Behavior Coach - High School Special Education; SY Job Providence area,Rhode Island USA,Education / Teaching

Position: Behavior Coach - High School Special Education (SY 26-27)

High School Special Education Behavior Coach

Providence Public Schools District (PPSD) seeks an exceptional High School Special Education Behavior Coach who is highly qualified and skillful to join our community of teachers, students and stakeholders. This is an exciting opportunity for teachers who seek a challenging yet rewarding teaching experience.

Under direction of the school principal and/or appropriate supervisor, the High School Special Education Behavior Coach provides direct instruction, instructional and behavioral support, to students enrolled in a behavior intervention classroom and works in collaboration with general education teachers.

Assists in the development of Individual Education Programs (IEP) and behavior plans.
Implements all district Special Education procedures

Up to 10 extra days.

We serve approximately 22,000 students at 37 elementary, middle, and high schools. Approximately 55% of students come from homes where English is not the primary language spoken. Combined, our students and families speak 55 different languages and hail from 91 countries of origin. In PPSD, the teachers and leaders set high expectations for academic achievement, provide equal access to differentiated instruction, and endeavor to close the achievement and opportunity gap among historically marginalized subgroups within the schools.

PPSD is a great place for those who desire an environment that supports their creativity and ingenuity, and respects their credentials and abilities as a teacher.

Reports To:

Principal
** Contingent upon funding**

Education Requirements:

Bachelor's degree in applicable field of education from an accredited college or university.

RIDE Certification Requirements:

Secondary Special Education Teacher, Grades 6-12
ESL Certification Preferred

Minimum Qualifications Standards:

Coursework/knowledge/experience with students exhibiting behavioral challenges in the school setting is preferred.
You must complete the new hire compliance training prior to your first day of employment
Knowledge of techniques that address and develop positive social behavior.
Certification in Crisis Intervention Techniques/restraint techniques or willingness to become certified.
Must understand and be willing to work within the parameters of an Aligned Instruction System, including teaching a unified curriculum.
Record of involvement in professional organizations (such as National Middle School Association (NMSA), Association for Supervision and Curriculum Development (ASCD), Children and Adult with Attention Deficit/Hyperactivity Disorder (CHADD), Council for Exceptional Children (CEC) etc.)
Demonstrated proficiency with PC-based computer applications, Microsoft Office applications, email, web applications, and industry specific technology.

Description of

Duties & Responsibilities:

Creates a classroom environment that provides for student involvement in the learning process and enables each student to achieve learning objectives.

Participates in district and school-based professional development activities.

Plans and conducts activities for a balanced program of instruction, demonstration and work time that provides students with opportunities to learn, observe, question, and investigate.

Instructs students individually and in groups using various teaching methods such as lectures, discussions and demonstrations.

Adapts teaching methods and instructional materials to meet students' varying needs and interests

Knowledgeable in the use and implementation of assistive technology

Takes all necessary safety precautions to protect students, equipment, materials and facilities.

Develops and maintains positive and cooperative interactions and communications with parents, colleagues and community.

Monitors and assesses student progress and adjusts student instruction accordingly.

Makes recommendations about appropriate accommodations for all types of formal assessments

Makes recommendations to mainstream staff about the types of accommodations, adaptations, special resources, courses, classes, and classroom adjustments that are appropriate for each special education student

Develops IEPs in accordance with state and federal…