Behavioral and Low Incidence Classroom Coach EPO Job Hobbs area,New Mexico USA,Education / Teaching

AZTEC MUNICIPAL SCHOOL DISTRICT

Job Description

Behavioral Intervention/Low Incidence Classroom Coach

Job Summary:

The Behavioral Intervention/Low Incidence Classroom Coach supports the development and implementation of behavioral supports district-wide. This role is responsible for leading the Functional Behavior Assessment (FBA) and Behavior Intervention Plan (BIP) process, providing on-site coaching to educators in general and special education settings, and delivering targeted support to low incidence classrooms. The coach promotes evidence-based behavioral practices and actively participates in professional development to remain current in the field.

Reports To: Director of Exceptional Programs

Qualifications:

NM Teaching License

Evidence of Leadership Ability

Demonstrate effective Communication Skills

Demonstrate positive public relation skills and the ability to work with multiple organizations

Demonstrate efficient organization skills

Three years related experience

Ability to work with a diverse community

Ability to perform essential job functions

Ability to perform job task requirements

Ability to inspire and motivate others throughout the school district

Encourage, seek and accept feedback from supervisor and peers

Model high standards of integrity

Must complete a fingerprint background check

Desired

Qualifications:

Knowledge of IDEA Regulations;

Willingness to learn and follow current case law;

Ability to demonstrate broad knowledge of school systems' functioning, educational law, curriculum and instruction, classroom and behavior management, models for working with diverse populations, including students with disabilities and models for school-based practice

Familiarity and Experience with Data Driven Instructional Practices and Professional Learning Communities.

Essential

Job duties:

Lead and facilitate the Functional Behavior Assessment (FBA) process across all schools
Develop, write, and support the implementation of Behavior Intervention Plans (BIPs)
Collaborate with IEP teams, families, and service providers to align BIPs with student needs
Monitor and analyze BIP effectiveness and adjust as needed using data-driven decision-making

Provide site-based behavioral coaching to general and special education teachers
Model evidence-based behavioral strategies in the classroom setting
Offer ongoing support for the implementation of positive behavioral interventions
Collaborate with school staff to build capacity in managing challenging behaviors

Provide direct coaching and support to teachers in low incidence classrooms (e.g., self-contained, autism support, intellectual disabilities)
Assist with classroom structure, environmental supports, and visual strategies
Help teams develop individualized programming to meet diverse learner needs
Support paraprofessional training in collaboration with classroom teachers

Attend ongoing professional development to stay current with behavioral and instructional best practices
Share learning with colleagues through in-district training, workshops, or coaching cycles
Participate in multi-disciplinary team meetings and collaborate with related service providers
Maintain knowledge of state and federal special education guidelines relevant to behavior support

Supervisory Responsibilities:

Provide feedback and assistance to administrators regarding special education teachers.

Confidentiality:

Due to the sensitive nature of this position and access to student records the highest degree of confidentiality is required.

Qualification Requirements:

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed above and below are representative of the knowledge, skill, and/or ability required, but not all inclusive. Reasonable accommodations may be made to eligible individuals with disabilities to perform the essential functions.

Education and/or

Experience:

Please see Qualifications

Communication and Language

Skills:

Ability to read, analyze and interpret technical procedures and governmental regulations
Ability to effectively present information and respond to questions from staff, peers and community
Ability to read and understand product labels, policies and follow verbal or demonstrated instructions
Ability to explain simple directions and copy data from one form to another
Ability to complete form letters, answer routine correspondence and compose correspondence independently
Ability to prepare complex reports and documents as required
Ability to speak at meetings…