PRIMARY PURPOSE:

The Behavior Specialist will work with special education and general education teachers, district-wide, to develop and implement behavior management strategies in classrooms and to provide specific behavior intervention supports to students.  The duties will include consultation, observation and direct instruction to students to develop Functional Behavior Assessments, Behavior Improvement Plans, Positive Behavior Supports, behavior management and classroom organization.

MINIMUM QUALIFICATIONS

Education and Certification Requirements

• Bachelor’s Degree
• Certification or endorsement in the area of special education

     Special Knowledge and Skills

• Five years teaching experience, or related experience
• Consultation with parents, teachers and support personnel
• Knowledge of behavior management strategies
• Knowledge of rules and regulations associated with Student Code of Conduct
• Knowledge of TEA regulations regarding restraints and the reporting of restraints
• Demonstrated organizational skills
• Demonstrated communication skills, both written and oral
• Knowledge of the elements of a Functional Behavior Plan
• Knowledge of Behavior Intervention Plan elements
• Knowledge of classroom management practices
• Knowledge of a variety of behavior intervention strategies and how to implement them in the classroom

     Experience

• Experience developing behavior management strategies for students with disabilities

MAJOR RESPONSIBILITIES AND DUTIES:

(The following statements describe the general purpose and responsibilities assigned and should not be construed as an exhaustive list of all responsibilities, skills, efforts, or working conditions that may be assigned or skills that may be required.)

• Co-teach with general education and/or special education teachers in order to establish and improve classroom behavior systems
• Provide demonstration teaching in classrooms in order to model teaching strategies that provide positive behavior supports to students
• Work directly with students who display behavior difficulties in the classroom
• Provide instruction and support to students in the area of social skills
• Work with students to learn appropriate self-advocacy strategies that may be used in the school setting
• Provide follow-up and consultation to teachers on the implementation of Behavior Improvement Plans for specific students
• Observe classrooms and provide oral/written consultation recommendations regarding effective behavioral strategies to address student behavior concerns
• Follow-up and monitor implementation of interventions
• Consult with parents and campus staff regarding students’ educational and behavioral concerns
• Gather information through observation, consultation with the teacher, and direct interaction with students in order to make recommendations and develop interventions
• Facilitate staff meetings, held after school hours, to discuss and plan supports
• Collaborate with staff of non-traditional campuses, alternative education placements sites and disciplinary alternative education placements sites concerning students’ transitioning t o and from home campus placements
• Provide staff development in the areas of behavior management, social skills, and mandated training
• Assist district in initial training for new teachers in the area of behavior management
• Participate in staff development opportunities that enhance the role of the behavior specialist
• Attend ARD/IEP meetings to assist in developing behavior intervention plans and offer behavior strategies/considerations
• Maintain accurate and complete written records in accordance to program requirements
• Facilitate professional development opportunities scheduled after the school day or on Saturdays
• Demonstrate the following core values: students first, teamwork, accountability, results oriented, loyalty, integrity and mutual respect, safe and secure environment, and two-way communication
• Participate in professional development activities to maintain current knowledge of personnel rules, regulations, and practices
• Maintains a consistent professional demeanor and appearance
• Daily attendance and punctuality at work are essential functions of the job

Supervisory Responsibilities:

N/A

Equipment Used: 

• Office equipment – personal computer, printer, calculator, multi-line telephone, software programs and peripherals, copier, fax, and other equipment applicable to position.
• Communication equipment – radio communication equipment, cellular telephone
• Video monitoring equipment

Working Conditions:

Mental Demands:

• Maintain emotional control under stress
• Work with frequent interruptions

Physical Demands:

• Frequent: Sitting, standing, walking, climbing stairs and/or ramps, balancing, stooping, kneeling, crouching, crawling, pulling, pushing, reaching, repetitive hand motions, hearing, speaking clearly, visual acuity, distinguishing colors, driving, traveling.
• Occasional: Lifting, moderate, 15-44 pounds; carrying, moderate, 15-44 pounds

Environmental Factors:

• Frequent exposure to: temperature extremes (hot and cold), humidity extremes, noise, low or intense illumination, vibration
• Occasional exposure to: biological hazards (communicable diseases, bacteria, insects, mold, fungi, etc.), work outside, work around moving objects or vehicles, work on uneven surfaces, work alone, work prolonged or irregular hours.

Nondiscrimination Statement:

The Judson School District considers applicants for all positions without regard to race, color, national origin, age, religion, sex, marital or veteran status, the presence of a medical condition, disability, or any other legally protected status.