Address
Form of work(Using a computer is suggested to complete application. Phones are not always compatible.)
POSITION PROPERTIES
Position Title
Behavior Support Coach
Schedule / Grade
TEACH
Job Code
01GUIDE303
FLSA
Exempt
Calendar
TEACH
Benefits
Eligible
Contract Type
Bargaining Unit
None
Revised Date
05/16/2023
PURPOSE
This position will be provide support as a Behavior Support Coach to members of the problem solving team and school staff to assure that effective and efficient behavioral intervention and support systems are in place for continuous improvement in academics and behavior. This individual will serve as a liaison for the Student Support Office to support building administration, teachers, support staff, families, and students in various aspects of the behavior and intervention programming.
ESSENTIAL RESPONSIBILITIES AND DUTIES
Performs other duties as necessary to support the mission and vision of Columbia Public School District.
DISTRICT EXPECTATIONS
All employees of the District are expected to adhere to the policies and regulations of the Board of Education, maintain appropriate certification and competencies necessary for the position, and demonstrate the values of the district at all times. For information on polices, regulations and values, visit http://www.cpsk12.org.
REPORTING RELATIONSHIPS
Reports To: Director of Student Support and Chief Equity Officer
Supervises: None
QUALIFICATIONS
Minimum: Teacher certificate or Counselor/Social Work licensing with experience in classroom management and behavior intervention preferred. Prior experience working with students with emotional and/or mental health needs in a school setting preferred.
Preferred: Missouri teaching certificate or license for school based behavioral/mental health fields such as School Counselor, School Social Worker; Experience working in a school setting with student with behavior needs.
Ideal candidate will have a professional and friendly demeanor with a vast knowledge of behavioral intervention and data collection. Will work well with a variety of individuals in a fast-paced environment.
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skills and abilities required. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.
ADA REQUIREMENTS
Language: Read, analyze and interpret professional journals, Board policy, administrative procedures and forms and governmental regulations and guidance; Complete forms, write reports and engage in written correspondence; Present information effectively and respond to questions; Read, analyze, and interpret testing, special education, and psychological information/data. These are essential functions of the job.
Computation: Work with mathematical concepts such as probability and statistical inference; Apply concepts such as fractions, percentages, ratios and proportions to practical situations. These are essential functions of the job.
Reasoning: Solve a variety of problems in many different situations; Interpret instructions presented in written, oral, diagram or schedule form; Apply knowledge of current educational theory and instructional techniques; Draw reasoned conclusions and make professional recommendations supported by data and research; Demonstrate executive functions such as planning, organizing, remember and regulating information and behavior as they pertain to student performance and achievement. These are essential functions of the job.
Other Skills and Abilities:Identify needs and abilities of individual students; Establish and maintain effective relationships with students, staff, and administrators; Perform multiple tasks simultaneously; Demonstrate excellent interpersonal communication and listening skills. These are essential functions of the job.
Technology: Perform basic computer functions such as word processing and internet use; Use district software for recording grades and finding student information; Utilize smart boards, projectors and other instructional technology provided by the district. These are essential functions of the job.
Physical Demands: Speak and hear in an environment where numerous conversations and activities may be taking place simultaneously; Move around the classroom to interact with and manage students/groups of students; Read handwritten or printed material. These are essential functions of the job.
Attendance: Consistent and regular attendance is an essential function of this position.
Conditions and Environment: This position will regularly work in a school environment that is noisy and active. These are essential functions of the job.
Prospective and current employees with disabilities are encouraged to contact human resources to discuss reasonable accommodations to perform the essential job functions.
Equal Opportunity Employer
POSITION PROPERTIES
Position Title
Behavior Support Coach
Schedule / Grade
TEACH
Job Code
01GUIDE303
FLSA
Exempt
Calendar
TEACH
Benefits
Eligible
Contract Type
Bargaining Unit
None
Revised Date
05/16/2023
PURPOSE
This position will be provide support as a Behavior Support Coach to members of the problem solving team and school staff to assure that effective and efficient behavioral intervention and support systems are in place for continuous improvement in academics and behavior. This individual will serve as a liaison for the Student Support Office to support building administration, teachers, support staff, families, and students in various aspects of the behavior and intervention programming.
ESSENTIAL RESPONSIBILITIES AND DUTIES
- Collaborates with administration and staff to identify students/classes with behavioral concerns, design data collection systems, analyze student/school/district data, develop and implement behavioral intervention programs to support students and teachers as part of the building level Student Support Team (SST).
- Provides support and leadership planning on classroom, student, and school wide behavioral reinforcement systems.
- Provides direct support to staff members in assessing, planning, and developing individual student behavioral support plans for tier 3 students, and tracking/monitoring data systems for assessing student progress.
- Models behavioral intervention strategies in classrooms for staff members and students as needed.
- Provides support and leadership in communication with students, parents and various representatives of the building support system.
- Serves on the Student Support Team.
- Assists with student discipline and is able to utilize Safe Crisis Management Interventions, as needed.
- Utilizes data from Student Support Team (SST) to develop small group behavior interventions for students in conjunction with building personnel.
- Identifies needs and can provide in-service training for school personnel as needed.
- Understands and adheres to Board policies and procedures.
- Provide resources for teacher improvement in the area of classroom and behavior management.
Performs other duties as necessary to support the mission and vision of Columbia Public School District.
DISTRICT EXPECTATIONS
All employees of the District are expected to adhere to the policies and regulations of the Board of Education, maintain appropriate certification and competencies necessary for the position, and demonstrate the values of the district at all times. For information on polices, regulations and values, visit http://www.cpsk12.org.
REPORTING RELATIONSHIPS
Reports To: Director of Student Support and Chief Equity Officer
Supervises: None
QUALIFICATIONS
Minimum: Teacher certificate or Counselor/Social Work licensing with experience in classroom management and behavior intervention preferred. Prior experience working with students with emotional and/or mental health needs in a school setting preferred.
Preferred: Missouri teaching certificate or license for school based behavioral/mental health fields such as School Counselor, School Social Worker; Experience working in a school setting with student with behavior needs.
Ideal candidate will have a professional and friendly demeanor with a vast knowledge of behavioral intervention and data collection. Will work well with a variety of individuals in a fast-paced environment.
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skills and abilities required. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.
ADA REQUIREMENTS
Language: Read, analyze and interpret professional journals, Board policy, administrative procedures and forms and governmental regulations and guidance; Complete forms, write reports and engage in written correspondence; Present information effectively and respond to questions; Read, analyze, and interpret testing, special education, and psychological information/data. These are essential functions of the job.
Computation: Work with mathematical concepts such as probability and statistical inference; Apply concepts such as fractions, percentages, ratios and proportions to practical situations. These are essential functions of the job.
Reasoning: Solve a variety of problems in many different situations; Interpret instructions presented in written, oral, diagram or schedule form; Apply knowledge of current educational theory and instructional techniques; Draw reasoned conclusions and make professional recommendations supported by data and research; Demonstrate executive functions such as planning, organizing, remember and regulating information and behavior as they pertain to student performance and achievement. These are essential functions of the job.
Other Skills and Abilities:Identify needs and abilities of individual students; Establish and maintain effective relationships with students, staff, and administrators; Perform multiple tasks simultaneously; Demonstrate excellent interpersonal communication and listening skills. These are essential functions of the job.
Technology: Perform basic computer functions such as word processing and internet use; Use district software for recording grades and finding student information; Utilize smart boards, projectors and other instructional technology provided by the district. These are essential functions of the job.
Physical Demands: Speak and hear in an environment where numerous conversations and activities may be taking place simultaneously; Move around the classroom to interact with and manage students/groups of students; Read handwritten or printed material. These are essential functions of the job.
Attendance: Consistent and regular attendance is an essential function of this position.
Conditions and Environment: This position will regularly work in a school environment that is noisy and active. These are essential functions of the job.
Prospective and current employees with disabilities are encouraged to contact human resources to discuss reasonable accommodations to perform the essential job functions.
Equal Opportunity Employer
