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FRANKLIN COUNTY SCHOOLS JOB DESCRIPTION

JOB TITLE: BEHAVIOR SUPPORT SPECIALIST

FLSA STATUS: NON-EXEMPT

PAY GRADE G

GENERAL STATEMENT OF JOB

Under supervision of the teacher and/or principal, works closely with one or a few special needs pupils on a regular basis in an effort to provide them with the educational and psychological support they need to gain the full benefits from their education. Assists students with crisis and behavior intervention as necessary. Reports to the teacher, principal, EC Program Specialist and/or Director of Exceptional Children.

DUTIES AND RESPONSIBILITIES

ESSENTIAL JOB FUNCTIONS

Maintains confidentiality in matters pertaining to the student(s) and the class, and directs any student matters to the teacher in charge.

Adheres to program policies and procedures.

Works with the student(s) on behavior tasks to support the instructional plan of the teacher.

Under supervision of the teacher, works with individual students and/or small groups of students to reinforce material initially introduced by the teacher.

Establishes as fully as possible a supportive and sympathetic relationship with the student(s) without fostering or encouraging dependence or intense emotional involvement.

Observes, reports and documents signs and symptoms or changes in student behavior.

Seeks and appropriately uses input from staff and teachers in relation to students to address students’ needs.

Participates in assigned team meetings and follows through with plan interventions.

Participates as a member of the Crisis Team.

Completes and submits necessary paperwork and reports in a timely manner.

ADDITIONAL JOB FUNCTIONS

Accompanies student(s) to whom assigned on field trips if deemed appropriate.

Maintains professional competencies and engages in ongoing training opportunities to enhance professional development and attends all mandatory in-service training.

Performs other related duties as assigned by the teacher, principal, EC Program Specialist and/or Director of Exceptional Children.

MINIMUM TRAINING AND EXPERIENCE

Must meet the “No Child Left Behind” requirements to be “highly qualified.” Associate’s degree in education or related human services field preferred and North Carolina Intervention certification. Two years of experience working with children preferred, or any equivalent combination of education, training and experience that provides the knowledge, skills and abilities required to perform the job functions.

MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS

Physical Requirements: Must be physically able to lift and move objects related to the job functions, including using NCI techniques appropriately. Physical demand requirements are for light to medium work.

Data Conception: Requires the ability to compare and/or judge the readily observable characteristics of students.

Interpersonal Communication: Requires the ability to verbally and/or nonverbally convey or exchange information. Includes giving instructions, assignments or directions to students.

Language Ability: Requires the ability to read forms and materials associated with the job functions. 

Intelligence: Requires the ability to apply common sense understanding to carry out instructions furnished in written or oral form.

Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in standard English.

Numerical Aptitude:  Requires the ability to add, subtract, divide and multiply.

Motor Coordination: Requires the ability to coordinate hands and eyes accurately in using instructional objects.

Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under average levels of stress.

Physical Communications: Requires the ability to talk and hear.

KNOWLEDGE, SKILLS AND ABILITIES

Working knowledge and skills necessary to provide care, or arrange for the provision of appropriate care, for students in the public school setting.

Ability to communicate in a professional, competent and empathetic manner.

Ability to use behavior management techniques in and out of the classroom as evidenced by assisting in setting clear expectations, helping students formulate daily individual goals, provide positive feedback and complete appropriate documentation.

Ability to assist teacher by using a variety of teaching techniques, including but not limited to: individualized instruction, small and large group instruction, cooperative learning and computer assisted instruction.

Working knowledge of the core subjects at the grade level to which employment assignment is made.

Some knowledge of expected behavior of children, that is, basic characteristics of ages and stages.

Skill necessary to operate audiovisual equipment and common office machines including computer skills related to word processing, spreadsheet and email.

Ability to comprehend the purpose of teacher designed strategies as a fulfillment of the instructional objective.

Ability to discern significant student behavior and refer this to the supervisor.

Ability to modify, adapt and/or relay information to the student's level of comprehension.

Ability to apply impartially and consistently proper methods of recognition, reward and punishment.

Ability to solve independently most minor problems.

Ability to follow minimally detailed written and oral instructions without constant supervision.

Ability to record and store data accurately.

Ability to follow written and oral directions.

Ability to remain calm in stressful situations.

Ability to accept differences in people.

Ability to follow a schedule.