GENERAL STATEMENT OF JOB

The individual in this position provides supportive interventions to students and staff by navigating evidence-based practices, strategies, and tools necessary to effect positive behavioral change.

SPECIFIC DUTIES AND RESPONSIBILITIES

Essential Functions:

• Assists in the development, implementation, data collection, and assessment of behavior plans for identified students.
• Uses appropriate counseling methods and resources to: promote a student’s self-esteem, self-awareness and self-regulation; to develop communication skills to appropriately express thoughts and feelings; to use appropriate conflict resolution skills; to develop positive social behaviors with peers and adults.
• Provides support to students who display impulsive or aggressive behaviors, low self-esteem and impaired social skills.
• Works with identified students in classrooms and other school environments to reach goals as determined by their behavior plan.
• Implements progress monitoring and data collection for identified students related to behavioral interventions.
• Communicates with parents, teachers and other staff on student progress, significant incidents, concerns, and successes;
• Develops consultative and collaborative relationships with school division special and general education teachers and paraprofessionals, behavior specialists, school counselors, and administrators.
• Implements effective de-escalation techniques and crisis intervention strategies as needed.
• Implements "Safety Plans" and other preventive measures to protect students from self-harm and harm to others.
• Participates in division and school-based professional development and trainings as required.
• Completes required paperwork in a timely manner.
• Maintains confidentiality of student and school information.

Additional Duties:

• Performs other related work as required.

MINIMUM EDUCATION AND TRAINING

• Bachelor’s Degree or higher in education, counseling, social work, psychology, or sociology.
• Qualified Mental Health Professional-Children (QMHP-C) with the Virginia Board of Counseling is preferred.
• Three years of successful experience in counseling or teaching in a home-based, clinical, therapeutic, residential, or school setting with children with behavioral disabilities, social skill or emotional control deficits is preferred.

MINIMUM QUALIFICATIONS AND STANDARDS REQUIRED

Knowledge, Skills and Abilities:

• Knowledge of District policies and procedures.
• Knowledge of general office procedures and equipment.
• Skill in effective communication, both verbally and in writing.
• Skill in the use of computers for data entry, word processing, and/or accounting purposes.
• Ability to present information clearly and concisely in verbal and written form.
• Ability to maintain effective working relationships with other District employees and the general public.
• Ability to work independently with minimal supervision.

Physical Requirements:

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The work is light work which requires exerting up to 30 pounds of force occasionally and/or exerting up to 20 pounds of force frequently, and/or up to 10 pounds of force to move objects frequently or constantly to lift, carry, push, pull or otherwise move objects, including the human body. Work is performed while standing, sitting and/or walking. Requires the ability to communicate effectively using speech, vision, and hearing. Requires the use of hands for simple grasping and fine manipulations. Requires bending, squatting, crawling, climbing, reaching. Additionally, the following physical abilities are required:

• Reaching: Extending hand(s) and arm(s) in any direction.
• Pushing or Pulling: Using upper extremities to press against something with steady force in order to thrust forward, downward or outward. Using upper extremities to exert force in order to draw, haul or tug objects in a sustained motion.
• Grasping: Applying pressure to an object with the fingers and palm.
• Handling: Picking, holding, or otherwise working, primarily with the whole hand.
• Feeling: Perceiving attributes of objects, such as size, shape, temperature, or texture by touching with skin, particularly that of fingertips.
• Manual Dexterity: Picking, pinching, typing, or otherwise working, primarily with fingers rather than with the whole hand as in handling.
• Repetitive Motion: Substantial movements (motions) of the wrist, hands, and/or fingers.

Work Environment:

The worker is not subject to adverse environmental conditions.

Position will be posted until filled.

Henry County Public Schools is an Equal Opportunity Employer.

Due to limited funds, Henry County Public Schools is unable to sponsor Visas.