Behavior Support Specialist

Title: Behavior Support Specialist (Fundamental Foundations)
Reports to: Director of Elementary Schools
Location: HCS Support Services
Position: Certified
Contract Days: 190
Retirement: TRS
FLSA Status: Exempt
Pay Scale: Teacher
 
Minimum Requirements:
Education: Certification by the State of Georgia in Education SRT4 – SRT7 and content area specialization as required by the Georgia Professional Standards Commission.
 
Certification Qualifications:
Early Childhood Education Certification
Preferred
Special Education Certification
Additional Behavioral Coursework / Endorsements / Training
 
Experience: Successful completion of an accredited teacher training program.
 
Skills, Knowledge, and Abilities: Skills in working effectively with people; effective writing and speaking skills; ability to employ a variety of instructional strategies that connect the virtual curriculum to the learners; ability to multitask.
 
Primary Function: To support student behavioral needs by providing behavior supports and services directly to students and/or by building capacity of school staff to support behavioral needs of students at all levels including universal prevention, small group interventions/approaches, or intensive or individualized supports and services. Holds professional certificate through Georgia PSC.
 
Performance Responsibilities:
Collaborating  

• Facilitating the development of the behavior component of the school’s professional learning plan to target successful classroom management and behavioral interventions.
• Collaborating with Director of Elementary Schools, administration, and teachers to design plans that meet the needs of students and staff.
• Guiding the teachers through on-going, on-site professional learning to improve student outcomes. 

• Guiding teams of teachers in the development and implementation of behavior action plans that target a specific measurable objective and identify interventions for meeting the objective.
• Facilitating on-going collaboration of teachers to effectively monitor and adjust behavior plans.
• Facilitating teacher proficiency with the new behavior strategies through classroom follow-up observations. 
• Ensuring that the progression of teacher skill development is aligned with changing student needs. 
• Providing classroom follow-up with individual teachers based on teacher need by coaching, modeling, etc. 

• Engaging in professional learning to promote personal growth and better support the development of classroom, content area team, and whole school practices

• In Praise of Learning