intervention, and/or staff needing behavioral intervention training under the direction of the BA.
  • Is responsible for performing related duties, special assignments, and projects that may be assigned by BA or the Principal.
  • Assists the Lead BIC in ensuring the appropriate maintenance of accurate records on all students assigned to the program.
  • As BIC is responsible in ensuring that proper maintenance of classrooms and school facilities are provided and will report any property damage, safety hazards, etc. to appropriate leadership individuals.
  • As BIC Is responsible for the appropriate collection, input, review, and analysis of data from assigned classrooms monthly or as needed.
  • As BIC, will ensure that student files will be maintained and updated as needed throughout the school year.
  • Assists Lead BIC in the development, implementation and delivery of effective and meaningful RT meetings that are designed to provide guidance and support and should be regularly scheduled for the improvement of services by the RT.
  • As BIC, will maintain regular and timely attendance.
  • Will comply with ACCEL policies and procedures.
  • As BIC, is responsible for supervising, instructing and providing guidance to RT members during all team calls and behavioral interventions, and when assisting classroom staff with questions or concerns
Special Needs Teacher

SUMMARY: Instruct students with physical, cognitive, and emotional/behavioral challenges by adapting and developing educational materials to meet the unique needs of students. Strive to ensure that students reach their full learning potential.

ESSENTIAL DUTIES AND RESPONSIBILITIES

• Develop and implement individualized educational plans and instructional programs.
• Provide ongoing and periodic evaluations of student’s progress and make recommendations concerning curriculum areas to be emphasized and required accommodations.
• Develop and maintain a professional relationship with parents/caregivers and inform them of the student’s progress.
• Maintain an accurate record keeping system.
• Provide supervision and direction to classroom aides.
• Implement behavior intervention techniques for classroom management
• Participate in MET and IEP meetings
• Work collaboratively with multidisciplinary team to implement therapeutic and educational programs.
• Comply with ACCEL policies.
SUPERVISORY RESPONSIBILITIES
Directly supervises one or more aides in the classroom and carries out supervisory responsibilities in accordance with the organization’s policies and applicable laws. Responsibilities include training employees, planning, assigning, and directing work, appraising performance, addressing complaints, and resolving problems.

EDUCATION/EXPERIENCE REQUIREMENTS

• Bachelor’s Degree or higher required
• Valid Arizona Teaching Certificate with Special Education endorsement
• One year classroom teaching experience preferred

Teacher Assistant/Paraprofessional

SUMMARY: Assists in the instruction of individual students or small groups in activities designed to promote educational, social, and physical growth needed to achieve the skill levels as identified in each student’s individual education programs (IEP).

ESSENTIAL DUTIES AND RESPONSIBILITIES

  • Assists the classroom teacher in planning and preparing materials for individual and group activities.
  • Assists in the implementation of instructional programs for students under the supervision of the classroom teacher and/or Principal.
  • Implements therapeutic programs for students under the direction of a therapist and/or classroom teacher.
  • Implements behavior intervention techniques under the direction of the teacher and Director of Behavioral Services.

Instructs and assists students in personal care and hygiene

  • Assists students with meals, snacks, and drinks implementing any prescribed feeding programs.
  • Maintains accurate records on all students assigned to the program.
  • Maintains a clean, safe and stimulating environment for students.
  • Maintains regular attendance.
  • Complies with ACCEL policies and procedures.

EDUCATION/EXPERIENCE REQUIREMENTS

  • High School Diploma or GED
  • Experience working with special needs children preferred
  • CPR/First Aid preferred
Program Manager

SUMMARY: Through leadership, supervisory and administrative skills, manages the assigned school to promote the educational, therapeutic, and behavioral development and well-being of each student. Using internationally recognized expertise the Program Manager/Principal will establish high quality holistic services and programs that are proven to be best research based practices in the field, will meet the Center’s mission and service delivery model and individual needs of students leading to successful transitions.

BASIC ROLE AND RESPONSABILITIES:

  • Responsible for supervision of school staff, including directors, teachers, therapists, aides, nurses, behavior team, and all other support staff.
  • Responsible, with input from the Center Director and Finance & Accounting Administrator, for managing assigned school’s budget, including meeting budgetary objectives and monitoring all departmental budgets.
  • Responsible, with input from the Center Director, for overseeing the development and revision of ACCEL International’s curriculum and monitoring the educational programs of ASNC.
  • Responsible for monitoring to assure ACCEL International’s compliance with local Saudi Arabia Ministry of Education, government and labor law rules and regulations, including certification of all staff.
  • Responsible for the orderly conduct and operation of the school, carrying on continual appraisal and evaluation of personnel, programs, and procedures.
  • Ensure the safety and security of students and staff by adopting appropriate policies and procedures and responsible for the orderly conduct and operation of the school, carrying on continual appraisal and evaluation of personnel, programs and procedures.
  • Identify appropriate priorities and targets for professional development of staff and student’s cognitive, social, adaptive, behavioral, physical, communication, vocational and academic development.
  • Establish and measure goals for improvements in all cognitive, social, adaptive, behavioral, physical, communication, vocational and academic development.
  • Implement best practice models for inclusive education (partial/total inclusion).
  • Collaborate with community school manager to enhance student transitions and support service provisions.
  • Ensure the development of each student is monitored and recorded.
  • Responsible for the development and documentation of the Center’s programs for children with special needs.
  • Manage longitudinal assessments across classrooms and therapeutic services, assist in the development of and implement assessment procedures for all students on the entry to the school, diagnosis and developmental stages.
  • Ensure that parents are well informed about the curriculum, therapy, targets and development.
  • Lead and manage staff regarding the arrangement, coordination, planning, preparation and implementation of programs.

 

SUPERVISORY RESPONSABILITIES:

Directs and supervises subordinate staff of assigned school, including directors, supervisors, teachers, therapists, aides, nurses, behavior team, and all other support staff.

Carries out supervisory responsibilities in accordance with the organization’s policies and applicable laws. Responsibilities include interviewing, hiring, training and terminating employees; planning, assigning, and directing work; appraising performance; rewarding and disciplining employees; addressing complaints and resolving problems.

QUALIFICATION REQUIREMENT:

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill and/or ability required.

Candidates for employment will be sent to a designated facility to undergo a drug-use test as part of the pre-employment process. From time to time, ACCEL will require employees to undergo drug-use or an alcohol impairment test on a random basis.

All personnel hired by ACCEL shall be fingerprinted as a condition of employment, except for certified personnel who, as a condition of certification are required to have a valid fingerprint clearance card.  All other personnel shall obtain a state level fingerprint background check. 

EDUCATION AND/OR EXPERIENCE:

Master’s Degree in an educational field with a minimum of five years of progressively responsible administrative and supervisory experience in the field of special education.  Arizona Department of Education Principal Certification required. 

LANGUAGE SKILLS:

Ability to read, analyze, and interpret common scientific and technical journals, financial reports, and legal documents.  Ability to respond to common inquiries or complaints from customers or regulatory agencies.  Ability to effectively present information to management, public groups, and/or board of directors

REASONING ABILITY:

Ability to define problems, collect data, establish facts, and draw valid conclusions.  Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.

PHYSICAL DEMANDS:

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

During the course of the workday, the employee is frequently walking and standing while performing the duties of this job. The employee may frequently bend or twist at the neck and back; reach with hands and arms; climb, balance, stoop, kneel, crouch or crawl while performing the duties of this job. The employee is regularly required to use hands and fingers to handle or feel objects, tools, or controls.

The employee must regularly lift and/or move up to 10 pounds, frequently lift and/or move up to 25 pounds and occasional lift and/or move up to 50 pounds.

Specific vision abilities required by this job include peripheral vision, close vision, distance vision, color vision, depth perception and the ability to adjust focus. Specific hearing abilities required by this job include the ability to hear the spoken word at a normal volume and at 20 feet with back turned. Specific vision abilities required by this job include peripheral vision, close vision, distance vision, color vision, depth perception and the ability to adjust focus.

POSITION RESPONSIBILITIES:

  • Implement and monitor state laws, Board policies and regulations, school curriculum and procedures as well as personnel policies.
  • Participate in the selection of personnel assigned to the school.
  • Maintain fiscal responsibility for all funds allotted to or collected by the school.
  • Assist in the planning of assigned school’s capital improvements.
  • Oversee the school facilities in conjunction with maintenance department staff and assure proper maintenance and security.
  • Assist in the implementation and monitoring of school’s crisis plan and risk management policy and ensure that staff is properly trained in procedures to appropriately implement these policies.
  • Assure that school’s students have been assigned appropriate educational placements, and with input from subordinate staff, monitor student’s educational and therapeutic needs, progress, and future placements as well as compliance with IEP’s and appropriate policies.
  • Make positive contributions to the life of the school by promoting activities and programs designed to establish and maintain good staff morale and a collaborative school climate, including regular staff meetings, written communications, and in-service training.
  • Provide leadership for the school’s parents, students, and school-related community organizations. This may include communicating through regular newsletters or other printed information to parents as well as attending meetings and pertinent programs.
  • Demonstrate professional growth and knowledge of current professional principles and issues necessary to establish and maintain a “best practices” school environment.
  • Confer with assigned school’s administrative team on a regular basis to ensure that programs and policies are being followed and that the team is functioning in a collaborative and constructive fashion for the benefit of the students.
  • Create a school environment that permits and encourages student growth, independence and respect.
  • Provide leadership and inspiration for support staff by encouraging creativity, problem-solving, integrity, and professionalism.
  • Models appropriate professional attitude and standard of conduct for subordinates and colleagues.
  • Demonstrates effectiveness in time management and organization of professional responsibilities. Uses delegation effectively and assigns tasks clearly and concisely.
  • Supervises subordinates by establishing clear goals and ensures that evaluations are completed at times consistent with ACCEL Personnel Manual guidelines. Proactively directs subordinates and offers comments on performance that provide guidance to elicit positive growth and change.
  • Perform related duties, special assignments, and projects as required.
Clinical Director

SUMMARY: Through leadership, supervisory and clinical skills, manages the assigned school to promote the educational, therapeutic and behavioral development and well-being of each student.

BASIC ROLE AND RESPONSABILITIES:

  • Mentor and manage the clinical staff (physical therapist, speech-language pathologist, occupational therapist, behavioral therapist, nurse, and psychologist)
  • Develop and approve differentiated planning and evidence-based therapy methodologies
  • Ensure evidence-based practices are implemented in alignment with our service delivery model
  • Plan and conduct professional learning and in-service activities for therapists, teachers and assistant teachers on current trends and issues related to special needs
  • Assess and measure student’s progress using validated tools and measures
  • Adapt therapeutic services for individual students and student programs based on students’ progress and performance as indicated in the IEP
  • Report student’s outcomes to the Program Manager, documented in the IEP, and participate in the multidisciplinary IEP team
  • Ensure clinical staff meet compliance requirements in their roles and responsibilities; and ensure clinical staff follow policies and procedures
  • Conduct staff performance reviews using objective and standardized measures
  • Ensure therapist, nurse, and psychologist duty rotation and timetables are communicated and that adequate coverage is available
  • Ensure all clinical staff maintains valid licenses from the Saudi Commission of Health Specialties and facilitate process of renewal
  • Complies with ACCEL International for Saudi Arabia Education policies
  • Other tasks and projects as assigned

MINIMUM QUALIFICATIONS:

  • Requires Master of Science degree in the field of Psychology, Speech Pathology or Occupational Therapy from an accredited university as well as the following:
  • Professional license or certification from an accredited organization and/or professional association 
  • Five (5) years of supervisory and management experience in the field of pediatrics and children with special needs.

BENEFITS:

  • Comprehensive Benefits Package (includes Healthcare and Retirement)
  • Financial incentive for relocation to the Kingdom of Saudi Arabia
  • Collaborative Work Environment
  • Favorable Time-Off Schedule
School Principal

Job description coming soon

Vocational Lead

SUMMARY: Responsible for the coordination and delivery of instruction of individual students or small groups in vocational, prevocational or ADL activities designed to promote employment or independent living skills needed to achieve employment or independent living post transition to adulthood in collaboration with classroom teachers, vocational staff and Center administration

ESSENTIAL DUTIES AND RESPONSIBILITIES:

  • Plan and prepare materials for individual and group activities.
  • Implements the vocational, pre-vocational and ADL instructional programs for students.
  • Implements appropriate behavior intervention techniques under the direction of the Center administration and behavioral support staff.
  • Organize testing and completion of documents needed for the vocational evaluation reports.
  • Perform vocational testing including Street Survival Skills Inventory, Transition to Work Inventory, and the TEACCH Transition Assessment Profile (TTAP). (If available)
  • Complete interviews including one each for student, student’s caregivers and one for the teacher.
  • Complete observations of the student during a 20-minute vocational/pre-vocational/ADL situation and one 20-minute observation during a classroom morning or an individual tasking activity.
  • Collaborate with the Center administration concerning student progress of off campus vocational activities and opportunities.
  • Instructs and assists students in personal care and hygiene for employment and independent living purposes.
  • Maintains a clean, safe and stimulating vocational/pre-vocational/ADL environment for students.
  • Attend mandatory departmental or related meetings.
  • Select inventory or equipment for areas of responsibility and ensure purchase of those materials and supplies.
  • Maintain a positive attitude and contribute toward positive staff morale.
  • Maintains regular attendance.
  • Complies with ACCEL’s policies and procedures.
  • Performs other duties as assigned.
Director of Educational Services

SUMMARY: Manages ACCEL’s Educational Services Department by providing direction, guidance, and training. Maintains ACCEL compliance with all federal, state, and Department of Education law, rules, and regulations for program operations. 

BASIC ROLE AND RESPONSABILITIES:

  • Responsible for the management of ACCEL’s Educational Services Department providing direction/guidance/training in Individual Education Plan (IEP) draft development, facilitation and implementation.
  • Responsible for assuring compliance with federal, state and Department of Education law, rules and regulations regarding IEP procedural requirements.
  • Responsible for managing the ancillary educational services of Extended School Year (ESY) programming, Arizona Instrument for Measuring Standards-Alternate (AIMS-A) compliance and student progress reporting.

SUPERVISORY RESPONSIBILITIES:

Supervises assigned subordinate staff.  Carries out supervisory responsibilities in accordance with the organization’s policies and applicable laws.  Responsibilities include training employees, planning, assigning, and directing work; appraising performance; rewarding and disciplining employees; addressing complaints and resolving problems.

QUALIFICATION REQUIREMENT:

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Candidates for employment must have an annual TB test (negative chest x-ray or skin test) performed or provide documentation of TB tests performed within three months of employment.

Candidates for employment will be sent to a designated facility to undergo a drug-use test as part of the pre-employment process. From time to time, ACCEL will require employees to undergo drug-use or an alcohol impairment test on a random basis.

All personnel hired by ACCEL shall be fingerprinted as a condition of employment, except for certified personnel who, as a condition of certification are required to have a valid fingerprint clearance card.  All other personnel shall obtain a state level fingerprint background check.

EDUCATION/EXPERIENCE:

Master’s degree in an educational field or a bachelor’s degree with a minimum of six years of progressively responsible administrative and supervisory experience in a setting serving special populations.

LANGUAGE SKILLS:

Ability to read, analyze, and interpret common scientific and technical journals, financial reports, and legal documents.  Ability to respond to common inquiries or complaints from customers or regulatory agencies.  Ability to effectively present information to management, public groups, and/or board of directors.

 REASONING ABILITY:

Ability to define problems, collect data, establish facts, and draw valid conclusions.  Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.

PHYSICAL DEMANDS:

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

During the course of the workday, the employee is frequently walking and standing while performing the duties of this job. The employee may frequently bend or twist at the neck and back; reach with hands and arms; climb, balance, stoop, kneel, crouch or crawl while performing the duties of this job. The employee is regularly required to use hands and fingers to handle or feel objects, tools, or controls.

Specific vision abilities required by this job include peripheral vision, close vision, distance vision, color vision, depth perception and the ability to adjust focus. Specific hearing abilities required by this job include the ability to hear the spoken word at a normal volume and at 20 feet with back turned.

The employee must regularly lift and/or move up to 10 pounds, frequently lift and/or move up to 25 pounds and occasional lift and/or move up to 50 pounds.

POSITION RESPONSIBILITIES:

  • Ensure that ACCEL student Individual Education Plans (IEP) comply with federal and state law, rules and regulations.
  • Provide supervision/support for ACCEL teacher’s in developing draft IEP’s.
  • Facilitate IEP meetings with parents, districts and staff.
  • Develop, conduct and implement in-service IEP training programs for ACCEL staff incorporating the most current IDEA federal and state mandates.
  • Liaison with school districts and parents in the coordination of student IEP services.
  • Ensure that ACCEL IEP documentation and student IEP records are maintained in compliance with federal, state law rules and regulations.
  • Develop, monitor and maintain IEP quality management policies and procedures.
  • Ensure that data necessary for (ESY) Extended School Year services, (AIMS-A) Arizona Instrument to Measure Standards-Alternate, Medicaid and student progress reporting are collected and reported as required by IDEA federal and state rules and regulations.
  • Develop IEP policies and procedures to ensure that ACCEL is in compliance with State of Arizona, Department of Education monitoring standards.
  • Maintain open communication with ACCEL staff in order to facilitate sound consistent IEP operations.
  • Performs related duties and special assignments as needed required by the Vice President of Educational Services.
Director of Inclusive Education and Transition Services

SUMMARY: Provide instructional support to classroom teachers and therapists in overseeing and developing transition plans as part of the IEP in order to transition students to a general education school, job, or living program.

BASIC ROLE AND RESPONSABILITIES:

  • Maintain effective communication with the staff, students, and parents keeping everyone properly informed in a positive and professional manner.
  • Develop comprehensive transition programs for students each year.
  • Maintaining student files (paper and electronic) regarding transitions according to school standards.
  • Provide training and technical assistance to case managers, teachers, related service providers and support service professionals on all aspects of transition services: use of computer systems for the special education process, writing of goal writing, progress reports, annual reviews and parent communication.
  • Assists the general education classroom teacher in “including” the student into the regular education classroom (inclusion model for special education). Develop the instructional plan for assigned students. Work with the Inclusion Paraprofessional in developing lesson plans and educational approaches.
  • Coordinate Training of Inclusion Paraprofessional on teaching methodologies specific for their students.
  • Assist the general education classroom teacher with modifications and strategies for including the inclusion student as much as practical.
  • Assist the student in running and/or participating as much as possible in his or her IEP.
  • Provide information, support, and communication with parents and families of inclusive student. This includes referral information to community agencies.
  • Request and maintain equipment and supplies necessary for the inclusion students and the inclusion program.
  • Work cooperatively with the Vocational Director to transition adult students into jobs or job training programs.
  • Performing all other acts reasonable and necessary to accomplish his/her primary function as requested by the Program Manger.
Adult Program Supervisor

SUMMARY: Assists in the instructions and training of individuals designed to promote educational, social, and physical growth needed to achieve the skill levels as identified in each individual’s Support Plan (ISP).

Essential Duties:

  • Plans and prepares materials for training activities under the supervision of the Adult Services Manager.
  • Implements training programs for individuals served under the supervision of the Adult Services Manager.
  • Drives individuals on community outings and during assigned transportation routes, AM/PM transportation.
  • Supervises individuals during their arrival and dismissal, emergency drills, meetings, social/community outings and at other times during the day.
  • Instructs and assists individuals in personal care and hygiene.
  • Assists individuals in activities of daily living such as proper nutrition, personal finances and interpersonal relationships.
  • Maintains accurate records on all individuals served and assigned
  • Maintains an up to date filing system according to DDD specifications.
  • Maintains a clean, safe work environment for all individuals served and co-workers.
  • Maintains regular attendance.
  • Complies with ACCEL policies and procedures.
  • Performs other duties as assigned.

 

Qualification Requirement:

To perform this job successfully, an employee must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Candidates for employment will be sent to a designated facility to undergo a drug-use test as part of the pre-employment process. From time to time, ACCEL will require employees to undergo drug-use or an alcohol impairment test on a random basis.

All personnel hired by ACCEL shall be fingerprinted as a condition of employment, except for certified personnel who, as a condition of certification are required to have a valid fingerprint clearance card. All other personnel shall obtain a state level one fingerprint background check. All employees must be screened through the CPS Central Registry. Must possess a valid driver’s license and produce an acceptable 39-month Department of Motor Vehicle background check to be a driver and insured by ACCEL.

Education and/or Experience:

Minimum Bachelor degree in special education. Three months experience in working with adults with special needs required or work under the close supervision of a Direct Service Provider Lead for 90 days.

Language Skills:

Ability to respond to common inquiries from immediate supervisors and to communicate with co-workers regarding issues and instructions. Ability to read, analyze, interpret, and complete documents used in the program.

Reasoning Demands:

Ability to define problems, collect data, establish facts and draw valid conclusions.

Physical Demands:

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

During the course of the workday, the employee is frequently walking and standing while performing the duties of this job. The employee may frequently bend or twist at the neck and back; reach with hands and arms; climb, balance, stoop, kneel, crouch or crawl while performing the duties of this job. The employee is regularly required to use hands and fingers to handle and feel objects, tools and controls. Specific vision abilities required by this job include peripheral vision, close vision, distance vision, color vision, depth perception, and the ability to adjust focus. Specific hearing abilities required by this job include the ability to hear the spoken work at a normal volume and at 20 feet with back turned. Specific vision abilities required by this job include peripheral vision, close vision, distance vision, color vision, depth perception and the ability to adjust focus.

The employee must regularly lift and/or move up to 10 lbs, frequently lift and or move up to 25 lbs. and on occasion lift and/or move up to 50 lbs. At times employees may, with assistance, lift and/or move up to an individual’s body weight.

Work Environment:

The work environment is representative of what an employee may encounter while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.   

The noise level in the work environment is usually moderate to loud. Individuals served may exhibit socially unacceptable behavior such as inappropriate language, property destruction and physical behaviors.

Position Responsibilities:

  • Prepares materials and activities designed to meet the physical, emotional, educational and creative need of those served.
  • Follows work schedule of assigned individuals per their ISP.
  • Displays appropriate work behavior to serve as a model to others.
  • Implements approved behavioral management programs per the ISP.
  • Drives vehicles up to 14 passenger on community outings and transportation routes.
  • Alerts the Manager and/or Director to any problem or special information about an individual by filling out an incident report.
  • Maintains dignity of those served and hold information confidential.
  • Instructs individuals on preparation of meals and snacks.
  • Collects and records data according to the individual ISP.
  • Assists individuals in writing their personal goals.
  • Assists individuals in the utilization of equipment and materials.
  • Assists individuals in ensuring proper maintenance of work areas and facilities.
  • Reports any safety concern and property damage to the Manager/Director.
  • Attends meetings, in-services, and serves on staff committees as required.
  • Performs related duties, special assignments, and projects that may be assigned
IT Supervisor

SUMMARY: Under the direction of the Center Director of Operations, the IT/Facilities Supervisor is responsible for the planning, configuration, installation, control, monitoring and maintenance of the IT infrastructure and for managing the maintenance of the buildings, grounds, and equipment at all ACCEL locations. 

BASIC ROLE AND RESPONSABILITIES:

  • Provides ongoing technology support for all campuses locations as needed, including training and technical advice for staff, teachers and students.
  • Manage technical issues for all sites, including PC support, LAN maintenance, servers, operating systems, peripherals, Office Automation equipment and telecommunications administration, ensuring prompt and courteous resolutions of problems.
  • Identify and diagnose viruses, spyware, malware and other adware. Troubleshoot and maintain software and applications.
  • Assist in the design, development, installation and management of Access database applications, school forms and other applications and documentation.
  • Networking and domain administration, LAN and disk backups and recoveries. Maintain LAN utilizing Network 2003 software.
  • New systems implementation and training.
  • Provide remote and on-site support as needed.
  • Manage tasks across multiple projects.
  • Serve as a network service analyst.
  • Serve as a consultant in new technology, applications, services and providers for the design, procurement and installation of technology systems in audio visual, voice, data integrated learning systems, information databases, and other educational technologies.
  • Tasks will include troubleshooting hardware, software, network, telecommunications and security systems and applications, including school, classroom and office equipment as needed, ensuring prompt and courteous resolutions of problems. Research tech manuals and other resources for problem resolutions.
  • Manages the maintenance of the building, grounds, equipment, and plant facilities.
  • Installs, moves, repairs, and removes equipment and utilities within the building.
  • Contracts with and supervises all outside contractors.
  • Prepare work schedules, assign work, and oversees the work product (while minimizing overtime and call-in hours).
  • Coach, counsel and manage performance of direct reports.
  • Develop and maintain Preventive Maintenance Schedule program for applicable equipment and machinery.
  • Arrange for and manage, appropriate third-party contractor support, as needed.
  • Prepare budgets and secure estimates and cost quotes as needed.
  • Enforce sound safety and housekeeping practices.
  • Other duties as assigned.

SUPERVISORY RESPONSIBILITIES:

Supervises assigned subordinate staff.  Carries out supervisory responsibilities in accordance with the organization’s policies and applicable laws.  Responsibilities include training employees, planning, assigning, and directing work; appraising performance; rewarding and disciplining employees; addressing complaints and resolving problems.

QUALIFICATION REQUIREMENT:

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily.  The requirements listed below are representative of the knowledge, skill, and/or ability required.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Candidates for employment will be sent to a designated facility to undergo a drug-use test as part of the pre-employment process. From time to time, ACCEL will require employees to undergo drug-use or an alcohol impairment test on a random basis.

All personnel hired by ACCEL shall be fingerprinted as a condition of employment, except for certified personnel who, as a condition of certification are required to have a valid fingerprint clearance card.  All other personnel shall obtain a state level fingerprint background check.

EDUCATION/EXPERIENCE:

  • Associates Degree in IT or technology or equivalent completion of specialized certification is preferred.
  • Minimum of 5-10 years of IT field experience is required. 
  • Proven experience in computer operating systems, networks, desktop application software and computer hardware.  
  • Experience with Office 2007, Office 2003, Windows Terminal Services, Windows XP, Microsoft Office Specialist, Access database and Small Business Server 2003 R2 is preferred.  
  • Experience in an educational setting is a “plus”.
  • Experience with Windows XP, networking technologies and applications, wired and wireless environments, and telecommunications.
  • Keen attention to detail with proven analytical, evaluative and problem-solving abilities.
  • High level of self motivation.
  • Ability to effectively prioritize and execute tasks in a high-pressure environment.
  • Excellent verbal and written skills are required.  Ability to present complex technical topics to a non-technical audience. 
  • Ability to facilitate a team environment with exceptional customer service orientation.
  • Demonstrated mechanical and electrical knowledge and repair abilities.
  • Exhibit strong judgment and decision-making skills.
  • Ability to interface with all types of mechanical and construction contractors.
  • Knowledgeable in all phases of construction and building maintenance.
  • Strong mechanical aptitudes, and a working knowledge of electrical, and mechanical systems.
  • Excellent trouble shooting and diagnostic skills.
  • Ability to define problems, and resolve them quickly.
  • Familiar with all current health and safety regulations.
  • Ability to work well with ever changing priorities and or situations.
  • Performs other duties as requested, directed or assigned.

WORK ENVIRONMENT:

The work environment is representative of what an employee may encounter while performing the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

  • On-call availability and monitoring of infrastructure.
  • Ability and willingness to travel on work assignments.
  • Willingness to work additional hours during the week and/or weekend, if required.
  • Occasional inspection and installation of cables and wiring in floors and ceilings.
  • Exposed to a combination of office and shop environments.
  • Regularly exposed to dust, odors, oil, fumes and noise.

LANGUAGE SKILLS:

Ability to respond to common inquires from immediate supervisors and to communicate with co-workers regarding student issues.  Ability to read, analyze, interpret, and complete educational and behavioral documents used in the school setting. 

REASONING ABILITY:

Ability to define behaviors, collect data, establish facts, and draw valid conclusions.

PHYSICAL DEMANDS: 

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. 

COMPETENCIES:

  • Problem solving—the individual identifies and resolves problems in a timely manner and gathers and analyzes information skillfully.
  • Customer Service—the individual manages difficult user situations, responds promptly to user needs and solicits feedback to improve service.
  • Oral communication—the individual speaks clearly and persuasively in positive or negative situations, demonstrates group presentation skills and conducts meetings.
  • Quality management—the individual looks for ways to improve and promote quality and demonstrates accuracy and thoroughness.
  • Planning/organizing—the individual prioritizes and plans work activities, uses time efficiently and develops realistic action plans.
  • Adaptability—the individual adapts to changes in the work environment, manages competing demands and is able to deal with frequent change, delays or unexpected events.
  • Dependability—the individual is consistently at work and on time, follows instructions, responds to management direction and solicits feedback to improve performance.
  • Safety and security—the individual actively promotes and personally observes safety and security procedures, and uses equipment and materials properly
Adaptation Specialist

SUMMARY: Assists in the development of adapted instructional materials, and the development of a vocational enterprise in which students and staff create adapted materials. Instructs and provides ongoing training to students and staff in the processes needed for the enterprise and classroom materials development.  Maintains materials in the Resource Library, storage areas, and saves all materials to the server

ESSENTIAL DUTIES AND RESPONSIBILITIES:

  • Works under the supervision of the VP of Training & Program Development. Works in a collaborative relationship with the Mentor Teacher, the Adaptation Committee, classroom teachers and paraprofessionals in planning and preparing adapted materials for individual and group activities, including adapted books and manipulative tasks.
  • Assists and instructs in the implementation of an adapted materials vocational enterprise program for students in collaboration with the classroom teacher and paraprofessionals and the Vocational Department, under the supervision of the Department of Program Development.
  • Works collaboratively with the Department of Training and Program Development and the Adaptation Committee on all campuses in creating and maintaining a resource library of materials, including adapted books and adapted tasking materials. Maintains materials in physical form in the Resource Library or other location on other campuses, in designated storage areas, and on the server, with ease of accessibility by the Department of Training and Program Development and teaching staff.
  • Provides training to staff in creating Adapted Materials and using Boardmaker and other software programs.
  • Maintains a clean, safe and functional vocational enterprise environment and resource library for students and staff.
  • Demonstrates flexibility and a positive, professional and collaborative attitude at all times.
  • Maintains regular attendance.
  • Complies with ACCEL policies and procedures.
  • Performs related duties, special assignments and projects as required by the VP of Training and Program Development.

 

QUALIFICATION REQUIREMENT:

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Candidates for employment must have a TB test (negative chest x-ray or skin test) performed or provide documentation of TB tests performed within three months of employment.

Candidates for employment will be sent to a designated facility to undergo a drug-use test as part of the pre-employment process. From time to time, ACCEL will require employees to undergo drug-use or an alcohol impairment test on a random basis.

All personnel hired by ACCEL shall be fingerprinted as a condition of employment, except for certified personnel who, as a condition of certification are required to have a valid fingerprint clearance card.  All other personnel shall obtain a state level fingerprint background check.

EDUCATION AND/OR EXPERIENCE:

A minimum of a High School or General Equivalency Diploma is required.  A minimum of three years experience is required for working with students with special needs. Past experience in creation of adapted materials preferred.

LANGUAGE SKILLS:

Ability to respond to common inquiries from immediate supervisors and to communicate with co-workers regarding student issues. Ability to read, analyze, interpret, and complete educational documents used in the school setting.

REASONING ABILITY:

Ability to define problems, collect data, establish facts and draw valid conclusions.

PHYSICAL DEMANDS:

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

During the course of the workday, the employee is frequently walking and standing while performing the duties of this job. The employee may frequently bend or twist at the neck and back; reach with hands and arms; climb, balance, stoop, kneel, crouch or crawl while performing the duties of this job. The employee is regularly required to use hands and fingers to handle or feel objects, tools, or controls.

Specific vision abilities required by this job include peripheral vision, close vision, distance vision, color vision, depth perception and the ability to adjust focus. Specific hearing abilities required by this job include the ability to hear the spoken word at a normal volume and at 20 feet with back turned. Specific vision abilities required by this job include peripheral vision, close vision, distance vision, color vision, depth perception and the ability to adjust focus.

The employee must regularly lift and/or move up to 10 pounds, frequently lift and/or move up to 25 pounds and occasional lift and/or move up to 50 pounds.

WORK ENVIRONMENT:

The work environment is representative of what an employee may encounter while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The noise level in the work environment is usually moderate to loud. Students may exhibit inappropriate physical behavior that may include hitting, biting, kicking, etc.

 

Receptionist

SUMMARY: Assures that a smooth and efficient operation of the front desk is maintained in a friendly and professional manner. Receives the public, maintains records, operates the telephone, intercom and fire/security systems, and provides clerical support to the principal and other directors.

Essential Duties:

  • Receives and greets all staff, students, parents and visitors courteously and assists them accordingly.
  • Answers and directs in- person and telephone inquiries. Takes messages for staff and/or directs calls to voice mail. Provides routine school business information to staff, parents and visitors.
  • Handles intercom/pager calls and responds appropriately to calls for assistance.
  • Contacts fire department and/or security company regarding fire drills, alarms and security issues.
  • Receives, sorts, and routes incoming mail and deliveries to appropriate department staff.
  • Organizes and maintains files and is responsible for accurate record keeping.
  • Ensures primary workstation responsibilities are covered at all times during the workday.
  • Maintains confidentiality of sensitive student/staff information; adheres to chain of command.
  • Maintains a clean, safe, and welcoming environment in the front office and adjacent conference room.
  • Maintains a pattern of prompt and regular attendance.
  • Complies with ACCEL policies and procedures.
  • Performs other duties as assigned.

Qualification Requirement:

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

All personnel hired by ACCEL shall be fingerprinted as a condition of employment, except for certified personnel who, as a condition of certification are required to have a valid fingerprint clearance card.  All other personnel shall obtain a state level fingerprint background check.

Education and/or Experience:

A minimum of a bachelor degree/Diploma.  A good knowledge of standard office procedures, equipment, and good oral and written communication skills are required. Must be competent in the use of computer technology, have good keyboard skills, and competence with the following software packages; Microsoft Word, Excel and Outlook.

Language Skills:

Ability to communicate effectively with students, parents, staff, districts, agencies, and members of the community. Ability to read, analyze, write, and complete educational documents used in the school setting. Must be bilingual (Arabic & English)

Reasoning Demands:

Ability to define problems, collect data, establish facts and draw valid conclusions.

Physical Demands:

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

During the course of the workday, the employee is frequently sitting at the computer/desk for extended periods but the position also includes walking and standing while performing the duties of this job. The employee may frequently bend or twist at the neck and back, reach with hands and arms, climb, balance, stoop, kneel, crouch or crawl while performing the duties of this job.  The employee is regularly required to use hand and fingers to handle or feel objects, tools, or controls. 

Work Environment:

The work environment is representative of what an employee may encounter while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The noise level in the work environment is usually moderate to loud. Students may exhibit inappropriate physical behavior, which may include hitting, biting, kicking, etc.

 

Position Responsibilities:

  • Receives and greets all staff, students, parents and visitors courteously and assists them accordingly. Maintains a professional attitude toward the public and staff and exhibits the fundamentals of good customer service.
  • Answers phones within three rings and directs in- person and telephone inquiries to appropriate personnel. Takes messages for staff and/or directs calls to voice mail. Provides routine school business information to staff, parents and visitors. Maintains an up to date recorded school message on ACCEL phones.
  • Handles intercom/pager calls and responds appropriately to calls for assistance.
  • Contacts fire department and/or security company regarding fire drills, alarms and security issues. Monitors security cameras and exits.
  • Schedules general tours, administrator appointments, and employee interviews.
  • Maintains daily appointment schedules and keeps appointment calendars for administrators; coordinates conference room schedule for required meetings, and reminds participants of scheduled meetings.
  • Performs typical office routines such as transcription, typing correspondence, reports, and notices.
  • Receives, tracks, and routes deliveries to appropriate department staff.
  • Processes daily outgoing mail for Principal and other Directors as requested.
  • Maintains copy machines (handles jams, orders/adds toner, paper, and staples, schedules repairs)
  • Creates bus list prior to the start of school and ESY and updates as necessary.
  • Assembles ACCEL I.E.P. student information packets for currently enrolled students. Prepares parent packs, for each staffing. Tracks and distributes completed parent pack information.
  • Responsible for disseminating Student Change/New Student forms to staff via email.
  • Tracks daily student attendance sheets and reports student attendance to billing and coverage personnel.
  • Maintains an up to date, accurate student/parent/district/transportation emergency directory.
  • Obtains, gathers, and organizes pertinent data for various reports, and puts it into usable form.
  • Ensures primary workstation responsibilities are covered at all times during the work day.
  • Maintains confidentiality of sensitive student/staff information; adheres to chain of command.
  • Maintains a clean, safe, and welcoming environment in the front office and adjacent conference room.
  • Maintains a pattern of prompt and regular attendance.
  • Complies with ACCEL policies and procedures.
  • Performs other duties as assigned by the Principal.
Admin Assistant

SUMMARY: Administrative assistant duties and responsibilities include providing administrative support to ensure efficient operation of the office. Supports managers and employees through a variety of tasks related to organization and communication. Responsible for confidential and time sensitive material. Familiar with a variety of the field’s concepts, practices and procedures.

Ability to effectively communicate via phone and email ensuring that all Administrative Assistant duties are completed accurately and delivered with high quality and in a timely manner. May direct and lead the work of others. Rely on experience and judgment to plan and accomplish goals and a wide degree of creativity and latitude is expected. Typically reports to a manager or head of a unit/department.

Responsibilities:

  • Answer and direct phone calls
  • Organize and schedule meetings and appointments
  • Maintain contact lists
  • Produce and distribute correspondence memos, letters, faxes and forms
  • Assist in the preparation of regularly scheduled reports
  • Develop and maintain a filing system
  • Order office supplies
  • Book travel arrangements
  • Submit and reconcile expense reports
  • Provide general support to visitors
  • Provide information by answering questions and requests
  • Take dictation
  • Research and creates presentations
  • Generate reports
  • Handle multiple projects
  • Prepare and monitor invoices
  • Develop administrative staff by providing information, educational opportunities and experiential growth opportunities
  • Ensure operation of equipment by completing preventive maintenance requirements; calling for repairs; maintaining equipment inventories; evaluating new equipment and techniques
  • Maintain supplies inventory by checking stock to determine inventory level; anticipating needed supplies; placing and expediting orders for supplies; verifying receipt of supplies
  • Maintain professional and technical knowledge by attending educational workshops; reviewing professional publications; establishing personal networks; participating in professional societies
  • Contribute to team effort by accomplishing related results as needed
  • Carry out administrative duties such as filing, typing, copying, binding, scanning etc.
  • Organize travel arrangements for senior managers
  • Write letters and emails on behalf of other office staff
  • Book conference calls, rooms, taxis, couriers, hotels etc.  
  • Cover the reception desk when required
  • Maintain computer and manual filing systems
  • Handle sensitive information in a confidential manner
  • Take accurate minutes of meetings
  • Coordinate office procedures
  • Reply to email, telephone or face to face enquiries
  • Develop and update administrative systems to make them more efficient
  • Resolve administrative problems
  • Receive, sort and distribute the mail
  • Answer telephone calls and pass them on
  • Manage staff appointments
  • Oversee and supervise the work of junior staff
  • Maintain up-to-date employee holiday records
  • Coordinate repairs to office equipment
  • Greet and assist visitors to the office
  • Photocopy and print out documents on behalf of other colleagues

Requirements:

  • Proven admin or assistant experience
  • Knowledge of office management systems and procedures
  • Excellent time management skills and ability to multi-task and prioritize work
  • Attention to detail and problem solving skills
  • Excellent written and verbal communication skills
  • Strong organizational and planning skills
  • Proficient in MS Office
  • At least 7 years of experience in the field or in a related area
  • High school diploma or equivalent; college degree preferred

Administrative Assistant top skills & proficiencies:

  • Reporting Skills
  • Administrative Writing Skills
  • Microsoft Office Skills
Help Desk (IT)

Job description coming soon.

Secretary

Job description coming soon.

HR Supervisor

Job description coming soon.

Accountant

SUMMARY: We’re an energetic company looking for an Accountant to join our finance team.  Working closely with the Chief Financial Officer and report to the Center Director, the Accountant will be responsible for maintaining all accounting records pertaining to the preparation of all monthly quarterly and annual financial reports including profit/loss statements, balance sheets and summary of cash flows.  The ideal candidate should be a team player, highly organized and be comfortable in a fast-paced environment. We offer a supportive, friendly and casual work place with lots of opportunities to grow within our organization.

BASIC ROLE AND RESPONSABILITIES:

  • Enter and pay all accounts payable invoices
  • Send out monthly tuition invoices and follow through to collections
  • Prepare and post all monthly journal entries
  • Ensure accurate and timely monthly, quarterly and year end close processes
  • Prepare monthly financial management reports including income statements, balance sheet and summary of cash flows
  • Perform monthly, quarterly and annual accounting activities including reconciliations of all bank accounts
  • Ensure financial records are maintained in compliance with accepted policies and procedures
  • Make certain all financial reporting deadlines are met
  • Maintain general ledger subsidiary schedules
  • Performs other duties as assigned
  • Must be an intermediate level Microsoft Dynamics GP user in version 10.0 or higher

QUALIFICATION REQUIREMENT:

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

EDUCATION/EXPERIENCE:

Bachelor’s degree or equivalent accounting experience required.  Intermediate Microsoft GP user version 10.0 or better.

LANGUAGE SKILLS:

Must be able to write and speak both Arabic and English. 

REASONING ABILITY:

Ability to define problems, collect data, establish facts, and draw valid conclusions.  Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.

PHYSICAL DEMANDS:

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

KNOWLEDGE AND SKILLS:

  • Proficiency in or knowledge of using a variety of computer software applications, especially Excel and Microsoft Word software.
  • Ability to operate most standard office equipment.
  • Must be able to work under strict deadlines and have good organizational skills.
  • Attention to detail in composing, typing and proofing materials, establishing priorities and meeting deadlines.
  • Excellent telephone and oral communication skills.
  • Ability to maintain a high level of confidentiality.
Public Relations Officer (PRO)

Job description coming soon.



    Have you previously worked with students with disabilities?

    How many years?

    Are you familiar with writing IEPs and associated assessment reports?



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