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Teacher in Charlotte- Gastonia- Statesville- Morganton at RHA Health Services

Date Posted: 10/8/2017

Job Snapshot

Job Description

Are you a positive and personable individual looking for a satisfying and innovative opportunity to make a real difference in the lives of people with developmental disabilities and behavioral health care needs?


Then join the Transition Bridging Team at RHA!


the Transition Bridging Teams will support identified individuals who experience a dual diagnosis of intellectual and developmental disabilities (I/DD) and serious behavioral challenges and are transitioning out of Psychiatric Residential Treatment Facilities or the state’s Development Center Specialty Programs and into community settings.


The Transition Team Teacher will provide intensive, hands-on oversight and assistance to community-based support networks. Essential functions of the Bridging Team include:

  • Adequate and continuous access to community-based behavioral health supports, including pre-transition planning and post-transition technical assistance;
  • Effective community-based staff training on behavioral health support needs and strategies;
  • Effective collaboration with local school systems (as relevant) to ensure behavioral support strategies are applicable and effectively applied within the school;
  • Individuals who experience I/DD and behavioral health support needs have meaningful opportunities to become engaged, contributing members to their communities.


Core Individual Contributor Competencies
RHA’s Competencies are a reflection of our 7 Habits Culture of Caring and Leadership

Serving the People we Support / Customers - Supports our Culture of Caring

Has sufficient knowledge of the services and helps the people we support or our customers enthusiastically; communicates well with the people we support and customers and follows up as necessary is always professional and represents the organization positively.

Accepting Responsibility - Supported by Being Proactive

Takes accountability for delivering on commitments; owns mistakes; and uses them as opportunities for learning and development; openly discusses his or her actions and their consequences, both good and bad.

Supporting Organizational Goals - Supported by Beginning with the End in Mind

Actively supports organizational goals and values; aligns actions around organizational goals; gives priority to organizational needs and concerns when making decisions.

Managing Time - Supported by Putting First Things First

Accurately estimates time required to complete actions and activities; adheres to schedule and timetables; sensitive to the use of other people's time.

Supporting Co-Workers - Supported by Thinking Win-Win

Contributes to team performance by providing encouragement and support. Helps others overcome obstacles and successfully accomplish goals.

Attentive Listening - Supported by Seeking First to Understand, then to be Understood

Uses active listening techniques to avoid distractions and show interest in what the speaker has to say; is open to other viewpoints and clarifies points of contention; demonstrates patience while listening to others and does not interrupt.

Solving Complex Problems - Supported by ‘Synergize’

Effective at thinking through complex problems and information; uses traditional and innovative approaches to identify effective solutions. Seeks to accept and build off the ideas of others for solutions others may not have considered.

Pursuing Self Development - Supported by Sharpening the Saw

Demonstrates ambition and desire to move forward in his or her career; seeks feedback on ways to increase his or her performance; takes advantage of opportunities to build new skills and capabilities.

Job Requirements

Our ideal Teacher is an excellent communicator and cooperative team player who excels at interviewing the people we serve to learn about their interests and goals, even individuals who cannot communicate verbally. You must also be detail-oriented and have excellent written communication skills to develop individual curriculum and disseminate person-centered plans.


  • B.S. in Special Education and a valid North Carolina Teachers License.  
  • Two years of experience in the North Carolina School system preferred.