Elementary Behavior Specialist - Tigard, United States - Oregon Public Schools

Description

Work Year: 190 days


Bargaining Unit:

TTEA

FLSA Status:
Non Exempt


Salary:
$48,775-$98,242

Tigard Tualatin School District pays the 6% employee PERS contribution, upon eligibility.
Salary listed is from 23-24 salary schedule. Salary Schedule for is TBD.


JOB TITLE:
Behavior Specialist (Elementary)


REPORTS TO:
Building Administrators


GENERAL DUTIES SUMMARY:
Elementary Behavior Specialists will be a part of the elementary counseling departments.

They will be part of a broader network of support for students and families in partnerships with teachers, psychologists, learning specialists, family advocates and counselors to meet the social, emotional, and behavioral needs of students.

A successful Behavior Specialist will be able to work collaboratively with staff, families and students; work within systems to effectively & efficiently implement programs and make data based decisions; and demonstrate a commitment to equity and inclusion.

The Elementary Behavior Specialist provides leadership and direction at the school level, working to design, implement, coordinate and evaluate comprehensive behavior support programs.

ESSENTIAL DUTIES and RESPONSIBILITIES:

Participate as an active member of the Tier III team and support the development and implementation of more intensive individual interventions.

Develop highly specialized positive behavior interventions that improve the social, emotional, behavior and academic outcomes for studentsAt times act as the individual case manager for students with individualized plans.

Model the implementation of behavior support plans for staff.
Observe and coach staff on the implementation of behavior support plans.
Check for fidelity of implementation of behavior support plans.

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 an individual student's school team for the purpose of completing a Functional Behavioral Assessment.

Facilitate team meetings for the purpose of designing Behavior interventions Plans, including addressing classroom organization, effective instruction, and social skills instruction.

Work with individual teachers, groups of teachers and/or the entire staff on issues such as: crisis prevention & intervention, strong Tier I and II social, emotional & behavior instruction and supports, effective de-escalation strategies.

Use ongoing assessments to maintain a record and monitor 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.

Supports the implementation of evidence based Tier I programs (i.e. PAX Good Behavior Game, Caring School Communities and other restorative practices).
Promote and support the implementation of Oregon's Social Emotional Learning Framework & Standards.

Engage in on-going 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.

Member of the team that responds to students who are escalated and/or in crisis.
Effectively able to prevent, minimize, and manage behavioral challenges with dignity and safety.
Participate in SafetyCare training.

Work in partnership with schools and community agencies to meet the basic needs of students and their families to improve the behavior and academic outcomes for specific students.

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QUALIFICATIONS:

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).

Ascribes to the philosophy that all children can learn and be contributing members of their school community, and demonstrates the commitment to do what is necessary to make this a reality.

Must possess instructional knowledge of crisis intervention strategies.
Demonstrates exceptional skill in the roles of a teacher leader: collaborator, action researcher, reflective practitioner, and learner advocate

Ability to demonstrate knowledge of various methods of data collection and subsequent analysis and interpretation for data to drive appropriate behavioral interventions.

Ability to use quantitative, perception, implementation and qualitative data to make decisions.
Demonstrate critical consciousness when reviewing school wide data and making decisions regarding individuals and groups of students.
Demonstrated commitment to principles of equity, trauma-informed care, and anti-oppressive practice.
Possess strong oral and written communication skills, organizational skills, problem solving, and consultation and collaboration skills.
Self-starter and creative problem-solver
Strong relationship builder
Ability to navigate conflict through effective communication
Strong interpersonal skills
Empathetic
Excellent coordination, planning, and organizing skills to prioritize and complete multiple tasks
Systems thinker
Maintains integrity of confidential information relating to students, staff, or district patrons
Ability to coordinate and supervise the work of others
Strong listening and communication skills
Obtain or be able to obtain an Oregon's Driver's License.


EDUCATION and EXPERIENCE:
Bilingual/bicultural preferred; Experience in working with diverse populations
Master's degree preferred.
Holds or qualifies to obtain an appropriate license from the Teacher Standards and Practices Commission (i.e. counselor, social worker, school psychologist, special education, multiple subjects) in the State of Oregon or may be currently enrolled in an administrative credential program.


WORKING CONDITIONS:

The physical demands 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.

The ability to maintain emotional control under stress and work with multiple deadlines, a variety of people and personnel, and frequent interruptions is required.

Assisting with students who are dysregulated is required and may include physical demands: speak, hear, stand, walk, sit, finger, handle, feel, reach, stoop, run, or kneel, and occasionally crouch crawl, climb or balance.

Frequently lifts and/or moves up to 10 pounds and occasionally lifts and/or moves up to 25 pounds.

Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and ability to adjust focus.

While performing the duties of this job, the employee is occasionally exposed to outside weather conditions.


EVALUATION

Performance of this job will be evaluated in accordance with the provisions in the Collective Bargaining Agreement between Tigard-Tualatin School District 23J and Tigard-Tualatin Educator Association.

TERMS OF EMPLOYMENT

This job description is not intended to be and should not be construed as an all-inclusive list of all the responsibilities, skills, or working conditions associated with the position.

While it is intended to accurately reflect the position's activities and requirements, the administration reserves the right to modify, add or remove duties and assign duties as necessary that still reflect the essential functions of the department.