Must hold a license issued by Virginia Department of Education.
The license must be in one of the following types: Collegiate Professional License, Postgraduate Professional License, Provisional License, Pupil Personnel Services License, Technical Professional License, Statement of Eligibility.
The license position area must be in one of the following areas: Emotional Behavior Disabilities, Crisis Intervention Specialist, Functional Behavioral Specialist, School Psychologist.
The license must be in one of the following grades: Kindergarten, 1st, 2nd, 3rd, 4th, 5th.
The license status must be active or about to graduate from a state-approved teacher preparation program.
GENERAL DEFINITION OF WORK: To work collaboratively with school personnel to develop and implement positive support plans for students with challenging behavior; provide support and professional learning to teachers, school staff, and instructional assistants in appropriate behavior intervention techniques.
ESSENTIAL FUNCTIONS/TYPICAL TASKS: (These are intended only as illustrations of the various types of work performed. The omission of specific duties does not exclude them from the position if the work is similar, related, or a logical assignment to the position.) • Provide oversight to the instructional program for learners with autism in district-wide classes. • Support autism teachers in reviewing data and recommend instructional changes based on the interpretation of data. • Analyze personal, social, and environmental conditions to better understand the variables that may influence the behavior of the learner with autism and other related disabilities. • Monitor the implementation of evidence based strategies designed for learners with autism. • Assist autism teachers in conducting comprehensive functional behavior assessments. • Assist autism teachers in developing and monitoring the implementation of behavior intervention plans. • Provide expertise with the early detection process of students with ASD during the eligibility process. • Effectively communicate and maintain cooperative relationships with all team members involved with the learner’s instructional program. • Demonstrate effective oral and written communication skills. • Participate, coordinate, or conduct a variety of meetings, professional learning opportunities, committees and trainings. • Work as a team member to support continued development of the autism program in line with the division-wide autism plan. • Performs related duties as assigned. KNOWLEDGE, SKILLS AND ABILITIES: Extensive knowledge and skills in applied behavior analysis and evidence based strategies for learners with autism and other developmental disabilities