This is a 0.9 FTE Position

Under the direction of the Principal, the Behavior Intervention Teacher assists in the students' adjustment and integration within the general educational setting. The Behavior Intervention Teacher ensures contact with students, families, school staff, and administrators via individual, group, and family meetings to resolve student, home, and school-based challenges and facilitate the educational process.

REPRESENTATIVE DUTIES:
Incumbent may perform any combination of the essential functions shown below. This position description is not intended to be an exhaustive list of all duties, knowledge, or abilities, associated with this classification but is intended to accurately reflect the principal job elements.

• Assists the principal in achieving school and district objectives and carrying out policies established by the Board of Directors in Successfully Preparing All Students for Their Futures.
  
• Works with teachers and school/district staff to develop instructional and behavioral programs to meet the individual learning needs of students; implements alternative behavior modification techniques that meet individual student needs, assists in developing accommodations and supports for successful inclusion in general education.
  
• Provides direct individual and/or group behavioral management support groups and case management services to students and families.
  
• Consults, assists, and meets with school or district administrators, teacher teams, individual teachers, support staff, and outside agency personnel (e.g., mental health counselors) in management of students displaying behavioral problems.
  
• Maintains appropriate and timely student records and other reports using designated district computer systems.
  
• Assesses, determines, and interprets current levels of performance for students and assists with functional behavioral assessments.
  
• Plans, develops, and monitors behavioral programs carried out by non-endorsed certificated staff and classified staff.
  
• Works collaboratively with administrators, program teachers, classroom teachers, paraeducators, and other staff involved with students, mental health staff, and others.
  
• Works closely with parents/guardians to develop a strong home-school partnership.
  
• Provides crises intervention during school hours.
  
• Facilitates interagency staffing on students.
  
• Provides needed training on social, mental health issues, classroom management and team building to school and district staff and parents/guardians.
  
• Provides information to staff and families on a variety of behavioral and/or mental health topics to support students'' educational programming.
  
• Assists in coordination of policies/programs that promote parent/guardian education and parent/guardian, student, and community collaboration is support of district initiatives.
  
• Collaborates with Inclusive Education Services, Health Services, and Instructional Services to ensure a comprehensive and coherent continuum of services for students.
  
• Maintains professional competency by attending district and other staff development conferences and workshops.
  
• Communicates regularly with colleagues, administrators, other district staff, and parents in a positive and constructive manner.
  
• Maintains order in the classroom and in the building.
  
• Maintains adequate and careful records as required by the principal and district.
  
• Provides for the care of school property and appropriate use of supplies, equipment, and utilities.
  
• Participates in required district-level, school site, and department level meetings.
  
• Serves on committees and works on special projects.
  
• Performs all other duties as assigned.
  
  REQUIRED QUALIFICATIONS:
  
  

• Bachelor's degree.
  
• Washington Multiple Subject or Single-Subject Teaching Credential, Washington State Social Worker Credential, or Washington State Counselor Credential.
  
• Advanced training in student behavioral and crisis management.
  PREFERRED QUALIFICATIONS:
  
  

• Master's degree in related field.
  
• Bilingual (oral and written).
  
• Proven successful experience in working with students requiring behavioral supports.
  
• Proven successful experience teaching in urban public education.
  
• Proven successful experience in an ethnically diverse public school district.
  
• Proven successful experience in working and learning in a Professional Learning Community.
  
  Employment eligibility may include fingerprints, health (TB), and/or other employment clearance.
  
  REQUIRED KNOWLEDGE AND ABILITIES:
  
  Knowledge of:
  
  

• Current research-based strategies and behavioral programs for disruptive students, physical intervention strategies and procedures, and strategies to meet the educational needs of students with behavioral challenges.
  
• Principles, practices, trends, goals, and objectives of public education.
  
• Research, best practices and technical aspects of field of specialty.
  
• Federal and state laws governing education, Washington state standards, and Common Core State Standards.
  
• Knowledge of data management systems to measure the educational effectiveness of individualized student programs.
  
• Effective facilitation skills for various professional interactions with adults.
  
• Laws, principles, practices, goals, and objectives of mental health and behavioral education.
  
• Record-keeping techniques.
  
• District organization, operations, policies, and procedures.
  
• Educational and business technology programs, procedures and methods, computer equipment, and computer software necessary to perform required duties, including but not limited to record-keeping and integration of instruction in the classroom.
  
• Oral and written communication skills, including English usage, grammar, spelling, punctuation, vocabulary, composition, and skills in mathematics.
  
  Ability to:
  
  

• Earn trust and credibility with colleagues, students, and parents.
  
• Effectively model, co-teach, and co-plan with teachers; effectively team with school staff, mental health counselors, and outside consultants/agencies.
  
• Analyze data to identify and implement appropriate instructional/behavioral practices and interventions.
  
• Demonstrate leadership qualities and utilize motivational techniques and strategies in the development of an effective teaching and learning environment.
  
• Operate technology hardware and software necessary to perform assigned duties/responsibilities.
  
• Successfully implement intervention models - behavioral and cries intervention strategies and techniques.
  
• Collaborate with others, including certificated and classified staff, who used varied learning/teaching styles to meet student needs.
  
• Demonstrate multicultural and ethnic understanding and sensitivity, and communicate effectively with all cultural groups in the school community.
  
• Communicate effectively, both orally and in writing.
  
• Write/present in a clear and concise manner for broad public appeal and interpretation.
  
• Gain cooperation through discussion and persuasion; promote consensus in groups of individuals with diverse interests and values.
  
• Facilitate and promote collaborative decision-making; facilitate conflict resolution.
  
• Analyze complex situations and synthesize diverse information carefully and adopt an effective course of action.
  
• Plan, organize, and prioritize work to meet multiple schedules and deadlines, and manage simultaneous tasks, with many interruptions.
  
• Work independently with minimum direction and supervision; work under pressure.
  
• Understand, analyze, and prepare comprehensive, narrative and statistical reports.
  
• Use effective interpersonal skills to establish and maintain cooperative and effective working relationships with school and district personnel, parents, and external partners.
  
  (Allowable Substitutions: Any combination of experience and training which provide the incumbent/applicant with the knowledge, skills, and ability required to perform the work, as determined by the district.)