Behavior Support Specialist
GENERAL PURPOSE
As part of the Department of Special Education and Student Services but working directly in school(s), the Behavior Specialist (Service) will provide direct assistance to teachers and case managers of students exhibiting behaviors that present severe challenges to a safe and productive learning environment. The Behavior Specialist (Service) will also provide indirect assistance and coaching to instructional staff to enable implementation of academic programs, behavior modification programs, and other duties as necessary to support positive behavioral development for students and continuity of a healthy instructional environment in supported classrooms.
MAIN JOB TASKS AND RESPONSIBILITIES
· Provide direct assistance to teachers and case managers to support positive behavioral development for students, including but not limited to the following:
o Support development of systematic procedures and/or crisis plans for students exhibiting challenging behaviors, complying with a student’s IEP where necessary
o Provide in-class assistance or designated behavioral support time in accordance with established procedures and crisis plans.
o Assists the teacher in designing and implementing strategies for reinforcing positive behaviors based individual student needs.
o Assists the teacher with record keeping and documentation of student’s performance.
· Provide indirect assistance and coaching to instructional staff to support a positive learning environment for all students, which may include but is not limited to the following:
o Train staff in design of Behavior Intervention Plans and behavioral emergency procedures.
o Train teachers, administrators, and paraprofessionals to implement specific behavior strategies and interventions.
· Works in close harmony with colleagues, supervisors, and co-workers.
· Adheres to guidelines of confidentiality as outlined in federal and state laws and School Board Policies and Regulations.
· Maintains a record of appropriate attendance and punctuality.
· Complies with all district and school policies and regulations.
· Performs other related duties as required/assigned.
EDUCATION AND EXPERIENCE
· Have a bachelor’s degree or equivalent from an accredited university, with a strong preference for degrees in human services, social work, psychology, or child psychology
· Preference for candidates with at least two (2) years of clinical or professional experience working with children in a supervisory capacity where independent judgment in behavior management was exercised. Relevant experience can come from non-school settings.
KNOWLEDGE, SKILLS, AND ABILITIES
· Effective written and verbal communication skills with students and adults.
· Knowledge of behavior management strategies appropriate to the learning environments of grade levels to which they may be assigned.
· Ability to assess individual student needs and develop appropriate support plans.
· Knowledge of or ability to quickly learn appropriate data management systems adopted by the division.
· Ability to work cooperatively and positively with students and staff.
· Ability to problem-solve issues toward a positive outcome.
· Demonstrated commitment to professional growth.
· Ability to accept feedback in constructive manner.
WORKING CONDITIONS & PHYSICAL REQUIREMENTS
· Work environment is primarily inside, where the noise and temperature levels are moderate, and can also include outdoor responsibilities, with exposure to weather conditions.
· The work is light work which requires exerting up to 20 pounds of force occasionally, and/or up to 10 pounds of force to move objects.
· Must possess the physical ability to work primarily with fingers, perceive the nature of sounds, make rational decisions through sound logic and deductive processes, express or exchange ideas by the spoken word, substantial movements (motions) with the hands, wrists, and/or fingers, and discern letters or numbers at a given distance.
· Additionally, the following physical abilities are required: feeling, grasping, handling, lifting, kneeling, bending, stooping, flexibility, mental acuity, reaching, repetitive motion, speaking, standing, talking, visual acuity and walking.
To perform this job successfully, an individual must be able to perform the essential job functions satisfactorily. Reasonable accommodations shall be made, as required by law, to enable individuals with disabilities to perform the primary job functions herein described. Since every duty associated with this position may not be described herein, employees may be required to perform duties not specifically spelled out in the job description, but which may be reasonably considered to be incidental in the performing of their duties, just as though they were actually written out in this job description.