Elementary Behavior Intervention Teacher; Previously referred to as EBD

Elementary Support Behavior Intervention Teacher Overview Of The Position

The Elementary Behavior Intervention Teacher provides leadership and direction at the school level and within the program working to design, implement, coordinate and evaluate a comprehensive behavior support program. In addition, the Elementary Behavior Intervention Teacher works directly with the supervision of the building principal and Director of Student Services. The Behavior Intervention teacher will provide diversified strategies and activities specifically designed for targeted behaviors which help lead to academic success.

QUALIFICATIONS:

A minimum of a T-4 teaching certificate in one or more of the following areas:

• Elementary Education
• Middle School Education
• Special Education

Minimum of 3 years successful elementary/middle school classroom teaching preferred

• Ascribes to the philosophy that all children can succeed and demonstrates the commitment to do what is necessary to make this a reality
• Some knowledge in research based behavioral and instructional strategies and ability to implement them effectively

• Effectively support student acquisition of core curriculum and content standards identified by the State of Georgia and Hall County Schools.
• Have knowledge and skills necessary to assist individuals, groups and systems through the application of positive behavior supports.
• Engage parents in the "student behavior intervention plan" process and empower parents by providing them with skills and techniques to support the positive behavior development of their child.
• Implement and provide classroom and school-wide behavior management strategies.
• Provide a transition plan, conduct visits and make suggestions for the student to return to their home school setting.
• Consult with school social worker, counselor, and homeschool teachers in a collaborative effort.
• Conduct assessments and develop individual RTI goals, use research based interventions for RTI goals.
• Maintain records with specific goals and data points.
• Schedule parent conferences, transition meetings, and maintain documentation of meetings.
• Continually supervise students to ensure a safe, non-threatening, nurturing environment where students can thrive.

Engage in on-going professional development and school wide meetings to increase knowledge and skills of positive student behavior support for all students.