Behavior Coach

Title : Behavior Coach (Part-time)

Reports to : Special Education Director

Job Objective : Facilitates the observation, creation, planning, delivery, implementation, and ongoing improvement of student behavior plans.

Minimum

• Valid state department of education license/certificate appropriate for the position.
• Qualifications: • Meets all mandated health requirements (e.g., a negative tuberculosis test, etc.).
• A record free of criminal violations that would prohibit public school employment.
• Complies with drug-free workplace rules and board policies.
• Keeps current with technology and other workplace innovations that support job functions.
• Successful teaching experience.
• Effective organizational, planning, and project management skills.
• Demonstrates current knowledge and the ability to apply broad-based curriculum designs and instructional technology applications that support the diverse learning needs of students.

Essential The following are typical work responsibilities. A reasonable accommodation may be made to functions: enable a qualified individual with a disability to perform essential functions.

• Coordinates the creation, planning, and implementation of functional behavior assessments and behavior intervention plans.
• Articulates a clear philosophy and shared vision of learning.
• Helps to coach teachers in the implementation of student behavior plans.
• Supports the transition of students back to the district from alternative placements.

• Promotes highly specialized positive behavior interventions in which "at risk" students thrive: behavior instruction that is explicit, intensive, accelerated and provides ample practice.
• Ensures that the strategies are tailored for each student, working with the parents and other specialists to understand the student's underlying needs and issues.
• Facilitates the implementation of the school's social-emotional learning, executive functioning, and behavioral support interventions in the classroom and other school environments.
• Assists with student crisis intervention.
• CPI Training is a job requirement, implementing CPI protocols as needed.
• Will work with and support staff during escalated behavior situations, both directly and after to debrief/problem solve.
• Provides training for new paraprofessionals and/or behavior technicians, as well as ongoing coaching and support. Assists in developing procedures and training materials for staff involved with students with challenging behaviors for the purpose of enhancing programs for students and ensuring that program operations are in compliance with established guidelines.
• Conducts workshops, training, in-service presentations, etc. in classroom management techniques and other topics for the purpose of developing skills and establishing effective relationships with behaviorally or emotionally disturbed students.
• Upholds board policies and follows administrative procedures. Promotes a professional image of the school district.
• Maintains open and effective communications. Promotes the district's mission, philosophy, and vision. Serves as an information resource. Keeps stakeholders informed about emerging issues.
• Analyzes data to improve school operations. Helps develop and implement the district's care team concept and continuous improvement plan. Identifies/develops partnerships that enhance services.
• Provides staff leadership and consensus development. Advances the change process. Implements strategies and time-frames to accomplish organizational objectives. Helps resolve problems.
• Administers the board-approved budget for assigned areas of responsibility. Ensures that program resources are equitably apportioned.
• Encourages program innovations. Pursues funding opportunities. Prepares grant/foundation applications. Implements funded proposals and complies with reporting requirements.
• Participates in staff orientation processes. Expresses high expectations and provides support to improve staff performance (e.g., observations, consultations, meetings, etc.).
• Promotes professionalism. Assists with the planning and delivery of effective staff development programs that improves teaching outcomes and student learning (e.g., methods, skills, commitment, care team, etc.).
• Promotes academic excellence in a nurturing environment.
• Promotes the continuity of the instructional program. Provides insights about the progression of student skills and key contributions made by staff at each level
• Assists with student testing programs. Provides leadership for instructional modifications and interventions that enhance student learning and improve test performance.
• Assists with the implementation of intervention programs as directed.
• Complies with state policies/procedures for the education of students identified as having a disability. Ensures that services are provided in the least restrictive educational environment.
• Participates in parent conferences and student planning meetings as needed (e.g., IAT, IEP, etc.).
• Provides guidance, communicates expectations, and shows an active interest in student progress.
• Helps staff resolve problems that impede student participation in appropriate learning activities
• Promotes a safe, efficient, and effective work/learning environment. Monitors safety concerns. Works with stakeholders to manage or eliminate risk factors.
• Upholds applicable local, state, and federal laws. Maintains effective relationships with community services (e.g., legal, health, welfare, etc.). Serves as a school contact for service providers.
• Assists with collection, verification, and recording of program information as directed.
• Maintains accurate records and submits reports on time.
• Respects personal privacy. Maintains the confidentiality of privileged information.
• Reports suspected child abuse and/or neglect to civil authorities as required by law.
• Encourages parent organizations and supports school-sponsored activities.
• Pursues growth opportunities that enhance professional performance and advance district goals.
• Strives to develop rapport and serves as a positive role model for others.
• Maintains a professional appearance. Wears work attire appropriate for the position.
• Performs other specific job-related duties as directed.

Abilities The following personal characteristics and skills are important for the successful performance of r equired assigned duties.

• Engenders staff enthusiasm and teamwork. Promotes a positive work/learning environment.
• Acknowledges personal responsibility for decisions and conduct.
• Skillfully manages individual, group, and organizational interactions.
• Averts problem situations and intervenes to resolve conflicts.
• Interprets information accurately and initiates effective responses.
• Effectively uses listening, observation, reading, verbal, nonverbal, and writing skills.
• Organizes tasks and manages time effectively.
• Maintains an acceptable attendance record and is punctual.

Supervisory Supervises assigned staff and special projects under the Special Education Director.
Responsibility: Assumes responsibility for the results of duties delegated to staff.
Working Exposure to the following situations may range from remote to frequent based on circumstances conditions and factors that may not be predictable.

• Duties may require operating and/or riding in a vehicle.
• Duties may require traveling to meetings and work assignments.
• Duties may require working under time constraints to meet deadlines.
• Potential for exposure to adverse weather conditions and seasonal temperature extremes.
• Potential for exposure to blood-borne pathogens and communicable diseases.
• Potential for interaction with aggressive, disruptive, and/or unruly individuals.

Performance Job performance including duties assigned by the superintendent are evaluated according to evaluation: policies/contractual agreements adopted by the Northwest Local School District.

The Northwest Local School District is an equal opportunity employer. This job description identifies general responsibilities and is not intended to be a complete list of all duties performed. This document is subject to change in response to student demographics, staffing factors, funding variables, modified operating procedures, and other unforeseen events.