PRIMARY FUNCTION:

Works collaboratively with school personnel in developing and implementing individual behavior plans for students demonstrating challenging classroom and school behaviors. Serves as the building level leader for training and coaching school personnel in research based models of behavior support and effective behavior interventions. Models and collaborates with classroom teachers to develop and implement social and emotional supports for children that lead to a positive school and classroom climate.

 

QUALIFICATIONS:

1. Minimum of a Bachelor's degree from an accredited college or university. Masters degree preferred with an area of concentration in behavioral sciences, psychology, special education, or a related field.
2. Be eligible or hold a Virginia Department of Education license with the applicable endorsement. Board Certified Behavior Analyst (BCBA) certification preferred but not required.
3. Must have or be completing a university/college ABA graduate program
4. Demonstrated success in behavior observation, assessment, and the implementation of behavior plans in the classroom setting.
5. Strong organizational, management and leadership skills.
6. Demonstrated successful instructional experience, general leadership ability and personal characteristics necessary for working with staff, parents and community.
7. Alternative qualifications as the Superintendent and School Board may find appropriate and acceptable.

RESPONSIBILITIES:

1. Provides direct behavior related services to students as determined by building administration, central office administration, and/or classroom teacher consultation;
2. Develops behavior plans and behavior intervention plans for students through consultation with the school’s behavior intervention team, classroom teachers, building administration, and/or central office administration;
3. Trains school staff in the implementation of behavior plans, data collection, and progress monitoring of student behaviors;
4. Provides professional development for school and division staff on effective behavior interventions and strategies, social and emotional supports for students, and positive classroom climate;
5. Supports Individualized Education program (IEP) and Section 504 teams in developing effective goals, strategies, accommodations, and behavior intervention plans for students with disabilities;
6. Models and provides consultations to foster the effective implementation of behavior interventions and plans with classroom teachers and school personnel;
7. Provides support to families by designing informational workshops and parent engagement events and communicating with external providers as appropriate to provide for program continuity between school and home;
8. Supports teachers and school teams with conducting functional behavioral assessments when needed;
9. Establishes and maintains cooperative professional relations with others;
10. Performs related duties as assigned by the administration in accordance with the school/system policies and practices.
11. Perform other duties as assigned by the Superintendent or their designee

PHYSICAL CONDITIONS AND NATURE OF WORK CONTACTS:

Duties performed typically in school settings to include: classroom; gym, cafeteria; auditorium; and recreational areas. Frequent walking, standing, light lifting, up to 40 pounds, and other limited physical activities are required. Occasional travel with students on field trips may be necessary. Occasional movement of students by wheelchairs and other mechanical devices may be required. Regular Instruction to special needs children may be necessary. Occasional lifting of equipment such as audio-visuals weighing up to 50 pounds may be required. Daily personal and close contact with children to provide classroom management and learning environment support is required. Regular contact with other staff members and parents is required. Occasional contact with medical professionals may be required. Frequent contact with parents by phone and in person is necessary.

 

EVALUATION:

Performance on this job will be evaluated in accordance with school board policy and administrative regulations on evaluation of personnel.

 

TERMS OF CONTRACT:

10 Month – 200 days (7.5 hours a day)