What are the responsibilities and job description for the Coordinating Teacher, Behavior Early Intervention Coach position at Wake County Public School System?
Overview
POSITION TITLE (Oracle title)
COORDINATING TEACHER
WORKING TITLE
Behavior Early Intervention Coach
SCHOOL/DEPARTMENT
Academics (MTSS)
LOCATION
Crossroads I, Cary, NC
PAY GRADE
Classroom Teacher (Not eligible for National Pay)
FLSA STATUS
Exempt
ELIGIBILITY FOR EMPLOYMENT CONTRACT
Yes
WORK WEEK SCHEDULE
Monday-Friday (occasional evenings and weekends) Position is available for a Hybrid Telework workweek
POSITION PURPOSE:
Builds the capacity of school based staff to sustain implementation of a Multi-Tiered System of Supports (MTSS), inclusive of the Behavioral Health Standard Treatment Protocol (STP), prior to referral to special education and related services to ensure that disproportionality in the identification and discipline are addressed. Performs a variety of professional, instructional, administrative, and leadership tasks related to the North Carolina “Policies Governing Services for Children with Disabilities” with specific emphasis on guiding schools in the discipline, referral and evaluation process for determining need for special education and related service.
MINIMUM QUALIFICATIONS:
KNOWLEDGE, SKILLS, AND ABILITIES (KSAs)
- Comprehensive knowledge of local, state and federal policies and procedures applicable to special education and related services;
- Comprehensive knowledge of Wake County Board of Education policies, procedures, and standards regarding education;
- Considerable knowledge of Multi-Tiered System of Support (MTSS) and the implementation of a Standard Treatment Protocol (STP);
- Considerable knowledge of Wake County Public School System (WCPSS) academic and behavior data and evidenced-based behavior interventions and practices to be more inclusive of all behavior data types aligned to grades K-12;
- Considerable knowledge of North Carolina Common Core Standard Course of Study;
- Considerable ability to collect, interpret, and analyze student data to generate effective courses of action;
- Effective time management skills;
- Ability to effectively coach teams and individuals;
- Ability to design and deliver professional learning incorporating adult learning strategies;
- Ability to communicate clearly and concisely both in oral and written form using a variety of communication techniques and tools to ensure the appropriate flow of information, collaborative efforts, and feedback;
- Ability to lead and motivate a diverse staff across multiple grade levels;
- Ability to work in a team environment;
- Ability to set goals, action steps, and timelines to assist teams in achieving positive outcomes for students;
- Ability to identify problems/issues and to work with teams and individuals to develop solutions;
- Ability to establish and maintain effective working relationships and build consensus with district and school administrators, teachers, support staff, central services, and parents.
EDUCATION, TRAINING, AND EXPERIENCE
- Bachelor's degree in Special Education, General Education, Counseling, or directly related field from an accredited university;
- Five years of successful K-12 teaching or counseling experience;
- Experience in assessing student needs; planning, developing, and implementing targeted interventions; evaluating targeted interventions and their effectiveness; and in designing and conducting professional staff development;
- Other combinations of applicable education, training, and experience which provide the knowledge, abilities, and skills necessary to perform effectively in the position may be considered.
CERTIFICATION AND LICENSE REQUIREMENTS
- Hold or be eligible to hold North Carolina Professional Educator’s License for Special Education, General Education or directly related field from an accredited university;
- Must hold and maintain a valid motor vehicle operator’s license according to the State of NC requirements.
PREFERRED QUALIFICATIONS:
- Master’s degree in Special Education, General Education, or directly related field from an accredited university;
- Leadership experience at the school or central services level;
- Current certification in Non-Violent Crisis Interventions (CPI).
ESSENTIAL DUTIES AND RESPONSIBILITIES:
WORK ENVIRONMENT/PHYSICAL REQUIREMENTS
This job operates in a professional office environment and has a noise level of mostly low to moderate. This role routinely uses standard office equipment such as computers, scanners, and copiers. The position, at times, must be able to come into direct contact with school system staff and staff members of external funding agencies, and the community. Work is considered light physical work, requiring the exertion of up to ten pounds of force. The work frequently requires driving automotive equipment. Must be able to independently and efficiently access multiple work sites within a workday.
EFFECTIVE DATE: 7/2023
DISCLAIMER: The above statements are intended to describe the general purpose and responsibilities assigned to this position. They are not intended to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and skills required by the employees assigned to this position. This description may be revised by HR and approved at any time.
