Primary Purpose:
Provide support and training for teachers, staff, and parents to address and manage children with challenging behaviors. Assist with school-wide discipline program.
Qualifications:
Education/Certification:
Bachelor’s Degree from accredited university
Valid Texas teaching certificate in Early Childhood
Valid Texas teaching certificate in Special Education, preferred
Special Knowledge/Skills:
Knowledge of developmental stages of early childhood
Knowledge of Admission, Review, and Dismissal (ARD) Committee process and Individual Education
Plan (IEP) goal setting and implementation
Knowledge of behavior and social skills intervention techniques and methodology
Knowledge of research related to positive behavioral interventions and support
Knowledge of effective classroom management techniques
Knowledge of regulations set forth by Texas Education Agency, District Policies, State and Federal
Regulations
Ability to develop and deliver training to adult learners
Ability to provide excellent customer service and to work cooperatively with students, staff and families
Strong organizational, communication, and interpersonal skills
Experience:
3 years experience as classroom teacher
Major Responsibilities and Duties:
Instructional and Program Management
- Collaborate with teachers to design and develop behavioral intervention plans (BIP) and provide support to instructional staff in implementing BIPs and classroom management strategies.
- Work with campus administrators to develop and implement campus-wide behavior management plan.
- Monitor the effectiveness of behavior intervention plans and recommend changes as needed.
- Conduct functional behavioral assessment (FBA) based on observation of students in school, home, and community environments. Work with school staff and parents in teaching socially acceptable behaviors to students based on individual needs.
- Participate in admission, review, and dismissal (ARD) committee meetings. Work collaboratively with parents, teachers, and other staff members to ensure success in meeting individual educational plan (IEP) goals.
- Manage student behavior and administer discipline including intervening in crisis situations and physically restraining students as necessary.
- Provide staff consultation support and training regarding tier 3 behavioral needs.
- Assist in analyzing and interpreting collected data on student behaviors and discipline.
- Create and support systems for student crisis prevention and intervention, including incident debriefs.
- Facilitator and member of Campus RTI Team.
Training and Staff Development
- Identify staff development needs, develop and present training, and coach campus personnel to continually develop and enhance behavioral assessment and intervention skills.
- Provide behavior management training for parents as needed.
- Model researched based classroom and individual behavioral interventions for students with disabilities.
- Attend and provide training and staff development on evidence and research based behavioral interventions.
- On campus coaching and consultation with staff.
- Provide training in de-escalation, physical management/restraint.
- Provide classroom management training and assistance to campus staff.
Other
- Consult with district and outside resources regarding education, social, medical, and personal needs of students.
- Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities.
- Compile, maintain, and file all physical and computerized reports, records, and other documents required.
- Keep informed of and comply with federal, state, district, and school regulations and policies for special education.
- Liaison between school, parents and mental health facilities.
- Liaison between school, staff and district consultants.
- Perform other duties as assigned.
Supervisory Responsibilities: None
Mental Demands/Physical Demands/Environmental Factors:
Tools/Equipment Used: Personal computer and peripherals, and other instructional equipment
Posture: Prolonged standing; frequent kneeling/squatting, bending/stooping, pushing/pulling, and twisting
Motion: Frequent walking
Lifting: Regular light lifting and carrying (less than 15 pounds); may require occasional heavy lifting (45 pounds or more) and positioning of students with physical disabilities, control behavior through physical restraint, assist nonambulatory students, and lift and move adaptive and other classroom equipment
Environment: Work inside, may work outside; regular exposure to noise; exposure to biological hazards
Mental Demands: Maintain emotional control under stress; may work prolonged or irregular hours
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