602 - BEHAVIOR TRAINING SPECIALIST

   

  Job Description

 

REPORTS TO: Principals and the Director, Special Education

QUALIFICATIONS:

  1. Bachelor’s degree

  2. Experience working with students with behavior disorders.

  3. Minimum of 3 years experience working with behavior disordered youth or juveniles.

  4. Crisis Prevention Intervention or Passive Management of Aggressive Behavior training, preferred.

  5. Experience developing behavior intervention strategies for home, community, and school.

  6. Such alternatives to the above qualifications as the Board of Trustees may find appropriate.

SUPERVISES: NA
 

TERMS OF EMPLOYMENT: Administrative/Professional Pay Grade 2, 187 days Wage/Hour Status: Exempt

Major Responsibilities

 

1.       

Presents a positive role model for students that supports the mission of the school district. 

2.       

Maintains a positive and effective relationship with supervisors and colleagues.

3.       

Deals sensitively and fairly with persons from diverse cultural backgrounds.

4.       

Effectively communicates with colleagues, students, and parents.

5.       

Assesses and responds to needs related to job responsibilities.

6.       

Works with faculty and encourages students’ input to develop a student management system that results in positive student behavior and enhances school climate.

7.       

Assists teachers in identifying student problems, suggesting intervention strategies, implementing recommendations, and providing follow-up.

8.       

Assists in developing training programs and in-services for behavior training assistants.

9.       

Complies with policies established by federal and state law, State Board of Education rule, and the local Board of Trustees in the area of student behavior management.

10.     

Compile, maintain, and file all physical and computerized reports, records, and other documents required.

11.     

Provides technical assistance to teachers through pre-referral intervention.

12.     

Assists in facilitating development and implementation of individual behavior plans by consultation with the teacher.

13.     

Shares or assumes responsibility of the confidential folders.

14.     

Keeps informed about new state and federal guidelines and policies.

15.     

Staffs individual student cases with Instructional Consultant or Assistant Principal, Principal, 504 Committee where appropriate.

16.     

Conduct classroom observation and personal interviews as needed.

17.     

Effectively communicates to students, staff, and parents school guidelines for student conduct.

18.     

Supports the premise that school rules are uniformly observed and that consequences of misconduct are applied equitably to all students.

19.     

Encourages plans for improved student behavior that reflects enhanced opportunities for learning.

20.     

Complies with all district and local campus routines and regulations. 

21.     

Collect and organize relevant data from student’s cumulative folder, classroom teachers, principal, support staff, parents, and outside resource people, as needed to support individual student behavior plans. 

22.     

Evaluate student progress and determine modifications to individual student behavior plans.

23.     

Improves leadership skills through self-initiated professional development activities.

24.     

Performs duties in a professional, ethical, and responsible manner as defined in the TEA Code of Ethics for Educators.

25.     

Uses information provided through the District appraisal process to improve performance.

26.     

Provide staff development training in schools to assist school personnel in identifying and understanding of students with individual behavior plans.

27.     

Articulates the district mission to the community; solicits its support in realizing the mission.

28.     

Demonstrates effective written and verbal communication skills.

29.     

Performs other tasks and assumes such responsibilities as related to the position and as assigned.

30.     

Annually establishes and meets performance goals.

 

EQUIPMENT USED: 

Computer, copier, fax, and related office equipment  Working Conditions: 

Mental Demands:  Reading, ability to communicate effectively (verbal and written); maintain emotional control under stress. 

Physical Demands:  Moderate standing, stooping, bending and lifting; ability to control sudden violent or extreme physical acts of others and exhibit rapid mental and muscular coordination simultaneously.  Prolonged and irregular hours; frequent districtwide travel.

The foregoing statements describe the general purposes and responsibilities assigned to this job and are not an exhaustive list of all responsibilities, duties, and skills that may be required. 12/03 sr