Primary Purpose:

Work with special education and general education teacher to develop and implement behavior management strategies in classrooms and to provide specific behavior intervention supports to students. Conduct Functional Behavior Assessments; assist in the development of Behavior Intervention Plans, Positive Behavior Support, behavior management and classroom organization.

 

Minimum Qualifications:

Education/Certification:               

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

Valid Texas Teacher Certification

Board Certified Behavior Analyst Certification (preferred)

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

 

Required Experience:

Three (3) years’ experience as a classroom teacher

 

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

 

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 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.
• Provides in-home and parent training.
• Uses district and campus data to identify trends and to determine priorities and strategies for improvement.
• Makes home visits to gather information relating to students.
• Participates in the Admission, Review, and Dismissal (ARD) Committee to assist with the development of Individual Education Plans (IEP) for students according to district procedures.
• Creates an environment conducive to learning and appropriate for the maturity level and interests of students.
• Supports campus goals of prevention to maintain a healthy and safe school environment.
• Implements existing and new programs and services with fidelity
• Maintains all reports, records, and other required documents (e.g.: referrals, assessments, diagnostic testing, and student assessment).

Organization Improvement

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

• Assists with the intake and transitioning of students from home campus to DAEP and upon return to home campus.
• Provides professional development, training, and coaching to staff.
• Builds capacity of campus staff to manage a variety of behaviors.
• Assists campus staff in developing and implementing FBA’s and BIP’s.
• Supports and assists special education and general education teachers with students that require behavior intervention and support.
• Provides assistance with the organizational needs of the Special Education Department.
• Consults and collaborates 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.
• Assists schools in managing behavior of special education students and supporting campus staff in behavior crisis situations.
• Assists school staff with testing.

Communication and Community Relations

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

• Coordinates efforts with outside social service agencies to serve campus needs.
• Works 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.
• Works with parents to coordinate home and school plans.
• Provides crisis support and counseling to students, parents, and school staff.
• Facilitates communication between school personnel and students, parents, and the community.
• Refers school staff and parents to community resources.
• Coordinates and integrates school and community resources.
• Serves as consultant to school personnel regarding students or situations that are not referred for direct district or outside services.
• Develops and conducts parenting training and support groups.
• Consults with parents regarding their children’s academic performance, behavior and needs.
• Informs students and parents of their rights and responsibilities under federal and state law including compulsory attendance.
• Maintains a positive and effective relationship with supervisors.
• Effectively communicate with colleagues, students, and parents.

Professional Growth and Development

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

• Participates in professional development activities to improve skills related to job assignment.

Qualities of an Effective Behavior Specialist

The behavior specialist exhibits qualities such as the following:

• Daily attendance and punctuality at work are essential functions of the job.
• Complies with district and campus policies and procedures, as well as state and federal laws and regulations.
• Complies 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.
• Demonstrates a high level of personal integrity, a collaborative leadership style, and high ethical standards.
• Keeps informed of and comply with state, district, and campus policies affecting schools.
• Compiles, maintains, and files all reports, records, and other required documents.
• Maintains confidentiality.

Supervisory Responsibilities:

None

 

Equipment:

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

 

Working Conditions:

Mental Demands/Physical Demands/Environmental Factors:

• Maintains emotional control under stress.
• Works with frequent interruptions.
• Works irregular hour and extended work hours to include holidays and weekends.
• Frequent walking, standing, stooping, bending, pulling, pushing, lifting and carrying.
• May be required under specific circumstances to provide physical restraint of students in danger of causing harm to themselves or others.
• Occasional district wide and statewide travel.
• Uses 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.