Working with the staff of the Northern Illinois Simulation and Learning Center (NISLC), responsible for providing coaching, support and training before and during the simulation experience to child welfare staff, inclusive of new and veteran investigators, placement workers, and intact workers.
Duties and Responsibilities (generally)
Training support for Department of Children and Family Services (DCFS) personnel
-Provide training to support the preparation of DCFS Investigators, as well as DCFS and private sector Intact and Permanency staff in the classroom for the simulation education experience and work collaboratively with DCFS and University Foundations training facilitators to synthesize information learned in classroom as into skill based experiential learning.
-Support field trainers or other Office of Learning and Professional Development trainers (if and when utilized) in the classroom as needed, modeling classroom management and delivery of content.
-Coordinate with personnel from the Center for Center for Innovative Teaching and Learning related to the facilitation of virtual simulation scenarios
Facilitation of simulated learning
-Provide coaching, support, and debriefs with learning participants during residential, mock medical/multi-purpose lab, and courtroom simulations, such as:
o Modeling examples of strengths based feedback
o Ensuring learning participants’ skills are reflected on in a safe learning environment
o Reviewing learning participants’ concerns and discussing organic questions in the moment
o Ensure learning participants utilize and adhere to rule and procedure
o Modeling examples of suggested phrases to complete investigative or casework process
o Modeling examples of how to address safety concerns and how to mitigate
Simulation Environment Manipulation
-Prepare/stage residential labs, mock court room, and mock medical/multi-purpose lab for simulations.
-Assists the Simulation Logistics Coordinator, Lead Simulation Facilitator and the Associate Director in ensuring actors are in place and learning participants complete all simulation experience tasks.
-Work collaboratively with university partners, DCFS, and stakeholders in providing input as it pertains to the relevance and mission of the CPTA and the Department’s ongoing use of simulations.
-Scouting, planning and implementation of "pop-up" simulation scenarios (outside of the Simulation and Training Center)
-Endorse and educate the community and outside interests on the mission and goals of the workforce development partnership with DCFS and the mission of the University.
-Attend other DCFS trainings as identified by the Office for Learning and Professional Development.
-Other duties as assigned.
Minimum Required Qualifications for this position
1. Any one or any combination of the following types of preparation:
(a) credit for college course work in or closely related to the social or behavioral sciences
(b) work experience and/or training that provided a knowledge of human behavior by having demonstrated through public contact the ability to cope with a variety of people, (such as complaint clerk, salesperson, or receptionist) that totals 1.0 unit according to the following conversion rates:
24 semester hours of "a" = 1.0 unit
24 months of "b" = 1.0 unit.
Amounts of education, experience, or training less than those listed above should be converted to decimal equivalents of 1.0 unit and added together when computing combinations of the different types of preparation.
Specialty Factors (Additional Required Qualifications)
1. Demonstrated professional work experience in child protection investigations and child welfare.
2. Demonstrated professional work experience teaching, training and/or facilitating in a social service or university environment.
Education and Experience Preferred
1. Bachelors degree from an accredited university in human services
2. Masters degree in social work or related field
3. At least 4 years combined direct experience in child protection investigations and child welfare.
4. Two years of university teaching experience, or previous trainer/facilitation experience
5. Demonstrated ability to work collaboratively as a team member with individuals from diverse backgrounds
6. Cultural and linguistic competence
List the knowledge, skills, and abilities critical to the performance of this position.
Ability to think critically, analytically, and strategically, and to address emerging trends and issues in child welfare practice.
Excellent communication and interpersonal skills essential to the collaborative process of the Simulation and Training Cent