Special Education Behavior Support Coordinator
To develop and ensure instructional improvement and behavioral supports increase success for special education students. The focus of this position is to provide teacher and administrative support, in the areas of academics and behavior, assist administrators and teachers with the application of positive behavior supports/strategies, and to provide interventions to eliminate or reduce undesired behavior.
Valid Texas Teacher certificate
Special Education Certification preferred
Knowledge of behavior intervention strategies for students with undesired behavior
Ability to effectively instruct/support teachers
Ability to develop strategies to change behavior that focuses on reducing problem behavior and increasing more appropriate behavior
Provide leadership at the school level, working to design, implement, coordinate and evaluate a behavior support program
Work directly with identified students to adopt behaviors that increase their academic and behavior performance
One-year experience as a classroom teacher
Major Responsibilities and Duties:
- Assist staff in: defining and measuring behavior; understanding principles of reinforcement; teaching new behavior; implementing strategies for weakening behavior; and identifying antecedents.
- 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
- Collaborate with educators in the development and implementation of programs to remediate behavioral and social problems and assist with development and implementation of behavior intervention plans.
- Work in self-contained and resource classrooms as needed with a focus on helping students acquire appropriate behavioral skills (decreasing undesired behaviors)
- Incorporate social emotional learning curriculum
- Implement a system of collecting behavioral data
- Employ a variety of behavior intervention strategies to facilitate positive behavior change for special education students.
- Manage student behavior appropriately. This includes intervening in crisis situations and physically restraining students as necessary according to the IEP/BIP and standards set by CPI.
- Support administrative team by intervening in student and teacher issues
- Support students and teachers during transition and elective times
- Work directly with identified students to adopt behaviors that increase their academic performance
- Ability to provide coaching, skills training and other supports to individuals who have, or are at risk of developing significant problem behaviors that impair their ability to effectively participate and benefit their education
- Participate in IEP meetings as appropriate
- Participate in staff development activities to improve job related skills.
- Keep informed of and comply with federal, state, district, and school regulations and policies for special education teachers.
- Compile, maintain, and file all physical and computerized reports, records, and other documents required.
- Ability to establish positive, flexible, and cooperative relationships with administrators, teachers, students, parents and the public
- Attend and participate in department meetings and serve on staff committees as required.
- Other duties as assigned.
Customer Care Skills
- Provide professional communication with students, parents, community members, staff, and other professionals at all times.
- Use proper phone etiquette at all times, speaking slowly and clearly. Take reliable messages, and route to the appropriate staff.
- Ensure superior customer care skills are used via eye contact, facial expressions, voice inflections, body language, and an attitude of “going the extra mile” for others.
- Ensure all requests for information are dealt with in an appropriate timeframe.
- Create and maintain a welcoming, service-oriented environment toward all internal and external customers.
Supervision of assigned students
Mental Demands/Physical Demands/Environmental Factors:
Tools/Equipment Used: Standard office equipment including computer and peripherals
Posture: Frequent sitting, kneeling/squatting, bending/stooping, pushing/pulling, and twisting
Motion: Frequent walking, grasping/squeezing, wrist flexion/extension
Lifting: Regular light lifting and carrying (under 15 pounds), occasional heaving lifting (45
pounds or more) and positioning of students with physical disabilities; controlling behavior through physical restraint; assisting nonambulatory students
Environment: Exposure to biological hazards, bacteria, and communicable diseases; may require districtwide travel
Mental Demands: Work with frequent interruptions; maintain emotional control under pressure