Job Purpose

Under the direction of the Principal, the Behavior Interventionist will coordinate with the Dean of Instruction and Special Education Teacher on programs and related activities; providing information and guidance to teachers and schools; implementing and maintaining services within established guidelines and standards; developing goals and strategic plans; and providing supervision as needed and/or assigned related to behavioral needs.

Essential Responsibilities and Competencies

• Provides and monitors program work in intervention to meet the individual needs of EAGLE scholars.
• Manages the Child Study Team (CST) process for student referrals and intervention supports
• Work with classroom teacher to provide intervention supports for scholars with behavioral needs
• Assists with Office Referrals and in-school and out of school suspension process
• Create and facilitate social groups/clubs to address the social and behavioral needs of student’s campus wide
• Develops a continuous process that engages scholars in appropriate meaningful discussions, feedback and expectations appropriate for the student during the intervention process
• Develops creative solutions to maximize a safe learning environment which targets student skills deficits and focuses on alternative behavioral strategies.
• Maintains and supports federal, state and district rules, regulations and policies at all times.
• Develops a repertoire of de-escalation skills and understands and utilizes conflict resolution skills to assist scholars in regaining instructional control.
• Utilizes appropriate communication skills in the corrective teaching/feedback to help scholars identify negative and/or coercive behaviors and help them replace them with pro-social skills.
• Utilizes intervention data to make appropriate recommendation changes in behavior plans.
• Understands and supports in the development of functional behavioral assessments.
• Integrates supports and help develop the positive motivational components through developing a positive reinforcement schedule.
• Models and coaches the principles of behavior techniques to instructional staff.
• Models professional and ethical standards when interacting with scholars, parents, peers, and community members
• Establishes and maintains cooperative working relationships with scholars, parents, peers, and community members
• Communicates frequently with parents through phone calls, emails, in-person conversations, and conferences
• Communicates frequently with classroom teachers about student progress
• Develops and implements a system of recognition and rewards for student achievement
• Manages student behavior using positive character development with a loving emphasis
• Perform other duties as requested or required

Competencies

Serving Leader

• Integrity, credibility, and passionate commitment to EAGLE’s mission of Expecting Academic Greatness with a Loving Emphasis
• Provide vigilant supervision for the physical safety and well-being of scholars while on campus or off-campus for school functions

Collaborative Relationships

• Build rapport with scholars, parents, and families
• Continually improve teaching skills by seeking out constructive feedback and professional development opportunities

Resource Management

• Maintain accurate and complete records, including but not limited to: attendance, behavior, student achievement data, grades, progress reports, parent communication, text books, etc.

Forming Character

• Apply classroom management techniques and appropriate scholar corrections and disciplinary actions
• Assume responsibility for scholar success by holding all scholars accountable to school-wide behavioral expectations
• Recognize, celebrate and reward scholar achievement and character development

Academic Excellence

• Establish a positive, achievement-oriented and structured learning environment where all scholars are invested in their academic excellence and character growth and can fulfill their potential
• Set measurable, ambitious, and attainable goals for the year and each interim assessment cycle
• Evaluate individual scholar academic progress through regular and varied assessments

Qualifications

• Strong instructional and classroom management skills
• Bachelor’s degree or higher required
• Specialty or highly qualified credential desired
• At least 1-3 years of teaching experience, urban experience a plus
• Experience working with scholars and families in low-income urban communities
• Exceptional MS Excel Skills and strong skills in MS Word, PowerPoint, and Outlook
• Proven track record of student achievement results

An individual in this position must be able to successfully perform the essential duties and responsibilities listed above. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions of this position.