POSITION SUMMARY:
Under the direction of the Principal, the Turn-Around 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, community/public relations, 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.
DUTIES and RESPONSIBILITIES: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily.
Provide training, both initial and ongoing, to staff on the implementation of the Behavior Model;
Coach Classroom Teachers and Instructional Assistants on the implementation of the behavior model and general classroom management;
Guide the teacher learning process toward working with student behavior and classroom management in order to better implement the personal learning plans of students;
Assist 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;
Create and maintain 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;
Train students and teachers to be well- versed in the Code of Conduct;
Serve as a filter for all office referrals, and make recommendations to the school on consequences based on the student's history and the school's Code of Conduct;
Set up and conduct re-entry meetings on students who have been suspended, and as appropriate develop intervention plans involving instruction of expected behaviors;
Set up and conduct Intervention Planning Team meetings as necessary that culminates in the development of intervention plans involving instruction of expected behaviors;
Meet with students whose behavior data warrants intervention, to prevent behavior from escalating to where an office referral is warranted, and develop behavior tracking and intervention programs;
Work with the IEP teams, special education personnel on issues of student behavior;
Maintain effective communication with their supervisor, staff, parents and members of the community on a scheduled basis regarding issues pertaining to the status of the student;
Organize resources effectively to support student learning in the classroom, the school, and the community; and
Assist and/or facilitate Manifestation Determination meetings and Functional Behavioral Assessments as necessary.
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;
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, board members, and community members, including demonstrated expertise in building and maintaining effective working relationships;
Maintain a positive working relationship with faculty, staff, board members, parents, students, 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.
EDUCATION and/or EXPERIENCE REQUIREMENTS:
Bachelor's Degree in Education, Social Work, Counseling or related field as required.
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:
None.