Behavior Coach MTSS

Qualifications:

• Bachelors degree
• Must submit to and pass a criminal background check
• Thorough knowledge of the principles practices procedures and methodology of effective teaching of students
• Ascribes to the philosophy that all children can succeed
• Expert knowledge of function-based intervention planning for developing behavior change strategies that focus on reducing problem behavior and increasing more appropriate behavior
• Expert knowledge of research-based behavioral strategies and ability to implement them effectively
• Exceptional knowledge in the use of technology to support instruction and behavior interventions
• Demonstrated ability to plan and evaluate strategies for improving student behavior
• Demonstrates exceptional skill in the roles of an educational leader: collaborator action researcher reflective practitioner and learner advocate
• Ability to deliver and articulate oral presentations and written reports
• Ability to effectively analyze needs and problems objectively
• Ability to establish and maintain effective working relationships with children students parents staff administration and the general public
• Must have the ability and proven record to report to work on a regular and punctual basis
• Valid Virginia Teaching Certification preferred
• Minimum of five years of successful classroom teaching experience preferred
• Experience in Restorative Practices/Restorative Justice preferred

Duties & Responsibilities:

• Assist staff in: defining and measuring behavior; understanding principles of reinforcement; teaching new behavior; implementing strategies for improving behavior; and identifying antecedents
• Facilitate team meetings that: design Behavior Intervention Plans; address classroom organization effective instruction social skills instruction and ethical issues; implement School-wide Positive Behavioral Support; and consider factors that affect effectiveness including social validity and treatment integrity
• Work with individual teachers groups of teachers and/or the entire staff on issues such as: crisis intervention learning and collaboration issues and factors that can affect development and implementation of interventions
• Promote highly specialized positive behavior interventions in which at-risk students thrive: behavior instruction that is explicit intensive accelerated and provides ample practice
• Use ongoing assessments to maintain a record of student progress
• Develop a repertoire of assessment strategies consistent with behavioral goals teaching methods and individual student needs to more accurately assess student behavior skills and understanding
• Model good assessment processes that assist students in assessing their own work and behavior
• Provide recognition of a variety of student accomplishments and positive behaviors
• Work cooperatively with building administrators to promote positive student behavior by providing professional development that targets research strategies and modeling of practices to support teachers in implementing positive behavior support in their classrooms
• Continually supervise students to ensure a safe non-threatening nurturing environment where students can thrive
• Engage in ongoing professional development to increase knowledge and skills in positive student behavior support for all students including targeted students and those in sub-group populations
• Engage parents in the student behavior intervention plan process and empower them by providing skills and techniques to support the positive behavior development of their child
• Conduct conflict resolution and peer mediation sessions
• Review behavior referrals and data reports
• Participate in building-level MTSS teams and/or grade-level meetings as appropriate
• Consult with the school social worker psychologist and teachers
• Comply with all safety policies practices and procedures; report all unsafe activities to supervisor and/or Human Resources
• Participate in proactive team efforts to achieve District building departmental and/or grade-level goals
• Design opportunities to empower students staff and parents to be integrally involved in all aspects of the schools culture and climate
• Foster community relationships and partnerships that support student achievement
• Provide a positive and safe school environment that is conducive to teaching and learning
• Interact with students to encourage each individual to perform at their highest level
• Maintain positive relations with parents parent groups school volunteers and outside agencies
• Participate in and lead various processes to meet the needs of individual learners such as 504 meetings IEP meetings MTSS meetings and child study meetings
• Create a welcoming environment for students staff and families
• Assist in effectively planning and executing professional development sessions
• Assist with implementing policies and procedures from the Board of Education State and/or Federal level at the building level
• Work with staff regarding student discipline
• Complete other duties as assigned by the supervisor

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.