Secondary Behavior Support Coach

BEHAVIOR SUPPORT COACH

This position works collaboratively with school administrators and staff to positively impact student success, is responsible for supplementing and supporting behavioral initiatives within schools, and responds to behavior matters with a positive behavior supports and restorative approach. The position will: coach, support, and guide school-based staff in using evidence-based practices to provide positive behavior support for students with challenging behaviors; perform classroom observations and provide feedback; and facilitate coaching sessions and professional development sessions.

The tasks performed by the position will support the district focus on increasing uninterrupted instructional time by minimizing classroom disruptions, students assigned to ISS, and serious disciplinary violations; supporting teachers to create positive relationships with students; and increasing student time on task for improved student outcomes.

SPECIFIC DUTIES AND RESPONSIBILITIES

Work directly with school staff focusing on increasing skills and knowledge to better meet the needs of students with behavioral and/or emotional issues by modeling and mentoring.

Meet regularly with teachers and school staff to support teams in collecting and analyzing behavioral data to effectively develop strategies for all students to be successful in the classroom, and to make decisions regarding the implementation of appropriate behavioral interventions.

Use data to develop and facilitate high quality professional development with school staff on the development and implementation of effective classroom management plans, evidence-based behavior strategies, and targeted interventions and provide coaching feedback to teachers.

Coach school-based staff in the development and implementation of effective classroom management, evidence-based behavior strategies, and behavior intervention plans.

Collaborate with school teams to design and implement proactive activities toward preventing negative behaviors in students, including assisting identified students to become connected and successful in school.

Assist staff in identifying and measuring behaviors, understanding principles of reinforcement, identifying antecedents, teaching new behaviors, and implementing strategies to reduce challenging behaviors.

Assist staff with using data to develop tiered interventions of support for individual students as part of intervention and behavior plans using evidence-based strategies for students with challenging behaviors for the purpose of providing a safe and effective educational environment.

Prepare and submit various reports required by the central office or principals in an accurate and timely manner.

Engage in on-going professional development to increase knowledge and skills of positive student behavior support for students, and those displaying need for behavioral support.

Performs other duties as assigned, as allowable based on funding source for the position.

MINIMUM TRAINING AND EXPERIENCE

Degree in education and licensure as a teacher by the North Carolina Department of Public Instruction. Five or more years experience as a general education classroom teacher or exceptional children’s teacher.

MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS

Physical Requirements: Must be able to use a variety of equipment and classroom tools such as computers, copiers, typewriters, calculators, pencils, scissors, and equipment for children with special needs, etc. Must be able to exert a negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects. Due to the amount of time spent standing and/or walking, physical requirements are consistent with those for Light Work.

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 principles of logical or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions; to interpret an extensive variety of technical instructions in mathematical or diagrammatic form; and to deal with several abstract and concrete variables.

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 variety of technical or professional languages including medical, legal and counseling terminology.

Numerical Aptitude: Requires the ability to utilize mathematical formulas; to add and subtract; multiply and divide; utilize decimals and percentages; and to apply the principles of descriptive statistics, statistical inference and statistical theory.

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 items such as office equipment and hand tools. 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 emergency situations.

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.

KNOWLEDGE, SKILLS AND ABILITIES

Ability to constantly monitor the safety and well-being of students, particularly when student is participating in an inclusive activity.

Ability to motivate students.

Ability to maintain a clean and orderly environment. Ability to perform general clerical duties.

Ability to maintain order and discipline in a classroom.

Ability to operate common office machines.

Ability to maintain basic files and records.

Ability to understand and follow oral and written instructions.

Ability to establish and maintain effective working relationships as necessitates by work assignments.