Secondary Special Education Behavior & AB Curriculum Coach

Qualifications Bachelor’s degree or higher from a recognized, accredited college or university; Master’s Degree from a recognized, accredited college or university preferred; Texas certification in special education; Texas certification in elementary or secondary education preferred; Minimum of three (3) years of successful experience as a certified special education teacher preferred; Demonstrated skill in leading, motivating, coaching, and collaborating with teachers Terms Of Employment Probationary/Term Contract: 197 days Salary

$67,640/IA-3

Salary Range (based on experience) as set by the Board of Trustees for the school year Essential Functions Coaches campus/district staff in implementation of behavioral strategies and interventions which result in positive student behavior. Assists individual teachers with developing structured and direct teaching strategies/interventions that result in positive student behavior. Assists teachers/campus staff with the development of effective and measurable behavior intervention plans and academic and behavior goals. Assists with development of individual programs for students with behavioral concerns. Assist teachers and campus staff to collect and monitor IEP data. Provides direct support to staff with students who demonstrate chronic behavioral needs. Conducts district-wide staff development and training for AB staff. Demonstrates the technical knowledge for effective handling of assignment; effectiveness in responsibility; knowledge and understanding of school district policy, practices and procedures. Plans an approach before taking action; organizes information and resources, defines tasks, establishes objectives and measures, considers alternatives and contingencies. Demonstrates a willingness to support, document and stand behind decisions; uses good judgement in decision making; makes decisions which prove sound after a period of time. Is self-starting and self-demanding; works without supervision; works toward self-improvement; continues to grow professionally. Establishes effective relationships with work associates (peers subordinates, supervisors, and others); is responsive to others; deals tactfully and effectively with those with differing opinions. Expresses clearly and persuasively plans and/or proposals. Demonstrates both a constructive and creative attitude toward the job; gives and receives constructive criticism in a positive way; supports decisions and policies of supervisors. Receives training in CPI (Crisis Prevention Institute); trains for the district and assists with crisis situations as needed in AB classrooms. Assists with staffing forms and attends staffings as needed. Performs other duties as assigned. Working Conditions Mental Demands/Physical Demands/Environmental Factors: Maintain emotional control under stress. Frequent standing, stooping, bending, pulling and pushing. Move small stacks of textbooks, media equipment, desks, and other classroom equipment. Preference will be given to CFISD employees. #J-18808-Ljbffr Cypress-Fairbanks ISD