2024-25 Behavioral Coach - Rantoul, United States - ROE #9 Champaign-Ford County School Districts

ROE #9 Champaign-Ford County School Districts Rantoul, United States

4 weeks ago

Description

Position Type:
Licensed: Paraprofessional/Paraprofessional/Teacher Aide (General Education)

Date Posted:
3/26/2024

Location:
Rantoul City Schools Dist 137

Date Available:
08/13/2024

District:
Rantoul City Schools #137 - websiteOur Broadmeadow Elementary School is hiring a Paraprofessional to begin 8/13/2024. A valid Illinois Paraprofessional License is Required.

Why choose RCS? Here are three reasons, just to get started...

Our Students. Once you meet them, you will love them
Small Classes. We pride ourselves on our very small class sizes per class).
Professional Support. Our schools have Instructional Coaches, Tech Integration Specialists, Reading and Math Specialists, Counselors and Social Workers__all to support you and your students.

District and Salary Information

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Behavioral Coach

Position: Behavioral Coach

Reports to: Building Principal/Asst Principal
Job Summary:
Provide support, development and implementation of behavioral programs and services for students. Help build capacity of classroom teachers and staff in regarding to classroom and behavior management.

General Qualifications:

Minimum Bachelor's degree in one of the following:
- Psychology
- Child Growth/Development
- Social Work
- Education or other related field
Minimum of 5 years successful school experience, ideally working with "at risk" and/or students with behavioral challenges
Expert knowledge of function-based intervention planning for developing behavior change strategies that focuses on reducing problem behavior and increasing more appropriate behavior
Expert knowledge of techniques needed to successfully complete effective Functional Behavior Assessments (FBA), function-based interventions, and Behavior Intervention Plans (BIP)
Knowledge of Conscious Discipline or other trauma-informed approach to school-wide behavior management
Exceptional knowledge in the use of assessment and assessment data to inform instruction and prescribe work plans for individual students
Knowledge of and successful experience with Restorative Justice and/or other restorative practices

Essential Job Skills:

Assist staff in: defining and measuring behavior; understanding principles of reinforcement; teaching new behavior; implementing strategies for weakening behavior; and identifying antecedents.
Facilitate team meetings with the identified student's teacher and parents for the purpose of completing a Functional Behavioral Assessment.
Facilitate team meetings that: design Behavior Intervention Plans and address classroom organization and effective behavioral instruction/strategies in accordance with district goals and objectives for social emotional learning/curriculum.
Work with individual teachers, groups of teachers, and/or the entire staff on issues such as: crisis intervention, learning and collaboration issues, and factors that can affect development and implementation of interventions.
Develop a repertoire of assessment strategies consistent with instructional goals, teaching methods, and individual student needs to more accurately assess student behavior skills and understandings.
Use ongoing assessment to maintain a record of student progress.
Work cooperatively with building administrators to promote positive student behavior by providing professional development that targets research, strategies and modeling of instructional practices to support teachers in their implementation of positive behavior support in their classrooms.
Continually supervise students to ensure a safe, non-threatening, nurturing environment where students can thrive.
Engage in ongoing professional development to increase knowledge and skills of positive student behavior support for all students, targeted students and students who represent sub-group populations.
Engage parents in the "student behavior intervention plan" process and empower parents by providing them with skills and techniques to support the positive behavior development of their child.
Conduct conflict resolution and peer mediation sessions.
Consult with school counselors, social workers, teachers and building administration.
Performs related duties as required.
Communicates with parents regarding behavior needs of students.
Support teachers and administrators in implementing district-selected social emotional and/or trauma-informed approaches to instruction and behavior management

Mental Demands:

Ability to communicate effectively with parents, students, teachers, administration and community.
Ability to maintain emotional control under stress.
Ability to use e-mail and office equipment effectively.
Ability to work with students individually or in group settings.

Working Conditions:

Indoor classrooms/School exposure to: student noise, lawn mowing, music, odors of food, mowed grass and possible communicable diseases.
Outdoor schoolyard and grounds, field trips: exposure to temperatures (hot, warm, cool & cold) and exposure to mowed grass.
Regular work attendance.

Other Important Information:
The Coach position is Non-Supervisory: The role of a coach is separate and apart from the evaluative role of the principal or supervisor of the teacher. The coach advocates for, facilitates, and supports the work of the teacher, but never performs supervision or evaluation. The coach should not confuse providing teachers with consultative feedback requiring professional judgment with supervisory or evaluative responsibilities of the principal.

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