Early Childhood Behavior Interventionist

Early Childhood Behavior Interventionist

Department: Teaching and Learning

Reports To: Building Administrator

Classification: Non-Union

SUMMARY:  The primary role of a Behavior Interventionist is to work within the educational setting to support Tier 2, and 3 behavioral interventions with building leaders, MTSS coordinators, SSWs, coaches, teachers, support staff, students, and parents.   They will be responsible for gathering behavioral data, supporting the implementation of Positive Behavior Support Plans, and responding to building crises, as needed.  This person will need to be able to work collaboratively with multiple teams to support positive behavior interventions.

PREFERRED QUALIFICATIONS:  To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below represent the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• Bilingual Spanish/English preferred - Ability in reading, writing, speaking and listening
• Bachelor's degree from an accredited 4-year college or university preferred.
• Training or experience working with students with challenging behaviors
• Ability to communicate effectively and courteously to all constituents
• Ability to build positive relationships with all constituents
• Ability to work in a team structure
• Experience with technology
• Strong organizational skills

ESSENTIAL DUTIES AND RESPONSIBILITIES. Other duties may be assigned and as allowed by grant funding.

• CPI (Nonviolent Crisis Intervention) certified or able to be certified
• Ability to partner with various teams for tiered behavioral understanding
• Ability to collaborate with staff for behavior lessons, interventions, and support
• Ability to collaborate with staff to gather data for and participate in behavior plans
• Experience working with behavioral data tracking 
• Strong communication, collaboration, small group management, and interpersonal skills
• Experience working with students who require Tier 2, or Tier 3 support
• Ability to effectively communicate, develop, and maintain positive relationships with students, families, and community members to improve attendance, behavior, and academic data.
• Able to independently monitor the safety needs of students in structured and unstructured settings
• Assume responsibility for learning and adapting to student’s special physical, communicative, cognitive, and emotional needs
• Excellent attendance record
• Maintain confidentiality
• Understands the MTSS process and uses strategies to de-escalate behaviors and maintain students in their primary learning spaces (as appropriate)
• Enter behavior crisis data into PowerSchool
• Meet with parents as a member of a team to develop and implement behavior plans
• Follow and document the implementation of positive behavior support plans
• Collaborate with other members of the behavior support team to support students 
• Meet regularly with building leadership to guide work and analyze result
• An appreciation for diversity and individuals with disabilities
• Assist with personal care and health care needs of students
• Other duties assigned by the supervisor and as allowed by grant funding

REQUIRED KNOWLEDGE, SKILLS AND ABILITIES RELATED TO CULTURAL COMPETENCE AND EQUITY:

• Knowledge/awareness of own cultural identity and how this influences behavior, and desire to learn about the cultural identity of others.
• Ability to establish and nurture an environment that promotes cultural competence and equitable treatment of staff, students, and partners of the District.
• Has demonstrated experience as a leader for equity and/or has evidence of success in closing opportunity gaps for students of color.
• Ability to nurture a school environment that celebrates, respects, and values diversity, where teaching and learning are made relevant and meaningful to students

SUPERVISORY RESPONSIBILITIES: 

Supervision of small student groups.

QUALIFICATION REQUIREMENTS: 

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, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

CERTIFICATES, LICENSES, REGISTRATIONS:

4-year degree is preferred.  

LANGUAGE SKILLS:

Ability to read, analyze, and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals. Ability to effectively present information and respond to questions from groups of managers, clients, customers, and the general public.

MATHEMATICAL SKILLS:  

Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, area, circumference, and volume.  Ability to apply concepts of basic algebra and geometry.

REASONING ABILITY:  

Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.

OTHER SKILLS and ABILITIES: 

Ability to apply knowledge of current research and theory in a specific field.  Ability to plan and implement lessons based on Title I and school objectives and the needs and abilities of students to whom assigned.  Ability to establish and maintain effective relationships with students, peers and parents.  Ability to communicate both in oral and written form.  Ability to perform duties with awareness of all district requirements and Board of Education Policies.

PHYSICAL DEMANDS:

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

This is a part-time, school-year position with the reasonable expectation that the employee is present on site for duty for their scheduled teaching responsibilities, excluding any earned leave approved by a supervisor.

While performing the duties of this job, the employee will regularly sit, stand, walk, talk, and hear.  The employee will occasionally reach with hands and arms and stoop, kneel, crouch, or crawl.  The employee must occasionally lift and/or move up to 10 lbs.  The employee will continuously interact with the public and other staff.  The position requires the individual to sometimes work irregular or extended work hours and meet multiple demands from several people.  Specific vision abilities required by this job include close vision and distance vision..  

WORK ENVIRONMENT: 

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The noise level in the work environment is quiet to loud depending on the activity and the particular time of day.

Godfrey-Lee Public Schools is an equal opportunity educational institution. It is our expressed policy that no person shall be unlawfully excluded from participation, be denied benefits of, or otherwise subjected to discrimination in employment on the basis of race, color, religion, marital status, national origin, sex, age or handicap/disability in its activities or programs as required by Title VI, Title IX and Section 504. Any person believing that the Godfrey-Lee Public Schools or any part of the school organization has inadequately applied the principles and/or regulations of (1) Title IX of the Education Amendment Act of 1972, (2) Section 504 of the Rehabilitation Act of 1973, (3) the Age Discrimination Act of 1975, and (4) Title II of the Americans with Disability Act of 1990 may bring forward a complaint, which shall be referred to