Jobs

Children’s Health Council (CHC) supports workforce diversity. We are an Equal Opportunity Employer and believe in treating each employee and applicant for employment fairly and with dignity. We will provide employment opportunities without regard to race, religion, color, creed, national origin, gender, orientation, age, disability, medical condition, marital status, veterans’ status or any other classification protected by employment discrimination laws. When necessary, CHC also makes reasonable accommodations for employees with disabilities in accordance with individual needs, business realities and applicable laws.

CHC participates in E-Verify, an Internet-based system that allows companies to verify the eligibility of their employees to work in the United States. The program is sponsored by the U.S. Department of Homeland Security and the Social Security Administration.

E-Verify Poster (English)
E-Verify Poster (Spanish)

Right to Work Poster (English)
Right to Work Poster (Spanish)

Therapist (Bilingual Strongly Preferred)

Children’s Health Council (CHC) is growing, and we are eager to expand our staff by adding a licensed, bilingual MFT/MSW therapist to our team. Our therapists are responsible for assisting families who are seeking help from CHC in the most caring and supportive manner. Of particular importance to us is recruiting a clinician to do group, individual and family work at our clinic in Palo Alto and in the community (schools, home, etc.). Fluency in Spanish is strongly preferred. Opportunities are available for full or part time work. At this time, we are only able to consider fully licensed candidates.

The ideal candidate is:

  • A therapist with a master’s degree and current CA licensure as LCSW or MFT (licensed psychologist also considered)
  • Experienced in working with young children and children with autism
  • Experienced in working with kids with diagnoses such as ADHD, OCD, ODD, Depression, Anxiety and Autism Spectrum Disorders who have challenges with social skills, emotional regulation, self expression, attention and/or organization.
  • Able to and proficient in developing strategies with clients, teachers and families to teach alternative replacement behaviors/coping strategies that meet the same function as the behaviors that are interfering with their functioning.
  • Sensitive, warm and collaborative with parents and other professionals
  • Trained in behavioral analysis (preferred but not required)
  • Focused on making sure the parent is part of the treatment team
  • Uses evidence based practices
  • Comfortable giving presentations to parents and other professionals
  • Bilingual/bicultural
  • Able to provide own transportation (required)

CHC provides a team-like work environment with the following benefits:

  • Flexible work schedule
  • Medical benefits for full-time employees
  • Malpractice insurance for all clinicians
  • Clinical consultations and collaboration with colleagues of various disciplines
  • Computers and technical support
  • Furniture, rooms with one-way mirrors, toys and office supplies
  • Storage of medical records
  • Reimbursement for mileage and expenses

To apply for an open position at Children’s Health Council, please fax your resume and cover letter to Human Resources at 650.688.3676 or e-mail: jobs@chconline.org.

Teaching Assistant at Esther B. Clark School (March 2012)

Job Summary:  Under the supervision of the Program Specialist, the teaching assistant position requires that the individual assist the classroom teacher in teaching lessons to individuals or small groups of students with learning and behavioral challenges.  

Essential Functions:

  • Assist the classroom teacher in presenting and preparing lessons as required.
  • Instruct individual and small groups of students in academic areas.
  • Assist the behavioral specialist in executing and monitoring the classroom behavior management program.
  • In conjunction with the lead teacher, prepare instructional materials, exercises and academic update reports.
  • Attend and participate in weekly staff, team, and teaching assistant meetings.
  • Attend special education instructional and mental health training seminars.
  • Participate in supervising students during class transitions and recess times.
  • Document and distribute team notes during intake and planning review meetings.
  • Punctuality and attendance are of the essence.
  • Performs other related duties as required and assigned.

Education/Training:

  • BA in either education or field related to mental health preferred.
  • Experience in child supervision necessary.
  • Experience in special education school setting with students with learning/behavioral challenges preferred.

Knowledge/Skills/Abilities:

  • Knowledge of and classroom teaching experience with children who have serious emotional disturbances and learning disabilities.
  • Ability to work on an interdisciplinary team.
  • Knowledge of basic computer skills in order to communicate via email and to prepare documents on a word processor.

To apply for an open position at Children’s Health Council, please fax your resume and cover letter to Human Resources at 650.688.3676 or e-mail: jobs@chconline.org.

Lead Teacher at Esther B. Clark School (June 2012)

Job Summary: Under the direction of the school director, the lead teacher carries out the primary responsibility for developing and implementing an Individualized Educational Plan and program for each assigned student and is responsible for the running of the assigned classroom.

Essential Functions:

  • Prepare curriculum in core academic areas to address each student’s needs.
  • Through review of records, develop working knowledge of each student’s learning challenges, formulate goals and objectives to address them and implement appropriate instructional programs to facilitate accelerated progress.
  • Monitor each child’s progress on the IEP by constructing a portfolio of each child’s work over time, periodically reviewing it with the child/parent and by administering formal and informal testing.
  • Conduct three formal parent – teacher conferences per year with follow up written summary.
  • Prepare and update written annual IEP goals and objectives.
  • Present proposed goals and objectives at IEP meetings to district representatives, parents, and mental health representatives.
  • Co-facilitate weekly team meetings scheduling intake case reviews when needed.
  • Supervise teaching assistant weekly.
  • Meet on a weekly basis for supervision with school director/program specialist.
  • Attend all school staff meetings, case reviews, teachers, and IEP meetings.
  • Manage classroom budget.
  • Monitor administering and documentation of medications to students.
  • Punctuality and attendance are of the essence.
  • Performs other related duties as required and assigned.

Qualifications/Guidelines:

  • At least 2 years experience working with SED/LD students.

Education/Training:

  • Valid CA Special Education credential or intern credential eligible.
  • Short term teaching permit (STTP) may be substituted for one year of employment as a teacher.
  • MEd and advanced workshop level training in teaching students with learning disabilities preferred.

Knowledge/Skills/Abilities:

  • Knowledge of and classroom teaching experience with children who have serious emotional disturbances and learning disabilities.
  • Ability to develop, prepare, deliver and monitor IEP’s based on identified skill and behavioral deficit areas.
  • Knowledge and experience developing, reporting and administering IEP plans.
  • Ability to work on an inter-disciplinary team and to provide guidance/supervision to teaching assistants/interns.
  • Knowledge of basic computer skills in order to communicate via email and to prepare documents on a word processor.

To apply for an open position at Children’s Health Council, please fax your resume and cover letter to Human Resources at 650.688.3676 or e-mail: jobs@chconline.org.

Lead Teacher at Sand Hill School (June 2012)

The Sand Hill School teacher possesses a passion for teaching children who learn differently and team teaches a class of ten students with learning and attention/focus issues. The Sand Hill School teacher is responsible for designing a personalized program for each student that leads to increased student outcomes and successful transition to a typical classroom (with appropriate support).

Essential functions for Sand Hill teachers are to:

  • Create a written weekly planner detailing instruction and class schedule
  • Conduct comprehensive review of each student’s file and conversations with parents in order to develop a written personalized plan for each student
  • Take time to reflect on instruction in order to continually deliver effective instruction; note reflections in student’s file as adjustments and interventions are implemented
  • Formally and informally assess each child to fully understand the student’s strengths and challenges; document in each student’s file
  • Collaborate with teaching partner and other educators throughout the school and Children’s Health Council in order to deliver effective instruction and ensure students are reaching their learning goals
  • Plan instruction to meet multiple modes of learning (instruction, student expression and student engagement) as evidenced in written weekly planner
  • Recognize each student’s strengths and teach according to a strengths-based profile for each student
  • Fully participate in all school activities (including parent education classes)

Attributes required for Sand Hill School teachers:

  • Know students well and adapt instruction to meet individual student needs
  • Effectively team and collaborate with all professionals in order to maximize student progress
  • Genuinely enjoy students and make the classroom a joyful place
  • Recognize students’ strengths and contributions to the classroom community
  • Demonstrate expertise in working with students who struggle with learning and attention and know the right intervention to use in each situation
  • Manage classroom effectively.  Be explicit with student expectations and boundaries and know when and how to intervene to ensure positive results
  • Skillfully deliver instruction that is developmentally appropriate, direct and explicit, multisensory, appropriately paced, and structured and systematic
  • Set individual student goals and regularly monitor and track student learning to ensure students are progressing to meet goals
  • Communicate frequently with parents to ensure that both parents and teachers learn from each other in the best interest of the student
  • Willingly and eagerly use technology to support learning, instruction and productivity
  • Seek opportunities to grow professionally

Education, experience, knowledge, skills and abilities required:

  • At least five years of classroom teaching experience
  • Master’s degree in relevant field (will consider if enrolled in a graduate program with a projected date of completion)
  • Special Education certification
  • May consider candidates with Master’s degree in relevant field and current teaching credential
  • Ability and desire to work as part of professional interdisciplinary team
  • Excellent customer service, interpersonal and written communication skills that reflect sensitivity to the audience
  • Excellent time management and organizational skills
  • Flexibility and professionalism to respond productively to unexpected occurrences in working with students, families and other education professionals
  • Training in core programs, which could possibly include one or more of the following:  Slingerland, Lindamood Bell, Orton-Gillingham, Fundations(Wilson), Language! (Sopris West), Making Math Real, Math A Way of Thinking, Math Their Way, Math Solutions training, Step Up to Writing(Sopris West), Basic Tenets Positive Behavior Support Systems

To apply, please email or fax your resume and cover letter to Human Resources at jobs@chconline.org or 650.688.3676.

Associate Teacher at Sand Hill School (June 2012)

The Sand Hill School associate teacher possesses a passion for teaching children who learn differently and team-teaches a class of ten students with learning, attention/focus issues. The associate teacher takes direction from the lead teacher to help design a personalized program for each student that leads to increased student outcomes and successful transition to a typical classroom (with appropriate support). The associate teacher has the potential to become a lead teacher as he/she demonstrates success and experience in the classroom.

Essential functions for Sand Hill School associate teachers are to:

  • Team teach a classroom of ten students with learning, attention/focus issues; create written weekly planner detailing instruction for small group and other teaching responsibilities
  • For each student in caseload, conduct comprehensive review of each student’s file and conversations with parents in order to develop a written personalized learning plan for each student
  • Take time to reflect on instruction and discuss with lead teacher in order to continually deliver effective instruction; note reflections in each student’s file as adjustments and interventions are implemented
  • Formally and informally assess each child in caseload to fully understand the student’s strengths and challenges; document in each student’s file
  • Collaborate with teaching partner and other educators throughout the school and Children’s Health Council in order to deliver effective instruction and ensure students are reaching their learning goals
  • Plan instruction to meet multiple modes of learning (instruction, student expression and student engagement) as evidenced in written weekly planner
  • Recognize each student’s strengths and teach according to a strengths-based profile for each student
  • Fully participate in all school activities
  • Identify and actively engage in classroom and professional activities that make it possible to become a lead teacher

Attributes required for Sand Hill School associate teachers:

  • Have a caseload of fewer than half the class and work with the lead teacher to design instruction for each student in the caseload. (Associate teacher takes the initiative to develop instruction and regularly coordinates with lead teacher for feedback on plans and instruction.)
  • Work with the lead teacher to communicate with parents of students in their caseload. The lead teacher sets the tone and function of all classroom communication, and the associate teacher communicates with families following the lead teacher’s example
  • Communicate frequently with parents in which both parents and teachers learn from each other in the best interest of the student
  • Know students well and adapt instruction to meet individual student needs
  • Effectively team and collaborate with lead teacher in order to maximize student progress
  • Genuinely enjoy students and make the classroom a joyful place
  • Recognize students’ strengths and contributions to the classroom community
  • Develop expertise working with students who struggle with learning and attention/focus issues and work with the lead teacher to identify and implement the best intervention to use in each situation
  • Taking cues from lead teacher, manage classroom effectively.  Be explicit with student expectations and boundaries and know when and how to intervene to ensure positive results
  • Develop expertise delivering instruction that is developmentally appropriate, direct and explicit, multisensory, appropriately paced and structured and systematic
  • Work with lead teacher to set individual student goals and regularly monitor and track student learning. (Although the lead teacher has the ultimate responsibility for ensuring that students are meeting goals, the associate teacher plays a crucial role in this process for students in his/her caseload.)
  • Willingly and eagerly use technology to support learning, instruction and productivity
  • Seek opportunities to grow professionally as part of becoming a lead teacher

Education, experience, knowledge, skills and abilities required:

  • At least three years of classroom teaching experience working with students with learning differences
  • Master’s degree in relevant field (will consider if enrolled in a graduate program with a projected date of completion)
  • Special Education certification
  • May consider candidates with Master’s degree in relevant field and current teaching credential
  • Ability and desire to work as part of professional interdisciplinary team
  • Excellent customer service, interpersonal and written communication skills that reflect sensitivity to the audience
  • Excellent time management and organizational skills
  • Flexibility and professionalism to respond productively to unexpected occurrences in working with students, families and other education professionals
  • Training in core programs, which may include one or more of the following: Slingerland, Lindamood Bell, Orton-Gillingham, Fundations (Wilson),Language! (Sopris West), Making Math Real, Math A Way of Thinking, Math Their Way, Math Solutions training, Step Up to Writing (Sopris West), Basic Tenets Positive Behavior Support Systems

To apply, please email or fax your resume and cover letter to Human Resources at jobs@chconline.org or 650.688.3676.