Reports to: Supervisor of Special ProgramsEmployment Information: 10-month, Full-Time position, Bargaining Unit Summary: The Community Support Teacher will support the implementation of Constructing Connected Communities (C3) strategies and techniques. They will support the teacher with engaging students in academics, building positive community, implementing effective classroom management strategies, and incorporating developmental awareness into instruction and classroom management. They will work collaboratively with the child’s educational team to develop strategies and monitor their effectiveness in the classroom setting to support students’ successful participation in the school setting. QualificationsBachelor Degree preferred (e.g. Special Education, Teacher of the Deaf/Hard of Hearing or a related area with a multi-disciplinary background (e.g., blend of course work in child development, classroom management, positive behavior support). Knowledge of child development and classroom management strategies.Ability to model and coach classroom management strategiesKnowledge of positive behavior supports and functional behavior analysis is preferred. Understanding and acceptance of the School Mission and Philosophy of Communication which emphasizes respect for language differences and celebrates cultural and ethnic diversity.Experience with data collection and report generation.Ability to communicate and work effectively with colleagues in various positions and family members.American Sign Language proficiency required.ResponsibilitiesServe as a primary member of the Community Support TeamProvide support, modeling, or coaching to staff requesting assistance to support a student.Assist with fidelity checks: monitoring of the interventions to ensure the PBSP is being implemented consistently.Assist in maintaining a variety of service related records (Incident Reports and pages) and prepare end of the year reports and presentations related to data collection.Assist administrators to ensure that incident reports are completed accurately.Assist in modeling the use of positive behavior support strategies and assist in intervention techniques for staff/teachers/students.Knowledge of Responsive Classroom and Zones of Regulation. Participate in IEP meetings as needed, re-entry meetings, department meetings, faculty meetings, individual teacher meetings, and Student Development Team meetings.Attend workshops and in-services as related to job responsibilities (i.e. mandatory requirements for PDE certificate (ACT 48 credits) and crisis response training, Responsive Classroom training).Maintain CPR and First Aid training certifications.Obtain and maintain crisis response trainer certification.Maintain positive cooperative working relationships with students, parents, teachers and staff.Contact parents as needed and document through Parent Contacts in IEP Writer after meetings/calls.Work with the Transportation Manager and Coordinator to provide C3 training for Bus Drivers and Aides.Perform other related duties as assigned.Physical Requirements and Work EnvironmentOccasionally lift up to 40 lbs. Ability to implement Crisis Team response to maintain student and staff safety. This may include the use of approved restraint techniques.Generally works in standard school setting and climate.Works in a highly stressful environment dealing with a wide variety of challenges.Ability to sit, stand, walk, kneel, crouch and reach with hands and arms. PSD is committed to the full inclusion of all qualified individuals. As part of this commitment, PSD will ensure that persons with disabilities are provided reasonable accommodations. If reasonable accommodation is needed to participate in the job application or interview process, to perform essential job functions, and/or to receive other benefits and privileges of employment, please contact the human resources department.