Academic & Behavior Interventionist
Job Title: Academic and Behavior Interventionist
Job Goal: To advise teachers, students, and staff (Preschool -12th) on strategies that increase student academic achievement, reduce suspension rates, and utilize data driven decision making for supporting each student’s individualized education plan.
Reports to: Assistant Superintendent of Exceptional Student Education
Minimum Qualifications and Training
- Master’s Degree preferred
- A valid Tennessee professional teacher’s license with dual endorsements in special education required and general education preferred
- Minimum of 10 years of successful experience as a special education classroom teacher
- Minimum of 5 years of successful experience as a lead teacher or serving in a leadership role at school and/or district level
- Experience working with the Individualized Education Plan process in Tennessee
- Extensive knowledge of assessment, teaching strategies and modifications, and behavior interventions for at risk students and students with disabilities
- Preschool and/or working with students with moderate to severe disabilities preferred
- Strong group processing and presentation skills
- Ability to prepare clear, concise, accurate, and complete reports including statistics.
- Ability to establish and maintain positive and cooperative working relationships in schools and other environments
- Excellent oral and written communication skills
- Outstanding organizational and time management skills
- Such alternatives to the above qualifications as the Superintendent may find appropriate or acceptable
- Works collaboratively with school administrators, ESE Assistant Superintendent and Coordinators, teachers and paraprofessionals to improve the performance of teachers and paraprofessionals.
- Provides assistance to all professional personnel and/or community representatives regarding SPED curriculum, assessment, behavior, and instructional strategies.
- Provides assistance to students, families, and school personnel as needed to support students in the school setting.
- Assists teachers in conducting a Functional Behavior Assessment and developing a Behavior Intervention Plan.
- Serves as liaison between the Exceptional Student Education department and administrators regarding instruction in fulfilling goals of the IEP.
- Planning and conducting professional growth programs, workshops and other in-service activities.
- Assists classroom teachers in writing IEP goals and objectives based on the current assessments.
- Provides information on current research in Applied Behavior Analysis and evidence-based practices.
- Demonstrates behavioral principals and assists classroom teachers with their use.
- Serves as a mentor and instructional resource person for teachers.
- Provides assistance or arranges for assistance to be provided for educators (teachers and paraprofessionals) which may include classroom materials, professional development experiences, crisis management, behavioral intervention, record-keeping requirements, effective instructional and assessment techniques for students with disabilities.
- Assists ESE Assistant Superintendent and Coordinator in the analysis of data associated with assessment and evaluation of students.
- Skills in educational research design and interpretation
- Maintains a daily log of activities.
- Must be able to maintain confidentiality
- Willing to work flexible hours as needed
- Performs such other duties as assigned by the Superintendent.
- Good work habits.
- Dependability and ability to work without supervision.
- Ability to maintain positive relations with staff, administrators, students, and parent volunteers.
Working Conditions: Exposure to the following situations may range from remote to frequent based on circumstances and factors that may not be predictable.
Evaluation: The basis of the evaluation will be the extent to which the performance responsibilities of the job are successfully handled and the extent to which yearly action plans and job goals are met.
Note: The above job description reflects the general requirements necessary to describe the principle functions or responsibilities of the job identified and shall not be interpreted as a detailed description of all work requirements that may be inherent in the job, either at present or in the future.