Springfield Public Schools is accepting applications for a Temporary Full-Time (1.0 FTE) Elementary Behavior Interventionist for Guy Lee Elementary School.

About the District

Springfield Public Schools is located in Springfield, Oregon, in the heart of the Willamette Valley, and serves 185 square miles of the city of Springfield and East/Central Lane County. We are directly to the east of Eugene, where the University of Oregon is located. We currently have over 10,000 students, 1,446 staff members including 645 teachers in our kindergarten through grade 12 school district.

Springfield Public Schools believes that student success isour most important outcome. The success of our students depends on the collective community coming together to support every student, every day throughout their K-12 education. From the time a student is greeted by the bus driver in the morning to the last bell in the afternoon, Springfield Public Schools is committed to meeting the needs of each child.

About the Position

The Behavior Interventionist at the elementary level works with the principal and school psychologist in carrying out the school’s behavioral supports for students who require additional assistance. As a professional educator, the Behavior Interventionist understands and responds to the challenges presented by today’s diverse student population. The Behavior Interventionist provides proactive supports to assist students with interacting with peers and adults in a productive manner. The Behavior Interventionist works cooperatively with the principal, school psychologist, nurse, staff, students and parents towards a positive school climate. We seek an individual who has successful experience in working with culturally and economically diverse families and communities.

The Behavior Interventionist works with a high level of independence and professional discretion under the general supervision of the Special Programs Office and the principal. The work is governed, controlled, and evaluated by acceptable professional practice, school and district policies and regulations, provisions of Oregon TSPC, direction of the principal, and performance standards and expectations as set forth in the collective bargaining agreement.

Knowledge, Skills and Abilities

1. Serves as a resource for building staff, administrators, and parents in working with students, creating a positive school climate, and helping students develop a positive self-concept.
2. Leads the development of function based plans, intervention strategies, and individual student crisis plans.
3. Coordinates, facilitates and implements function based plans, tracks fidelity data, tracks student outcome data, and adjusts plans accordingly.
4. Ability to develop function based plans that properly considers the context of the general education classroom. Also, ensures that proper professional development for the teaching and educational assistant staff are available, to promote the proper implementation of the support plans.
5. Demonstrated ability to communicate with parents and external organizations to better assist families with all of their needs in and outside of the school setting.
6. Ability to effectively supervise building classified staff in keeping with the staff member’s collective bargaining agreement.
7. Skills and ability to serve as an educational leader including the ability to plan, organize, and facilitate staff meetings, planning processes, and school community projects and events.
8. Skill in human relations which demonstrates sensitivity to needs and concerns of others.
9. Demonstrated ability to work successfully and positively with all students to provide them with assistance in meeting their social/emotional/behavioral needs.
10. Ability to use student and fidelity data to monitor and adjust function-based behavior support plans.

Minimum Qualifications:

1. Candidates must have successful experience in working with culturally diverse families and communities, or have otherwise demonstrated a commitment to strengthening engagement of a diverse community and skill in communicating with a diverse population.
2. Valid Oregon teaching license required (Special Education, Counseling, or LCSW preferred).
3. Demonstrated experience with functional behavioral assessments, function-based behavior support plans, tracking pertinent data, and adjusting plans based on successful student outcomes.

Preferred Qualifications:

1. Bilingual skills;
2. Five years demonstrated successful teaching and/or counseling experience at the secondary level;
3. Drive to attain results; proven experience and effectiveness in improving student achievement and student behavior in classrooms and/or school;
4. Has a positive attitude; demonstrates compassion;
5. Strong communication and organizational skills.

Job Summary