POSITION SUMMARY:
Under the
direction of the
Coordinating Supervisor, the Behavior Intervention
Specialist is responsible for providing the school community, parents, student
and teachers with an exemplary, ongoing professional student behavior
management program which includes behavioral and academic assessments and
interventions to improve the quality of life for children. The Specialist’s work involves program
planning and development, interacting and articulating within the school
system, implementing a continuum of services that will focus on providing an
opportunity for optimal development of the “whole” child and ensure the
implementation of valued services by focusing on general health as well as
mental health/mental wellness. Additionally,
the Behavior Intervention Specialist will provide technical assistance and
professional development for the staff and teachers at selected schools on
evidence-based behavioral intervention strategies and positive behavioral
management techniques.
DUTIES and RESPONSIBILITIES: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily.
Provides training, both initial and ongoing, to targeted staff on
the implementation of the Behavior Models;
Coaches Classroom Teachers on the implementation of behavior models
and general classroom management;
Guides
the teacher learning process toward working with student behavior and classroom
management in order to better implement the personal learning plans of
students;
Assists
targeted teachers to develop class-wide systems of reinforcement to promote a
healthy class environment and effective planning,
organization and implementation of strategies for optimum behavior management;
Creates
and maintains a system of communicating positives to the school community, students and staff to celebrate success in both meeting
achievements and expectations and promoting a positive and nurturing
environment;
Trains
students and teachers to be well-versed in the Code of Conduct (Student Rights
and Responsibilities Handbook);
Serves
as a filter for all office referrals, and makes recommendations to the school
on consequences based on the student's history and the school's Code of
Conduct;
Sets
up and conducts re-entry meetings on students who have been suspended, and as
appropriate, develops intervention plans involving instruction of expected
behaviors;
Sets
up and conducts Intervention Planning Team meetings as necessary that
culminates in the development of intervention plans involving instruction of
expected behaviors and improved attendance;
Meets
with students whose behavior data warrants intervention, to prevent behavior
from escalating to where an office referral is warranted, and develops behavior
tracking and intervention programs;
Organizes resources effectively to support student learning in the
classroom, the school, and the community;
Participates
in and conducts SIT/Collaborative Team Meetings as necessary that culminates in
the development of intervention plans involving instruction of expected
behaviors;
Provides
technical assistance to school teams in the development of alternative
intervention strategies for students with behavior issues;
Provides
professional development opportunities focused on behavior, attendance, testing
and graduation initiatives;
Provides
counseling services (behavioral, substance abuse and mental health);
Maintains
required records and follows required procedures and practices as directed;
Serves
as the Testing Coordinator; and
Performs other duties as assigned.
QUALIFICATIONS:The requirements listed below are representative of the knowledge, skill, and/or ability required.
Experience
in implementing or managing systems of positive behavior
support in the classroom and consulting using proven methods is strongly
preferred;
Extensive
knowledge of the school system’s curriculum, practices and trends;
Experience
with school-based accountability preferred, specifically, experience with
school improvement planning process, student tracking and documentation,
including strategies to define the problem(s) and offer specific solutions and experience in interpreting and
analyzing data, implementation of instructional practices, and curriculum
alignment;
Ability to use technology effectively for instruction,
research, record keeping and other
administrative tasks, and communications including internet research, MS Office
and educational software to support the behavior program;
Excellent rapport with secondary youth considered “at-risk”;
Possess a high caliber of expertise in
counseling and student and family support;
Ability
to work on multiple projects and respond to requests and deadlines in an
accurate, timely manner;
Ability to make sound decisions within the parameters of
authority;
Be courteous, professional and tactful at all times;
Ability
to exercise initiative and sound judgment in resolving problems;
Ability
to work productively with diverse populations, teachers, parents, and community
members, including demonstrated expertise in building and maintaining effective
working relationships;
Maintain a positive working relationship with faculty, staff, parents,
administration, and community;
Ability to motivate and create a shared vision within the school
community;
Serve as a role model who acknowledges through actions and
behaviors the critical value of human relationships in achieving personal and
professional goals and organizational purpose;
Demonstrated
written and oral communication skills; and
Excellent
interpersonal/human relations skills.
Familiarity
with the PBIS program;
Thorough
knowledge of the PGCPS Response to Intervention (RtI) administrative procedure
and the Students Rights and Responsibilities Handbook;
Technical
experience working with spreadsheets and databases; and
Ability
to work flexible hours in varied settings to include two (2) evenings per week.
EDUCATION and/or EXPERIENCE REQUIREMENTS:
Bachelor’s
degree (Master’s degree preferred) in Education, Social Work, Counseling or
related area from an accredited college or university; a minimum of three (3)
years successful experience working with students with challenging behaviors.
CERTIFICATION REQUIREMENTS:
Holds or is eligible
for a Professional Certificate appropriate to area of assignment issued by the
Maryland State Department of Education; Standard Professional Certificate
required; Advanced Professional Certificate preferred; Special Education endorsement preferred.
SUPERVISORY RESPONSIBILITIES:
No direct supervisory responsibilities.
PHYSICAL DEMANDS:
The physical demands are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee is frequently required to stand, talk, hear, walk, sit, and use fingers, tools or controls. The employee is occasionally required to reach with hands and arms and stoop, kneel, crouch, or crawl. Specific vision abilities required by this job include close vision such as to read handwritten or typed material, the ability to adjust focus, and depth perception. While performing the duties of this job, the employee may occasionally push or lift up to 25 lbs.
WORKING ENVIRONMENT:
The work environment characteristics are representative of those an employee encounters while performing the essential functions of the job.
ADDITIONAL INFORMATION:
Position requires employee to work an additional two (2) evenings per week in varied settings.