Coordinator of Behavioral Programming (10 month position)

GENERAL RESPONSIBILITIES

Responsible for overseeing and leading the school divisions therapeutic behavior program by providing leadership training and support to staff; ensuring the development and implementation of effective student behavior intervention plans; and promoting a positive and inclusive school climate aligned with division goals.

ESSENTIAL TASKS

The following duties are normal for this position. The omission of specific statements of duties does not exclude other duties if the work is similar related or a logical assignment for this position. While this is intended to be an accurate reflection of the current job management reserves the right to revise the job description. Other duties may be required and assigned.

Program Oversight and Implementation:

- Coordinate and manage the divisions therapeutic behavior program across all schools.
- Monitor program effectiveness and recommend improvements based on data and best practices.
- Ensure compliance with federal state and local regulations related to behavioral interventions and supports.

Staff Training and Support:

- Develop and deliver professional development and training for school staff on behavior management strategies trauma-informed practices and de-escalation techniques.
- Provide ongoing coaching and consultation to teachers administrators and support staff.
- Facilitate collaboration among school teams to support students with behavioral needs.

Student Support and Intervention:

- Oversee the development implementation and monitoring of individualized student behavior intervention plans (BIPs).
- Participate in Student-Based Resource Team (SBRT) and Individualized Education Plan (IEP) meetings as needed.
- Support schools in conducting Functional Behavior Assessments (FBAs) and using data to inform interventions.

Collaboration and Communication:

- Serve as a liaison between schools families and community agencies to coordinate behavioral supports.
- Communicate regularly with school administrators and central office staff regarding program goals student progress and staff needs.
- Promote a culture of equity inclusion and positive behavior support throughout the division.

KNOWLEDGE SKILLS AND ABILITIES

Knowledge of behavioral intervention strategies trauma-informed practices special education regulations and therapeutic program implementation; ability to work effectively with diverse stakeholders including administrators teachers students and families; strong organizational communication and leadership skills; ability to analyze data and make informed decisions.

EDUCATION AND EXPERIENCE

Applicants must hold (or be eligible for) a Virginia Postgraduate Professional license with an endorsement in Administration/Supervision Special Education School Psychology or a related field. Experience in behavior intervention therapeutic programs or special education is required. Leadership experience in an educational setting is preferred.

PHYSICAL REQUIREMENTS

Frequent travel between school sites is required. Daily contact with students staff and families. Trained in physical restraint. Occasional evening or weekend work may be necessary. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential tasks.

WORK ENVIRONMENT

Work is typically performed in school settings including classrooms offices and common areas. Occasional visits to community agencies or off-site training locations may be required.

RCPS is an Equal Opportunity Employer and does not discriminate on the basis of race color national origin sex disability or age in its programs and following person(s) has been designated to handle inquiries regarding the non-discrimination policies:Hayley Poland Title IX Coordinator.

Required Experience:

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