In-School Suspension Facilitator (RMS)

Riverside Middle School currently has an opening for an In-School Suspension Facilitator for the upcoming school year.  (Start Date:  August 2026.)  The employee will work seven (7) hours per day for a total of 35 hours per week.  See the job description below for more information.

The employee will be required to obtain and maintain a license to drive a school bus and to drive when needed to "efficiently and effectively operate the school transportation system."  (Board Policy 4701) 

GRADE:  Grade 56 of the State Salary Scale for Classified Employees

FLSA:  Non-Exempt

REPORTS TO:  Principal and/or Lead Teacher

SUPERVISES:  None

TERMS OF EMPLOYMENT:  10 months

QUALIFICATIONS:                         

• Associate Degree related to Education or 48 semester hours of transferable college coursework.  (Official transcript is required to validate education.)
• Experience using non-confrontational behavior intervention strategies
• Experience with computer troubleshooting

• In-School Suspension Facilitators with an hire date after February 1, 2011 must hold a Commercial Driver’s License (CDL) with Passenger (P) and School Bus (S) endorsements or be willing and eligible to obtain such a license at the next training opportunity. If a candidate does not pursue a CDL with P/S endorsements at the next training opportunity or if he/she is ineligible to obtain a CDL with P/S endorsements for any reason, this could result in recommendation for dismissal.  

KNOWLEDGE, SKILLS, AND ABILITIES:

• Ability to motivate students and to maintain order and discipline in a classroom.
• Ability to maintain a clean and orderly environment.
• Ability to perform general clerical duties, to operate common office machines, and to maintain basic files and records.
• Ability to understand and follow oral and written instructions.
• Ability to establish and maintain effective working relationships as necessitated by work assignments.
• Facilitator must be firm, fair and rigid.
• Facilitator must understand successful non-confrontational behavior intervention strategies, and cannot be easy to anger. Students assigned to in-school suspension will often exhibit anger and disrespect and may become confrontational.

ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. This list is meant to be representative, not exhaustive. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.  The employee is required to follow all board policies and procedures and to comply with the instructions and/or directives from his/her supervisor(s).

1. Supervises students in a behavior management program who have been assigned to In-School Suspension by the principal.
2. Makes parent contacts to inform them why their child is in In-School Suspension.
3. Regulates a “no fun” atmosphere encouraging students not to make a repeat visit.
4. Provides class work to be completed during the student’s stay in the planning room. Facilitator has to declare the student ready to go back to class before they can leave.
5. Makes regular contact with classroom teachers to keep lines of communication open concerning students’ progress.
6. Demonstrates and teaches proper ethical computer and lab use.
7. Performs computer troubleshooting functions.
8. Maintains accurate and up-to-date management records of all students’ progress.
9. Enters student discipline data into data management system.
10. Facilitator must be firm, fair and rigid.
11. Facilitator must understand successful non-confrontational behavior intervention strategies, and cannot be easy to anger. Students assigned to in-school suspension will often exhibit anger and disrespect and may become confrontational.
12. Performs other duties and responsibilities as assigned by the supervisor.

PHYSICAL AND COGNITIVE REQUIREMENTS:  The major physical and cognitive requirements listed below are applicable to the In School Suspension Facilitator job classification within Martin County Schools.  Work in this classification is considered light physical work requiring the exertion of up to 20 pounds of force occasionally and a negligible amount of force frequently or constantly to move objects.

Physical Requirements:  Must be able to use a variety of equipment and classroom tools such as computers, copiers, typewriters, calculators, pencils, scissors, equipment for children with special needs, etc.

Data Conception:  Requires the ability to compare and/or judge the readily observable, functional, structural, or composite characteristics (whether similar to or divergent from obvious standards) of data, people or things.

Interpersonal Communication:  Requires the ability to speak and/or signal people to convey or exchange information. Includes receiving instructions, assignments and/or directions from superiors.

Language Ability:  Requires the ability to read a variety of correspondence, reports, handbooks, forms, lists, etc. Requires the ability to prepare correspondence, simple reports, forms, instructional materials, etc., using prescribed format.

Intelligence:  Requires the ability to apply rational systems to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists; to interpret a variety of instructions furnished in written, oral, diagrammatic, or schedule form.

Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in standard English.

Numerical Aptitude:  Requires the ability to utilize mathematical formulas; to add and subtract; and to utilize decimals and percentages.

Form/Spatial Aptitude:  Requires the ability to inspect items for proper length, width and shape.

Motor Coordination:  Requires the ability to coordinate hands and eyes rapidly and accurately in using office equipment.

Manual Dexterity:  Requires the ability to handle a variety of office machines, etc. Must have minimal levels of eye/hand/ foot coordination.

Color Discrimination:  Requires the ability to differentiate between colors and shades of color.

Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving  instructions. Must be adaptable to performing under stress and when confronted with persons acting under stress.

Physical Communication:  Requires the ability to talk and hear: (Talking: expressing or exchanging ideas by means of spoken words. Hearing: perceiving nature of sounds by ear). Must be able to communicate via telephone.

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee regularly works indoors. The noise level in the work environment is usually minimal. The work is performed in the school.