Pay Grade:                         Teacher Salary Schedule

Position Control:               

Department:                        Special Services

Accountable To:                 Director of Special Services

FLSA Status:                       Exempt

Creation/Revision Date:   May 13, 2019

Summary:

Incumbent contributes to the management of student behavior intervention within the District to include designing and implementing supporting strategies, providing professional development, supporting staff and students, and collaborating with various personnel.

Essential Functions:

• Trains staff in effective behavior intervention strategies for students in general and special education setting.

• Designs supporting coherent instructional strategies to promote socially acceptable behavior.

• Organizes physical space and resources in relationship to classroom management.

• Supports staff in the development and implementation of Funtional Behavior Assessement and Behavior Intervention Plans.

• Assists the IEP team in the development and implementation of an individual intervention plan that supports the IEP goals and objective outcomes.

• Assists staff in the planning, modeling and development of behavioral strategies.

• Observes student behavior in classroom, give written input regarding intervention, and monitor progress of students and staff.

• Assists staff in collecting, analyzing, and interpreting behavioral data.

• Ensures opportunities are provided for students with emotional/behavioral difficulties to practice appropriate social skills in a structured setting.

• Provides parent information regarding behavioral interventions.

• Participates in the Team Approach Process (TAP) and Child Study Process (CST), when appropriate.

• Establishes and maintains good rapport with students, employees, and community members.

• Maintains a high level of ethical behavior and confidentiality consistent with FERPA regulations.

Required Qualifications:

To be eligible for this position, an applicant must meet the following required qualifications. Verification of these required qualifications is necessary.

• Bachelor’s degree (BA) in counseling, psychology, or education/special education;
• Three years of working with students with behavioral/emotional disabilities;
• Successful completion of professional development or coursework with Positivie Behavior Interventions and Support (PBIS) or (PBS);
• Possession of a valid AZ Identity Verified Prints (IVP) fingerprint clearance card.

Preferred Qualifications:

• Masters degree in applied behavior analysis (ABA), counseling, psychology, education/special education;
• Five years of working with student with behavioral/emotional disabilities;
• Working experience with Positivie Behavior Interventions and Support (PBIS) or (PBS).

Knowledge and Skills Required:

To perform the job successfully, an individual must be able to perform each essential duty satisfactorily. The qualifications for this job description are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Skills required, but not limited to, for this position include:

• Working with students with behavioral needs;
• Knowing planning and organizational techniques;
• Preparing and providing presentations;
• Understanding the principles of applied behavior analysis including the development of functional behavior assessments and positive behavior intervention plans;
• Understanding IEP implementation and ability to interpret them to general education teachers and staff;
• Developing and delivering professional development for administration, teachers, and staff;
• Working knowledge of district, state, and federal special education rules, regulations, and procedures;
• Working knowledge of Arizona standards and skills in adapting curriculum for students with disabilities;
• Developing and maintaining cooperative and effective professional relationships with teachers, administrators, parents, students;
• Using computer software related programs;
• Engaging and encouraging communication skills while interacting with supervisors, staff, parents, students, etc. to exchange information.

Physical Requirements:

The physical requirements 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.

While performing the duties of this job, the employee is regularly required to sit and use hands to finger, handle, or feel. The employee frequently is required to talk or hear. The employee is occasionally required to stand; walk; reach with hands and arms; and stoop, kneel, crouch, or crawl. The employee must occasionally lift and/or move up to 10 pounds. Specific vision abilities required by this job include close vision, color vision, and ability to adjust focus.

Working Conditions:

The working 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.

The noise level in the work environment is usually moderate.