Certificated Teacher - Positive Behavior Intervention & Supports (PBIS) Solution Room Coordinator

Position Type:
18/19 Certificated Positions/Specialist: Inst Coach, K3 Literacy, Intervention

Date Posted:
1/15/2019

Location:
Wildwood Elementary

Date Available:
Upon Hire

Closing Date:
Until filled

Hours per Day:
7.5

Days of the Week:
Monday,Tuesday,Wednesday,Thursday,Friday

Shift Times:
8:05-3:35

Days per Year:
180

POSITION SUMMARY:
The Positive Behavior Intervention & Supports (PBIS)/ Solution Room Coordinator is a member of the school leadership team who will collaborate with instructional staff and the administrative team to develop, manage, implement, and lead the principles of PBIS through Solution Room. The Coordinator must possess a passion and ability to build a culture and climate of academic success in elementary schools through the use of PBIS Practices.

ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. This list is meant to be representative, not exhaustive. Some incumbents may not perform all the duties listed while in other cases related duties may also be assigned. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• Build a strong school culture of achievement and respect based on principles of PBIS by collaborating with instructional staff, supporting PBIS and coordinating and facilitating circles and mediations.Develop, manage and run an In-School Solution room used for a variety of purposes: de-escalate students; conduct restorative circles; and support and tutor in-school suspended students.Collaborate with the administrative team to assess and further develop implementation of the PBIS Program by monitoring needs, tracking relevant date, observing implementation in the classroom and provide coaching feedback to teachers etc.Understand the importance of school and classroom culture and aid in the development of positive culture and climateUnderstand and have knowledge of PBIS and restorative practices that support social emotional learning.Understand the knowledge and research of positive behavior system and supports to assist school practices.Manage student discipline referrals: tracking student referrals to identify patterns and inform interventions; process behavioral incidents with students and teachers; investigate discipline situations and administer appropriate consequences and intervention; manage student in-school suspension and restoration plans.Serve alongside administrative team as liaison between parents, staff and students when managing student discipline issues and intervention plans.Seek continued professional development starting with PBIS, Restorative Practices and RRR Training (Right Response).Provide additional campus supervision support as needed.

COMMUNICATION

• Collaborate with school administrative team and School Staff on issues of school climate and safety.Collaborate and work cooperatively with building classroom teachers on issues supporting classroom restorative practices responses.Discern when to enlist the assistance of counselors, administration, and other support personnel for academic, emotional, and behavioral assistance.Relate effectively, respectfully and proactively with students and parents in a highly diverse community.Collect and analyze relevant data.

INSTRUCTION

• Tutor students assigned to Solution Room from a wide range of content areas and insure academics needs are met.Organize the Solution Room classroom setting to contribute to the learning process.Perform classroom teaching by demonstrating the ability to integrate a variety of instructional strategies within a varied curriculum content.Demonstrate techniques to motivate student learning via inquiry, discussion, and application of knowledge.

MANAGEMENT & RELATIONSHIPS

• Establish clear parameters for student behavior in the Solution Room classroom.Encourage students to develop courtesy, self-control, respect, and responsibility.Develop rapport with students and individuals in a professional manner.Employ successful de-escalation techniques.Demonstrate the ability to conduct/manage restorative circles with students and staff.Build trust and credibility with staff and parents.

REQUIRED QUALIFICATIONS:
Education and Experience
Current Washington State Teacher's Certificate
Three (3) years of successful teaching experience, social work/or counseling with proven track record of raising student achievement scores

ADDITIONAL REQUIREMENTS:
Successful experience coaching and/or providing professional development to adults
Successful experience implementing restorative practices

CONDITION OF EMPLOYMENT:
Criminal background clearance
Washington State Driver's license
Complete the Right Response training at the advanced level at the next available class and maintain certification annually
Work scheduled hours on a consistent basis

KNOWLEDGE OF:
PBIS and Restorative Practices
District behavior guidelines with specific knowledge of special education and districts right and responsibilities resource
Adult learning methodology
Current trends and practices in education
Instructional theory and its application
Techniques to motivate student learning via inquiry, discussion, and application of knowledge
Organizing the physical and human elements in the educational setting
Instructional and non-instructional human dynamics
Standards-based instruction and familiarity with Washington State Essential Academic Learning Requirements
School board policies and procedures

ABILITY TO:
Demonstrate a sense of urgency and relentlessness resulting in a record of outstanding student achievement
Demonstrate extensive critical thinking and problem solving skills
Demonstrate highly effective classroom management skills
Demonstrate cultural competency and commitment to equity and closing opportunity gaps.
Demonstrate reflective self-awareness resulting in adaptability to communication and work styles of others
Demonstrate a collaborative spirit combined with the independent initiative required to accomplish great things
Communicate effectively verbally and in writing
Maintain effective working relationships with other people
Operate a variety of modern office equipment including microcomputers and related software.
Provide instructional leadership
Organize and set priorities
Work independently with minimal supervision.
Exercise good judgment and maintain confidentiality.
Adapt instructional materials and strategies to accommodate the wide range of skills which exist in a classroom
Apply current trends and practices in education
Teach in a multi-cultural and mainstream setting
Use technology to enhance instruction
Be fair and consistent with all students
Provide guidance and assistance to students
Meet responsibilities in a punctual and reliable manner
Comply with school board policies and follow administrative procedures.
Organize and perform job responsibilities efficiently and independently without close supervision and able to pay strict attention to detail
Speak, read and follow written or verbal communications
Practice effective safety and security within individual work routines
Develop and maintain positive customer relations with staff and service providers
Work collaboratively with District staff and promote teamwork with co-workers
Practice ethical and professional standards of conduct including the requirements of confidentiality
Relate effectively with parents, staff, students and the public in a multicultural and multiracial community
Perform job responsibilities with or without reasonable accommodations

REQUIRED KNOWLEDGE, SKILLS AND ABILITIES RELATED TO CULTURAL COMPETENCE AND EQUITY:
Knowledge/awareness of own cultural identity and how this influences behavior, and desire to learn about the cultural identity of others.
Ability to establish and nurture an environment that promotes cultural competence and equitable treatment of staff, students, and patrons of the District.
Ability to understand and hold self and others accountable for promoting the Federal Way Public Schools' commitment to "Each Scholar: A Voice. A Dream. A Bright Future."
Ability to recognize that each person is a unique individual even as we celebrate their group cultural heritage.

PHYSICAL DEMANDS: The physical demands described here 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 regularly required to sit, stand, and walk. The employee frequently is required to use hands to finger, handle, or feel; reach with hands and arms; and talk or hear. The employee is occasionally required to reach above and below their shoulders and bend/twist at the waist. The employee must regularly lift and/or move up to 10 pounds and occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, and ability to adjust focus.

WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing 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 regularly works in indoor conditions and regularly works near video display. The noise level in the work environment is usually moderate.

WORK SCHEDULE
This position is a school year position.

REPORTING RELATIONSHIP
Position reports to and will be evaluated by the building administrator, or designee.

REPRESENTATION
Federal Way Education Association (FWEA)

LEVEL OF COMPENSATION
Federal Way Education Association (FWEA) Salary Schedule

CLASSIFICATION HISTORY
Created 08/2017

Disclaimer
The preceding list is not exhaustive and may be supplemented as necessary. The statements contained herein reflect general details as necessary to describe the principal functions of this job, the scope of responsibility and the level of knowledge and skills typically required, but should not be considered an all-inclusive listing of work requirements, skills or duties so classified. All personnel may be required to perform duties outside their normal responsibilities from time to time as needed.

All employment open positions are made available on a nondiscriminatory basis without regard to race, color, creed, religion, sexual orientation, national origin, gender, age, disability or veteran status.

Job descriptions are written as a representative list of the ADA essential duties performed by the entire classification. They cannot include, and are not intended to include, every possible activity and task performed by every specific employee.