MMCC Staff
By Michelle Hathaway November 2017
We are committed to attracting and retaining the best of the best in personnel to work within our Centers.
Special Education Teachers, also referred to as Case Managers, serve as instructional leaders who provide modeling to highly trained Education Technicians through direct intervention with the students. Case Managers provide continuous supervision, support and feedback to the Ed Techs throughout the day as they implement individualized direct instruction or small group experiences.
Licensed Psychologists, specializing in clinical work with our pediatric populations, supervise clinical programming for all students. Pending student needs, psychologists provide direct counseling, evaluation and intervention services as well.
Board Certified Behavior Analysts assess behavioral needs of our students, working within the multi-disciplinary team to create highly individualized behavior support plans. In addition, BCBA’s provide staff supervision, training and consultation to ensure consistent program implementation.
Social Workers provide direct counseling, staff training, supervision and support, parent support and oversight of student support opportunities such as our family support group, our food pantry and more.
Occupational therapists provide evaluation, intervention and consultation for students to support their fine motor, gross motor and sensory motor development.
Speech and Language Pathologists provide evaluation, intervention and consultation services for students to support development of speech, language, and pragmatic skills. Our clinicians are trained to use visual systems of communication and strategies to increase both receptive and expressive language.
Administrative staff have extensive training and background in the clinical and educational programming. Administrative staff support the ongoing mission and vision of MMCC by providing support for all personnel and families, while supporting our growth into the future. MMCC maintains high expectations for student growth by vigorously supporting the adults who intervene daily on their behalf.
MMCC staff members have many opportunities to engage in high quality, formal professional development experiences such as national, state and local conferences and training experiences, on-site cohort coursework and trainings and other college and university courses. Authentic adult growth and change occur, however, when staff members have ongoing opportunities to try new skills and receive frequent, specific performance feedback. MMCC models this type of sustainable professional growth and improvement by providing staff with regular experiences for collaboration and consultation with other professional team members.