Behavior Specialist-School Level Secondary
Overall Purpose
The job of the Behavior Specialist – School Level is done for the purpose/s of providing support to the instructional program by serving as a restorative teacher with specific responsibility for supervising students within a small group restorative setting; effecting positive behavioral change in students who are at risk of failure or dropping out; collaborating with other professional staff to identify instructional and behavioral obstacles; providing data collection progress toward student goals; and collaborating with support staff and parents to ensure student success and the completion of school.
Direct Supervisor
Building Principal
Essential Functions
• Assists students, individually or in small groups, in a variety of ways (social emotional learning, reflection activities, etc.) for the purpose of reinforcing behavioral concepts and assisting students in reaching behavioral goals and overcoming challenges.
• Communicates monthly at faculty meetings to share celebrations regarding student progress.
• Reports observations of student behavior and provides interventions for the purpose of promoting positive change.
• Develops a progressive student behavioral plan based on identified needs and goals and shares the plan with the student support team comprised of grade level administrator, counselor, parent, core teacher, and community selected by the parent.
• Acts as liaison with the public and mental health community for the purpose of supporting individual student behavioral plan.
• Responds to emergency situations (injured student, altercations, etc.) for the purpose of addressing immediate safety concerns and/or directing to appropriate personnel for resolution.
• Communicates weekly with parents and mentors for the purpose of making progress toward student goals and celebrating results.
• Mentors students, individually and in groups for the purposes of building positive relationships and achieving student goals.
• Maintains classroom for the purpose of providing a safe learning environment and meeting mandated requirements.
• Attends a variety of meetings (staff meetings, in-service presentations, etc.) for the purpose of acquiring and/or conveying information relative to job functions.
• Reports suspected child-related issues to assigned site administrator (child abuse, illegal substance use, etc.) for the purpose of maintaining students' personal safety, a positive learning environment, and adhering to regulatory requirements and established guidelines.
Marginal Functions
• Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit.
Competencies
• Skills-based Competencies
Required to perform multiple, technical tasks with a potential need to upgrade skills in order to meet changing job conditions. Specific skill based competencies required to satisfactorily perform the functions of the job include: operating standard office equipment including using pertinent software applications; preparing and maintaining accurate records.
• Knowledge-based Competencies
Required to perform basic math; read a variety of manuals, write documents following prescribed formats, and/or present information to others; and understand complex, multi-step written and oral instructions. Specific knowledge based competencies required to satisfactorily perform the functions of the job include: concepts of grammar and punctuation; stages of child development and learning styles; age appropriate activities; classroom instructional media and technology; keyboarding.
• Ability-based Competencies
Required to schedule activities; collate data; and use job-related equipment. Flexibility is required to work with others; work with data utilizing defined but different processes; and operate equipment using standardized methods. Ability is also required to work with a wide diversity of individuals; work with a variety of data; and utilize specific, job-related equipment. Problem solving is required to identify issues and create action plans. Problem solving with data requires independent interpretation of guidelines; and problem solving with equipment is limited to moderate. Specific ability based competencies required to satisfactorily perform the functions of the job include: communicating with diverse groups; maintaining confidentiality; setting priorities; working as part of a team; and working with constant interruptions.
Requirements
T-5 content certification preferred
Leadership or instructional supervision endorsement preferred
Physical Requirements
Three (3) years classroom experience preferred
The usual and customary methods of performing the job's functions require the following physical demands: some lifting, carrying, pushing, and/or pulling, some stooping, kneeling, crouching, and/or crawling and significant fine finger dexterity.
Generally the job requires 20% sitting, 40% walking, and 40% standing.
Continuing Education/Training
Maintains all licenses and certifications
Clearances
Criminal Justice Fingerprint
Background Clearance
Fair Labor Standards Act
Exempt
Primary and Secondary Education
Health Care Provider
Full-time