Behavior Intervention Specialist at Northwest Georgia Charter Academy

Provides consultation, coaching, classroom support and behavioral strategies for classroom teachers, administrators, and staff.

• Demonstrates prompt and regular attendance.
• Assist teachers to create appropriate learning environments and develop effective classroom management practices and procedures.
• Facilitates a review of data and engage in problem solving to address behavior related needs.
• Conducts Functional Behavioral Assessments, develops Behavior Support Plans and provides coaching to teachers with implementation.
• Monitors data, data collection, and implementation of Behavior Support Plans.
• Provides and or facilitates professional learning to local school staff, administrators and other district personnel related to student behavior.
• Evaluates and communicates the effectiveness of behavior related strategies and interventions.
• Participates as part of a multidisciplinary team and collaborates with agencies, families, and schools as needed to effectively support the school.
• Participates in professional learning opportunities and researches interventions, resources and methods related to behavior intervention, trauma-informed practices, and creating positive learning environments.
• Provides guidance, modeling, and support to local school staff regarding behavior interventions and implementation of behavior plans.
• Works with the administrative team to develop restorative practices for behavior related incidents.
• Participates in parent meetings regarding behavior needs of students.
• Performs other duties as assigned by the appropriate administrator.

Certain professional and personal characteristics are essential for success. The Behavior Intervention Specialist must:

• Demonstrate professionalism, integrity, and ethical behavior consistent with the Georgia Code of Ethics for Educators
• Exhibit a passion for teaching and a belief in the potential of every child
• Communicate effectively with students, colleagues, and families
• Maintain flexibility, adaptability, and composure in a dynamic learning environment
• Collaborate productively with peers and contribute positively to the school community
• Display a growth mindset, embracing feedback and pursuing continuous professional growth
• Model empathy, patience, and a commitment to diversity, equity, and inclusion

• Valid Georgia Teaching Certificate or Georgia Service Certificate
• Experience in developing and implementing a variety of behavior strategies and interventions for effective programming, including functional behavioral assessments
• Experience implementing strategies for improving social skills
• Thorough knowledge of school rules, regulations and procedures; ability to establish and maintain standards of behavior
• Ability to deliver and articulate oral presentations and written reports
• Ability to effectively analyze needs and problems objectively
• Ability to establish and maintain effective working relationships with children, students, parents, staff, administration and the general public
• Perform all other related work delegated or required to accomplish the objectives of the total school program
• Knowledge of relevant technology including the use of technology such as i-pads to individualize instruction
• Must have the ability and proven ability to report to work on a regular and punctual basis

• BCBA certification
• Prior experience as a school occupational therapist in a public/charter school

• Written and oral communication
• Understanding of applied behavior analysis methodologies and functional behavioral assessment
• Knowledge of trauma-informed and social emotional learning practices
• Understanding of Multi-Tiered Systems of Support
• Knowledge of research-based behavioral interventions and monitoring tools
• Ability to work collaboratively with school staff, students, families, and other agencies
• Participation in required school trainings to include the EL model of the school

Mental and Physical Ongoing Demands:
Maintain emotional control under stress; work with frequent interruptions/deadlines and prolonged or irregular hours;
Frequent walking, standing, stooping, bending, pulling and pushing.

Mental and Physical Occasional Demands:
Lifting and carrying 10-25 pounds frequently, 25-40 pounds occasionally; may be required under specific circumstances to provide physical restraint of students in danger of causing harm to themselves or others; travel to other locations as needed for training, supervision, or school events.

Environmental Ongoing Factors:
Frequent exposure to temperature extremes (hot and cold), humidity extremes, noise.

Environmental Occasional Factors:
Occasional exposure to: biological hazards (communicable diseases, bacteria, insects, mold, fungi, etc.)

• Part-time per week as contracted to fulfill student needs