Primary Purpose:

Work with staff, teachers, and administration to develop and implement behavior management strategies in classrooms and to provide specific behavior intervention supports to students. Conduct Functional Behavior Assessments and assist in the development of Behavior Intervention Plans, Positive Behavior Support, Restorative Discipline Practices, behavior management and classroom organization.

Minimum Qualifications:

Education/Certification:             

Master’s degree from an accredited four year college or university

Valid Texas Teacher Certification

Satori Alternative to Managing Aggression (SAMA) trained or trained within 90 days of employment

Board Certified Behavior Analyst Certification or obtain within one year of employment

Candidate must have satisfactory outcome of fingerprinting background check. Non-refundable fee (approximately $50.00) paid by the employee.

Knowledge/Skills:

Knowledge of prevention and intervention strategies, including behavior management interventions and how to implement them in the classroom

Knowledge of current education and instructional theories, methodologies, techniques, and principles

Knowledge of state, local and Federal laws and regulations affecting the lives and education of students

Strong consultation skills for conferencing with teachers, parents, and students

Awareness and ability to access community resources

Excellent organizational, communication and interpersonal skills

Knowledge of computer programs including not limited to PowerPoint, Microsoft Excel and Word 

Experience:

Three (3) years’ experience as a classroom teacher

Major Responsibilities and Duties:

(The following statements describe the general purpose and responsibilities assigned and should not be construed as an exhaustive list of all responsibilities, skills, efforts, or working conditions that may be assigned or skills that may be required)

Professionalism

The Educators' Code of Ethics is set forth in Texas Administrative Code to provide rules for standard practices and ethical conduct toward students, professional colleagues, school officials, parents, and members of the community. 

• Rule §247.1 Purpose and Scope; Definitions
• Rule §247.2 Code of Ethics and Standard Practices for Texas Educators 

Organization Improvement

The behavior specialist promotes leadership in efforts to improve the school or organization through activities such as the following: 

• Support and assist teachers with students that require behavior intervention and support.
• Consult and collaborate with other school personnel in gathering and giving information on a case and in establishing and planning for respective roles in the modification of a student’s behavior.
• Assist schools in managing behavior of students and supporting campus staff in behavior crisis situations.
• Facilitate restorative circles with students, staff, and parents.
• Assist with ISS, CAEP, and DAEP transitions.
• Assist campus staff with PBIS and Restorative Discipline practices.
• Organize and facilitate social skills classes for general education students. 

Communication and Community Relations

The behavior specialist promotes a positive tone for school or community relations through activities such as the following: 

• Work closely with administration, teachers, psychological services and external agencies to provide on-going support services to most effectively meet the emotional, social and academic needs of students and their families.
• Work with parents to coordinate home and school plans.
• Facilitate communication between school personnel and students, parents, and the community.
• Develop and conduct parenting training and support groups.
• Consult with parents regarding their children’s academic performance, behavior and needs.
• Inform students and parents of their rights and responsibilities under federal and state law including compulsory attendance.
• Maintain a positive and effective relationship with supervisors.
• Effectively communicate with colleagues, students, and parents. 

Organization Management

The behavior specialist manages administrative, fiscal, and facilities functions responsibly through activities such as the following: 

• Works directly with students with significant behavior issues and provides modeling and coaching to build capacity of campus staff.
• Understands and knows the purpose and use of data, as well as the variety of data collection methods.
• Uses district and campus data to identify trends and to determine priorities and strategies for improvement.
• Make home visits to gather information relating to students.
• Create an environment conducive to learning and appropriate for the maturity level and interests of students.
• Support campus goals of prevention to maintain a healthy and safe school environment.
• Implement existing and new programs and services with fidelity.
• Maintain all reports, records, and other required documents (e.g.: referrals, assessments, diagnostic testing, and student assessment). 

Professional Growth and Development

The behavior specialist provides leadership in professional growth and development through activities such as the following: 

• Participate in professional development activities to improve skills related to job assignment.
• Attend and participate in campus and serve on staff committees as required.
• Provide professional development, training, and coaching to staff within and outside school hours.
• Assist school staff in developing and conducting parent training and support groups.
• Provide in-home and parent training as needed. 

Qualities of an Effective Behavior Specialist

The behavior specialist exhibits qualities such as the following: 

• Comply with district and campus policies and procedures, as well as state and federal laws and regulations.
• Comply with the standards of conduct set out in Board Policy DH (Legal) and (Local) and with any other policies, regulations, and guidelines that impose duties, requirements, or standards.
• Maintain confidentiality.
• Demonstrate a high level of personal integrity, a collaborative leadership style, and high ethical standards.
• Keep informed of and comply with state, district, and campus policies affecting schools.
• Compile, maintain and file all reports, records, and other required documents.
• Daily attendance and punctuality at work are essential functions of the job. 

Supervisory Responsibilities:

• None 

Equipment:

Personal computer, printer, scanner, calculator, telephone, copier, fax machine, two-way radio, and other equipment applicable to the position. 

Working Conditions:

Mental Demands/Physical Demands/Environmental Factors: 

• Maintain emotional control under stress.
• Work with frequent interruptions.
• Work irregular hour and extended work hours to include holidays and weekends.
• Frequent walking, standing, stooping, bending, pulling and pushing.
• Occasional lifting, carrying, pushing and pulling.
• May be required under specific circumstances to provide physical restraint of students in danger of causing harm to themselves or others.
• Must have reliable mode of transportation.
• Occasional district wide and statewide travel.
• Use computer for prolonged period resulting in repetitive hand motions.
• Frequent exposure to: temperature extremes (hot and cold), humidity extremes, noise, low or intense illumination vibration.
• Occasional exposure to: biological hazards (communicable diseases, bacteria, etc.), work outside, work around moving objects or vehicles, work on uneven surfaces.

The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.