1 Positive Behavior Support Coach - Elementary Job in Fargo, ND

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Positive Behavior Support Coach - Elementary

West Fargo Public Schools

Fargo, ND | Full Time | Contractor

$47k-79k (estimate)

2 Months Ago

Positive Behavior Support Coach - Elementary

$47k-79k (estimate)

Full Time | Contractor 2 Months Ago

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West Fargo Public Schools is Hiring a Positive Behavior Support Coach - Elementary Near Fargo, ND

JobID: 3558

Position Type:
Behavioral Health and Wellness

Date Posted:
3/21/2024

Location:
District

Closing Date:
04/01/24 or Until Filled

Job Description
Position Title: Positive Behavior Support Coach - Elementary
Location: Leidal Education Center
Department: Behavioral Health & Wellness
Reports To: Director of Behavioral Health & Wellness and Building-level Principals
Term: Ongoing 188-day contract beginning with the 2024-2025 school year
Schedule: Mon-Fri Full-time
Salary: Position follows the 2023-2024 Teachers' Salary Schedule if candidate is licensed by ND ESPB or the 2023-2024 Classified Salary Schedule if candidate is not licensed by ND ESPB.
Date of last review: March 2024

SUMMARY: The Positive Behavior Support Coach provides behavioral expertise through consultation, coaching, presentations, classroom support related to instructional and behavioral interventions/strategies for school staff implementing services to learners who display complex needs.

QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty and requirement satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required for the role. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

ESSENTIAL DUTIES AND RESPONSIBILITIES: (Other duties may be assigned)
Collaboration:

Develops positive, effective working relationships with learners and staff.
Supports the district in building capacity in serving learners with complex needs.
Assists district staff in defining and measuring target behavior, determining the function of behavior, teaching replacement behavior, understanding principles of reinforcement, and implementing strategies for decreasing problem behavior. Also assists in documenting this process through the completion of functional behavior assessments and positive behavior support plans.
Provides modeling, coaching, feedback, and fidelity checks with school teams/specific staff in relation to learners’ positive behavior support plan.
Supports monitoring fidelity of learner plans with the school-based teams.
Collaborates with school psychologists in order to support evaluations and learner programming.
Supports the collaboration between agencies and school teams to ensure alignment of programming and learners’ individualized education plans implemented in the classroom.

Communication:

Conducts positive behavior support presentations, training, and professional development within the district.
Facilitates school-based team meetings throughout the process of designing and implementation of positive behavior support plans.
Connects and shares ideas through appropriate/applicable formats to express thoughts and ideas with integrity.
Acts as point of contact and knowledge source for district research processes for behavioral programming and supporting documents.
Acts as point of contact and knowledge source for district curriculum and interventions to coach and model the balance between learning and behavior plans.
Provides professional development for staff, including training on crisis response procedures. The behavior coach must be able to model and implement all components of the crisis prevention and incident minimization curriculum.

Compassion:

Understands the complexities of cultural and global issues and how they relate to employee and learners’ experiences.
Partners with others to resolve potential controversy and conflict through respectful discussion.
Proactively seeks to understand the ideas, opinions, and skills of others.

Creativity:

Connects with team members and shares ideas in an effort to improve the overall learner and employee experience.

Critical Thinking:

Organizes appropriate program of reinforcement with learners regardless of their level of achievement using long-range objectives and short-term objectives.
Utilizes behavioral data collection systems such as frequency, duration, time sampling, daily behavior rating, etc.
Utilizes graphing and analysis behavioral data to make informed decisions.
Utilizes discrete trial training, natural environment teaching, incidental teaching, prompting/fading, functional communication training, social skills instruction, behavior skills training, and reinforcement.
Reasons, interprets, and analyzes information to generate new knowledge and understanding.

Reflection:

Engages in on-going professional development to increase knowledge and skills of positive learner behavior support for all learners, targeted learners, and learners who represent sub-group populations.
Attends and participates in department meetings and district wide Professional Learning Communities.
Maintains communication with supervisor and director regarding general feedback, career advancement opportunities, and areas of growth opportunities.

Resilience:

Maintains composure while dealing with stressful situations.
Proactively seeks out resolutions and takes initiative to resolve knowledge gaps.

Responsibility:

Remains up to date on behavioral research and disseminates to staff as appropriate to facilitate the utilization of evidenced-based practices.
Follows Individuals with Disabilities Education Act (IDEA) procedures.
Maintains complete and accurate records of supports provided.
Evaluates learner/program progress on designated basis.
Takes all necessary and reasonable precautions to protect learners, equipment, materials, and facilities.
Assists in upholding and enforcing school rules, administration regulations, and board policy. Implements, by instruction and action, the district’s philosophy of educational goals and objectives.
Assists the administration in implementing all district and state policies and/or rules governing student life and conduct and, for the classrooms, develops reasonable rules of classroom behavior and procedure, and maintains order in the classroom in a fair and just manner.

PHYSICAL DEMANDS AND WORK ENVIRONMENT: The physical demands and work environment 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.

While performing the essential duties and responsibilities of this role, the employee is regularly required to reach with hands and arms.
While performing the essential duties and responsibilities of this role, the employee is regularly required to stand, walk, bend, talk, and hear.
The specific vision abilities required for this role include close and peripheral vision.
The employee may be required to lift up to ~30 pounds.
The employee must work with the public and various WFPS staff while simultaneously managing several competing demands.
The employee will work in an environment that has a quiet to loud noise level.

Education and/or Experience:

Bachelor’s Degree in one of the following areas: elementary or secondary education, applied behavior analysis, special education, psychology, and/or social work or related field.
Valid ND Teaching certificate (or ability to obtain)
Demonstrated experience in positive behavioral supports and MTSS systems.
Experience in serving learners with complex behaviors.
Experience working with special education learners.
Board Certified Behavior Analysts, or in the process of obtaining credential, are preferred.
Experience working with diverse populations is preferred.
Previous experience working in an elementary school setting is preferred.

Language Skills:

Ability to read, write, and comprehend simple instructions and short correspondences in the English language.
Ability to communicate effectively verbally, expressively, and reactively.

Other Skills and Abilities:

Exercise confidentiality, discretion, and good judgement.
Adhere to the assigned work schedule by maintaining regular and punctual attendance.

SUPERVISORY RESPONSIBILITIES:

None.

Attachment(s):

WFPS - Positive Behavior Support Coach - Elementary.pdf