JOB DESCRIPTION

Certified Position: Transitions Teacher/ Behavior Coach

Location: Anderson Elementary

Certified Position Start Date: August 2024

Position Objectives: MCS is seeking a passionate and experienced elementary teacher/behavior coach who will help in the development and implementation of our piloted elementary multi-age behavior transitions classroom for the 24-25 school year. This teacher will work in a small group setting which will include coaching and collaboration with the building support assistants and classroom teachers. This position will provide behavioral and social skills interventions to children with intense social/emotional needs and/or challenging classroom behaviors. This teacher will provide support to children with students of varying abilities so an understanding of 504s, IEPs, behavior plans, and caseload management will be required. This teacher will provide interventions for students to transition and be successful in larger, typical general education classrooms. This individual will also serve as our school behavior coach, providing professional development and support to both students and staff school-wide. The ideal candidate will have experience teaching elementary curriculum, writing FBA’s & BIP’s, providing behavior interventions, as well as coaching and/or leading adults. The candidate must be trained or willing to be trained in Crisis Prevention Intervention, trauma-informed practices, Trust-Based Relational Intervention, & Boys Town Social Skills Curriculum. Additionally, the candidate must be willing to be trained, willing to train others, and willing to implement all school-based academic curriculum.

The ideal candidate will hold a bachelor's Degree and/or Masters Degree in Education with dual licensure in Elementary Education and Special Education.

Responsibilities:

Program Design: Assist in the overall TRANSITIONS program design & implementation

Assessment: Conduct observations and comprehensive behavioral assessments to determine individual students who might need extra support through a transitions classroom model. Identify individual needs, strengths, and challenges.

Assume Lead Teaching Role: Provide Engaging lessons according to the district as well as the Indiana Educational Standards.

Provide comprehensive behavior intervention system (using the Boys Town model)

Provide appropriate modeling and leadership to classroom/building support personnel, ensuring their interactions with students are appropriately and consistently aligned to the goals of the program

Functional Behavior Assessments (FBA’s) & Behavior Intervention Plans (BIP’s): Through the use of FBA’s, develop and implement behavior intervention plans tailored to the unique needs of each student, in collaboration with educators, parents, and other professionals. Lead other professionals within the school through the FBA/BIP process.

Willingness to take courses and be a trainer for Crisis Prevention Intervention (CPI) and other trauma informed or social skills initiatives.

Consultation: Provide consultation and support to teachers, administrators, and other school staff regarding behavior management strategies and interventions.

Training: Deliver and co-deliver training sessions and workshops for school staff and parents on topics related to behavior management, positive reinforcement, and effective teaching strategies.

Data Collection and Analysis: Collect data on student behavior, analyze trends, and adjust intervention strategies as needed to promote positive outcomes. Participation and willingness to lead data/intervention meetings around behaviors.

Crisis Management: Assist in the development and implementation of crisis intervention plans, and provide support during behavioral crises as needed.

Collaboration: Collaborate with multidisciplinary teams, including special education teachers, counselors, psychologists, and related service providers, to support student success.

Documentation: Maintain accurate and thorough documentation of assessments, interventions, progress monitoring, and communication with stakeholders. Submit all required documentation and reports in a timely manner.

All other duties as assigned by the superintendent.

Qualifications:

Bachelor's or Master's degree in elementary education & special education preferred

Certification or special training in working with students with behavioral challenges

Experience working with individuals with behavioral challenges in an educational setting.

Knowledge of behavioral theories and evidence-based practices in behavior management, trauma-informed care and interventions, and social skill development, specifically in Boys Town

Strong interpersonal and communication skills, with the ability to collaborate effectively with diverse stakeholders.

Ability to collect, analyze, and interpret data to inform decision-making and intervention planning.

Understanding of relevant laws, board policies, and regulations governing special education and behavior management (e.g., IDEA, FERPA).

Patience, empathy, and a commitment to promoting positive behavior and academic success for all students.

Skills:

Behavior assessment and analysis

Development and implementation of behavior intervention plans

Crisis intervention and de-escalation techniques

Collaboration and teamwork

Effective communication and interpersonal skills

Data collection and analysis

Training and professional development facilitation

Knowledge of special education and behavioral laws, board policies, and regulations

This job combines elements of teaching and coaching to support students with behavioral challenges and create positive learning environments.

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

While performing the duties of this job, the employee is regularly required to talk or hear. The employee frequently is required to sit and use their hands to finger, handle, or feel objects, tools, or controls. The employee is occasionally required to stand, walk, and reach with hands and arms.

The employee must occasionally lift and/or move up to 50 pounds. Specific vision abilities required by this job include close vision, distance vision, peripheral vision, depth perception, and the ability to adjust focus.

Responsibilities and tasks outlined in this document are not exhaustive and may change as determined by the needs of the district.

Position Description Written by: Tara McKay, Asst. Superintendent; Shelley Marshall, Shannon Allman

Date Completed: 5/15/2024

Revision Dates:

It is the policy of Madison Consolidated Schools not to discriminate on the basis of race, color, religion, sex, national origin, disability, or age, in its programs or employment policies as required by the Indiana Civil Rights Act (I.C. 1971, 22-9-1); Public Law 218 (I.C. 1971, Title 20); Titles VI and VII (Civil Rights Act 1964); the Equal Pay Act of 1973; Title IX (1972 Education Amendments); Public Law 94-142; and Public Law 93-112, Section 504.