Job Summary:
Leads school-wide efforts for school improvement through the implementation of Multi-Tiered Systems of Support (MTSS). Works directly with administrators and Student School Team, and school staff to develop permanent school-based systems that include implementation tiers of support within the positive behavioral interventions and supports (PBIS) framework to ensure safe and supportive learning environments that meet the needs of a diverse population of students.

• Establish the framework and resources to provide high-quality core instruction and the academic and social-emotional interventions needed to successfully meet the needs of all students.
• Establish coaching rhythms to ensure the regular use of data and the Problem Solving Process (PSP) to make data-based decisions
• Develop, document, maintain ongoing academic plans (Individual Student Growth and learning plans) and behavioral intervention plans
• Design and provide training, consultation, and support to school leaders, teacher leaders, and school-based teams to facilitate the implementation of MTSS including modeling and data analysisOversee assessments, and provide interventions that will be progress-monitored over a period of time
• Utilize multiple service delivery methods and research-based interventions
• Maintain and update the database that identifies students to receive MTSS support and the results of the interventions provided
• Work with building teams to support the implementation of MTSS practices.
• Provide support for student work completion plans.
• Communicate to parents regarding the students' progress as well as strategies the parents can use in the home
• Facilitate goal-writing throughout the year for identified students
• Meet/report progress to parents, academic teams, Student Support Teams, and school administrators, as needed and when appropriate
• Work cooperatively as a PBIS member who supports the full implementation of school-wide PBIS practices.
• Provide supplemental instructional and/or behavior support (one-on-one, in small groups)
• Participate in monitoring visits from the district and/or state.
• Document, maintain and update all supports for MTSS students.
• Provide afterschool tutorial supports for targeted students
• Assist students with enrollment in summer or after-school programs
• Assist with School-wide PBIS and implementation/collection of SWIS data
• Provide Direct Tier 2 support for targeted students and collect/maintain data for three years
• Purchase supplies as needed for interventions
• Participate in ongoing targeted professional development training
• Support administrators, teachers, and other school staff in identifying root causes of student behavioral issues and ways to meet student social and emotional needs
• Support school staff in delivering evidence-based small group interventions and individual interventions
• Coordinate and provide leadership to the PBIS implementation teams at the building level
• Assist with behavior data disaggregation and evaluation
• Coordinate Testing Needs of Building
• Introduce staff to new methods, materials, and instructional strategies that, through research, have proven to increase student ability to access the educational environment
• Coordinate and conduct staff development at the school and district levels
• Make informal classroom observations and provide immediate feedback for the purpose of behavioral support and program improvement (not evaluation)
• Assist teachers in incorporating the use of classroom management strategies into the instructional program
• Data collection focused on increasing program fidelity across all buildings
• Observe district policies at all times
• Serve as a liaison between the district, building, family, and community stakeholders
• Analyze and monitor data in order to plan with district and building personnel to target nonacademic areas creating barriers to student success
• Perform other duties as directed/requested by the Principal

Qualifications

• Bachelor's degree required
• Valid Georgia Teaching License/Certification.
• Demonstrated proficient knowledge of PBIS practices
• Experience in an alternative classroom setting is preferred
• Demonstrated knowledge of academic and behavioral strategies for struggling students
• Demonstrated ability to track and analyze student data
• Demonstrated ability to apply knowledge of current research and theory to the instructional program
• Demonstrated ability to plan and implement lessons based on assessment and school objectives and the needs and abilities of students
• Ability to speak clearly and concisely in written and oral communication
• Minimum of 3 years of successful classroom, special education, or school psychologist experience preferred.
• Experience in the development and presentation of professional learning.
• Strong pedagogical knowledge and content expertise.
• Content knowledge and expertise in teaching middle grades Math and/or ELA.

Additional Required Knowledge and Skills

• Excellent verbal, written, and listening communication skills.
• Proven ability to work cooperatively and effectively with colleagues, including the ability to create and nurture a professional community of adult learners.
• Record of building strong community, staff, and student relationships.
• Ability to analyze and interpret assessment data to identify students' strengths and weaknesses.
• Ability to facilitate MTSS professional staff training.
• Ability to communicate and work collaboratively with district staff.
• Ability to organize and prioritize multiple projects simultaneously.
• High degree of motivation, responsibility, and confidentiality
• Demonstrates leadership qualities and strong interpersonal skills, including giving and receiving constructive feedback.

Marginal Functions
• Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit.

Additional Competencies
• Skills-based Competencies Required to perform multiple 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: applying assessment instruments; preparing and maintaining accurate records; planning and managing projects; facilitating meetings; promoting activities and/or events; and using pertinent software applications.

• Knowledge-based Competencies Required to perform basic math, including calculations using fractions, percentages, and/or ratios; review and interpret highly technical information, write technical materials, and/or speak persuasively to implement desired actions; and analyze situations to define issues and draw conclusions. Specific knowledge-based competencies required to satisfactorily perform the functions of the job include stages of child development; basic counseling skills, management, and leadership; ability to work with individuals, small groups, classroom groups, and collaboratively with stakeholders; ability to communicate effectively; demonstrated skills in oral and written communication; demonstrated skills in organization and problem solving; ability to analyze existing processes and identify areas for improvement, possess an awareness of the personal values, beliefs and biases, knowledge of counselor and client identity development, worldviews, the nuances of culture and the positive and negative effects of privileged and marginalized statuses, and ability to tailor interventions that align with the cultural worldview of students and families.

• Ability-based Competencies Required to schedule a significant number of activities, meetings, and/or events; often gather, collate, and/or classify data; and use basic, job-related equipment. Flexibility is required to independently work with others in a wide variety of circumstances; analyze data utilizing a variety of complex processes, and operate equipment using defined methods. Ability is also required to work with a significant diversity of individuals and/or groups; work with a variety of data; and utilize specific, job-related equipment. Independent problem solving is required to analyze issues and create action plans. Problem-solving with data requires an analysis based on organizational objectives, and problem-solving with equipment is limited. Specific ability-based competencies required to satisfactorily perform the functions of the job include: communicating with diverse groups; maintaining confidentiality; meeting deadlines and schedules; setting priorities; working as part of a team; and working with frequent interruptions.

Physical Requirements
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. Physical and emotional ability and dexterity to perform required work and move about as
needed in a fast-paced, high-intensive work environment.

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