QUALIFICATIONS: 

• Minimum of a Bachelor's degree from an accredited college or university. Masters degree preferred with an area of concentration in behavioral sciences, psychology, special education, or a related field.
• Virginia Postgraduate Professional License with endorsement in special education or counseling or Virginia Pupil Personnel Services License with endorsement as school social worker or school psychologist preferred
• Administrative degree preferred but not required.
• Minimum five years of successful clinical or classroom experience working with students with challenging behaviors
•  Board Certified Behavior Analyst (BCBA) certification preferred but not required
• Knowledge of current trends and methodologies used to address the needs of children with behavioral challenges
• Extensive successful experience in analyzing, assessing behavior, developing, planning and implementation of behavioral interventions
• Experience in data collection, evaluation, development and implementation of positive behavior intervention plans; knowledge of tiered intervention frameworks; knowledge of current accepted best practices utilized in the full continuum of placement options for students with behavioral challenges
• Knowledge of data tracking and collection, record management and reporting methods
• Demonstrated understanding of differentiated instruction
• Expertise in developing and providing staff development activities for individual schools and/or division-wide
• Outstanding interpersonal and communication (verbal and written) skills 
• Strong problem solving and decision making skills
• Strong time management skills and ability to meet multiple deadlines; ability to work under pressure with minimal supervision
• Must have a valid driver’s license
• Performs other duties as assigned by the principal.

 

 

 REPORTS TO: Principal

 

PERFORMANCE RESPONSIBILITIES:

• Must be positive, hardworking and a lifelong learner..
• Works collaboratively with school personnel in developing and implementing individual behavior plans for students demonstrating challenging classroom and school behaviors
• Serves as the building level leader for training and coaching school personnel in research based models of behavior support and effective behavior interventions
• Models and collaborates with classroom teachers to develop and implement social and emotional supports for children that lead to a positive school and classroom climate
• Provides direct behavior related services to students as determined by building administration, central office administration, and/or classroom teacher consultation;
• Develops behavior plans and behavior intervention plans for students through consultation with the school’s behavior intervention team, classroom teachers, building administration, and/or central office administration;
• Trains school staff in the implementation of behavior plans, data collection, and progress monitoring of student behaviors;
• Provides professional development for school and division staff on effective behavior interventions and strategies, social and emotional supports for students, and positive classroom climate;
• Supports Individualized Education program (IEP) and Section 504 teams in developing effective goals, strategies, accommodations, and behavior intervention plans for students with disabilities;
• Models and provides consultations to foster the effective implementation of behavior interventions and plans with classroom teachers and school personnel;
• Provides support to families by designing informational workshops and parent engagement events and communicating with external providers as appropriate to provide for program continuity between school and home;
• Supports teachers and school teams with conducting functional behavioral assessments when needed;
• Establishes and maintains cooperative professional relations with others;
• Performs related duties as assigned by the administration in accordance with the school/system policies and practices.
• Duties performed typically in school settings to include: classroom; gym, cafeteria; auditorium; and recreational areas
• Frequent walking, standing, light lifting, up to 40 pounds, and other limited physical activities are required
• Regular contact with other staff members and parents is required.
• Performs other duties as assigned by Superintendent or their designee.

 

TERMS OF EMPLOYMENT:

As per contract and board policies and regulations. This is a 10 Month Position.

 

EVALUATION:

Performance of this position will be evaluated in accordance with provisions of the Board’s policy on Evaluation of Professional Personnel.