Behavior Specialist

Location
Lancaster, PA, US
Salary
Per SDoL/LEA Agreement / Per Year
Posted
Jul 12, 2019
Ref
4106
QUALIFICATIONS:

Highly qualified teacher with an appropriate Pennsylvania teaching certification and the successful completion of a Behavior Specialist Certification Program.

Minimum of three years successful classroom teaching experience in which the teaching of "at risk" and/or “behaviorally challenged” students was an important responsibility for the position.

Expert knowledge of function-based intervention planning for developing behavior change strategies that focuses on reducing problem behavior and increasing more appropriate behavior.

Expert knowledge of techniques needed to successfully complete effective Functional Behavior Assessments (FBA), function -based interventions, and Behavior Intervention Plans (BIP).

Exceptional knowledge in the use of assessment and assessment data to inform instruction and prescribe work plans for individual students.

Expert knowledge in research based instructional strategies and ability to implement them effectively.

Exceptional knowledge in the use of technology to support instruction.

Demonstrate ability to plan and evaluate strategies for improving instruction.

Ascribes to the philosophy that all children can succeed and demonstrates the commitment to do what is necessary to make this a reality.

Demonstrates exceptional skill in the roles of a teacher leader: collaborator, action researcher, reflective practitioner, and learner advocate

REPORTS TO: Coordinator of Special Education and Gifted Services

SUPERVISES: Not applicable

JOB GOAL: The Behavior Specialist provides continuous support to the overall educational environment by providing ongoing behavior intervention strategies for all students in all aspects of the educational environment (Assisting within the classrooms, within the hall ways, cafeteria, gymnasium, and all other extracurricular activities. Behavior Specialist will also work directly with administrators provide outlets and avenues for students to communicate with staff in the building, serving as a liaison helping to empower students, develop leadership skills and build healthy relationships built on trust.

ESSENTIAL FUNCTIONS:

Assist staff in defining and measuring behavior, understanding principles of reinforcement, teaching new behavior, implementing strategies for weakening undesirable behaviors, and identifying antecedents.

Facilitate team meetings with the identified student's teachers and parents for the purpose of completing a Functional Behavioral Assessment.

Facilitate team meetings that design Behavior interventions Plans, address classroom organization, effective instruction, social skills instruction, and ethical issues, School-wide Positive Behavioral Support, and factors that affect effectiveness including social validity and treatment integrity.

Work with individual teachers, groups of teachers and/or the entire staff on issues such as, crisis intervention, learning and collaboration issues, and factors that can affect development and implementation of interventions.

Promote highly specialized positive behavior interventions in which "at risk" students thrive, behavior instruction that is explicit, intensive, accelerated and provides ample practice.

Use ongoing assessments to maintain a record of student progress. Develop a repertoire of assessment strategies consistent with instructional goals, teaching methods and individual student needs to more accurately assess student behavior skills and understandings.

Work cooperatively with building administrators to promote positive student behavior by providing professional development that targets research, strategies and modeling of instructional practices to support teachers in their implementation of positive behavior support in their classrooms.

Supervise and interact with students in a one to one situation and/or small group to ensure a safe, non-threatening, nurturing environment where students can thrive.

Engage parents in the "student behavior intervention plan" process and empower parents by providing them with skills and techniques to support the positive behavior development of their child.

Conduct conflict resolution and peer mediation sessions.

Participate in building level team and/or grade level meetings, as appropriate

Serve as a consultant to administrators, teachers, and parents.

Provide leadership to others through example and sharing of knowledge/skills.

MARGINAL FUNCTIONS: Serve on building and district committees as requested.

TERMS OF EMPLOYMENT: Board's request

EVALUATION: Evaluation will be determined according to the District's Professional Evaluation Plan – Observation/Supervision/Evaluation Plan.

PHYSICAL/MENTAL/ENVIRONMENTAL DEMANDS:

Physical Demands:

Sitting for limited periods of time.

100% physically active, standing and walking for extended periods of time.

Kneeling, bending, crouching, stooping, and squatting.

Ability to climb stairs.

Ability to lift up to 50 lbs

Sensory Abilities:

Normal/Corrected vision.

Visual acuity to read correspondence.

Ability to speak clearly and distinctly.

Normal/corrected hearing.

Temperament:

Ability to work as a member of a team.

Must have a positive attitude, cooperative spirit, and sensitivity in relating to student, staff, parents, and community.

Mental Demands:

Ability to interpret detailed written and verbal communications.

Ability to perform basic math skills.

Frequently fast-paced; high-pressure situation.

Environment:

Regular and Special Education setting including classrooms, hall ways, cafeteria, gymnasium etc.