Thrive Behavior Coach Specialist

Primary Purpose:

Support campus and program staff in developing and implementing effective interventions for students in special education with extreme behavioral emotional and social needs fostering capacity through coaching consultation professional development and hands-on engagement.

Qualifications:

Education and Certification

• Bachelors degree from an accredited college or university
  • Preferably in a related field
• Masters degree in a related field (preferred)
• Valid Texas teaching certification in the state of Texas (preferred)
• Valid special education teacher certification (preferred)
• Crisis Prevention Institute (CPI) certification
  • Intermediate Skills preferred
• Behavioral-related certifications such as Board Certified Behavior Analyst (BCBA) Applied Behavior Analysis (ABA) Positive Behavioral Interventions and Supports (PBIS) Registered Behavior Technician (RBT) Restorative Practices behavior intervention or related disciplines (preferred)

Experience

• Three (3) years in the field of education including direct experience in implementing behavioral intervention support plans

Knowledge and Skills

• Comprehensive knowledge of Special Education law policies and best practices
• Advanced consultation skills for collaborating with teachers parents students and district staff
• Advanced organizational interpersonal and verbal and written communication skills.
• Experience teaching in self-contained and inclusionary settings across various grade levels
• Expertise and experience working with low-incidence populations including Intellectual Disability (ID) and other Low-Incidence Disability (LID) areas
• Expertise and experience working with populations with extreme behavior challenges including those of Emotional Disturbance (ED) Other Health Impairment (OHI) and Autism (AU)

Key Responsibilities:

Consultation and Coaching

• Collaborate with teachers to design classroom systems including data collection and individualized programming recommendations to support students with behavioral emotional and social challenges.

• Coach and provide examples to teachers and campus staff on implementing social skills curricula for specialized classrooms and individual students.
• Conduct Functional Behavior Assessments (FBAs) and work with program staff to develop and implement Behavior Intervention Plans (BIPs)
• Train teachers on leading and coaching paraprofessional staff in implementing behavioral intervention strategies.
• Provide hands-on assistance during escalation followed by structured debriefing with program staff.

Professional Development and Training

• Deliver professional development sessions for individuals campuses and the district as requested and approved by the supervisor.
• Develop and deliver campus Professional Learning Communities (PLCs) in area of expertise.
• Engage in ongoing professional growth by reading educational research taking advanced coursework and participating in staff development activities.
• Attend all district department and team meetings or professional development sessions as directed by the supervisor.

Compliance and Documentation

• Complete all required documentation data analysis and documentation as requested by the director.
• Stay informed of and ensure compliance with local state and federal policies related to special education and behavior intervention.

Professionalism & Communication

• Maintain confidentiality and avoid sharing sensitive or inflammatory information between staff members.

• Communicate professionally and effectively with colleagues students parents and the community both verbally and in writing.
• Serve as a positive role model for students and staff supporting the districts mission and values.
• Contribute as a collaborative and supportive team member.

Additional Responsibilities:

• Adhere to all district policies procedures and expectations as outlined in the employee handbook and administrative regulations.
• Follow district safety protocols and emergency procedures.
• Participate in professional development faculty/department meetings and special events as assigned.
• Perform additional duties as assigned to support the mission and goals of the department and district.

Supervisory Responsibilities:

• None

Mental Demands/Physical Demands/Environmental Factors:

Tools and Equipment Used: Standard office equipment including personal computer and peripherals

Posture: Prolonged sitting; occasional bending/stooping pushing/pulling and twisting

Motion: Repetitive hand motions including frequent keyboarding and use of mouse; occasional reaching

Lifting: Occasional light lifting and carrying (less than 15 pounds); participation in CPI physical interventions when necessary. Occasional lifting up to 50 pounds.

Environment: May work prolonged or irregular hours; occasional districtwide and statewide travel

Mental Demands: Work with frequent interruptions; maintain emotional control under stress

This document describes the general purpose and responsibilities assigned to this job and is not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.

Appointment:

The Superintendent of Schools will approve the appointment of this position based on the applicants training experience and expertise.

Required Experience:

IC