Behavior Coach - District Wide

Purpose Statement

The job of Behavior Coach was established for the purpose/s of providing direct, intensive, short-term behavioral intervention support to students with challenging behaviors who are in crisis. The Behavior Coach will also provide modeling for staff related to the implementation of student-specific behavior strategies. Position will be assigned to various schools throughout the District as needed.

182 days/year

8 hrs/Day

Must have 60 hours of college credit (required for eligibility).

This job reports to the Autism/Behavior Specialist assigned to the student's particular school as well as the building principal, Asst. Superintendent of Special Services and Director of Special Services.

• Assesses student progress towards objectives, expectations, and/or goals for the purpose of providing feedback to students, parents, other teachers, and administration.
• Collaborates with instructional staff, other school personnel, parents, etc. for the purpose of improving the overall quality of student outcomes, achieving established classroom objectives in support of the school improvement plan.
• Manages student behavior for the purpose of providing a safe and optimal learning environment, through district approved procedures and techniques.
• Monitors students in a variety of educational environments (e.g. learning lab, classroom, campus, etc.) for the purpose of providing a safe and positive learning environment.
• Participates in a variety of meetings for the purpose of conveying and/or gathering information required to perform functions.
• Reports incidents (e.g. fights, suspected child abuse, suspected substance abuse, etc.) for the purpose of maintaining personal safety of students, providing a positive learning environment, and adhering to education code and school policies.
• Responds to emergency situations for the purpose of resolving immediate safety concerns and/or directing to appropriate personnel for resolution.
• Responds to inquiries from a variety of sources (e.g. teachers, parents, administrators, etc.) for the purpose of resolving issues, providing information and/or direction.
• Supports classroom teachers for the purpose of assisting them in the implementation of the established curriculum and/or individual student plans.

• Performs other related duties, as assigned, for the purpose of ensuring the efficient and effective functioning of the work unit.

Skill-Based

Competencies:

applying assessment instruments; operating standard office equipment including using pertinent software applications; and preparing and maintaining accurate records.

Knowledge-Based

Competencies:

appropriate codes, policies, regulations and/or laws; age-appropriate activities; stages of child development; and behavioral management strategies.

Ability-Based

Competencies:

establishing and maintaining constructive relationships; adapting to changing work priorities; maintaining confidentiality; exhibiting tact and patience; and working flexible hours.

• Ability to interact appropriately with students with disabilities, specifically those with challenging behaviors
• Ability to problem solve
• Ability to work both independently and as part of a team
• Ability to take direction and constructive criticism from others
• Displays a positive attitude toward students, staff, and parents

The usual and customary methods of performing the job’s functions require the following physical demands: significant lifting, carrying, pushing, and/or pulling; some climbing and balancing; some stooping, kneeling, crouching, and/or crawling; and significant fine finger dexterity. Generally, the job requires 20% sitting, 40% walking, and 40% standing. The job is performed under minimal temperature variations.

Sixty hours of college credit.

Working with students with special needs who present significant behaviors is preferred.

None Specified.

None Specified.

Valid Driver's License and Evidence of Insurability.

Criminal Justice Fingerprinting/Background Clearance.