Behavior Specialist/Trauma Specialist

At Dearborn Public Schools, we value diversity and strive to create and sustain inclusive and equitable policies, practices, and environments that support our students, staff, and community members. We value the diverse backgrounds of individuals in our community and work to cultivate an organizational mindset in which equity is embodied in all of our work.Dearborn Public Schools is committed to building and sustaining an equitable and inclusive workplace. Dearborn Public Schools is an equal opportunity employer and does not discriminate on the basis of race, national origin, gender, gender identity, sexual orientation, protected veteran status, disability, age or any other legally protected status. Reasonable accommodations may be made to support individuals with disabilities in performing the essential job functions.DEARBORN PUBLIC SCHOOLSPROFESSIONAL STAFF POSITIONSDEPARTMENT OF HUMAN RESOURCESSUBJECT : SCHOOL BEHAVIOR SPECIALISTTITLE OF POSITION : District Behavior / Trauma SpecialistLOCATIONS : District WideDIRECTLY RESPONSIBLE TO : Special Education Coordinator and Executive Director of Special PopulationsFILING DEADLINE : 4 : 00 p.m., January 30, 2024SALARY : 2024-2025 DFT salary schedule or NCNI scheduleLENGTH OF WORK YEAR : 42 WeeksEFFECTIVE DATE : TBDMETHOD OF APPLICATION : MAB / naTITLE : District Behavior / Trauma SpecialistDESCRIPTION : Highly qualified Behavior Specialist with the knowledge and skills necessary to assist individual students, groups, and systems through the application of positive behavior supports. The Behavior Specialist will focus on building team capacity in the area of social-emotional interventions and strategies that maximize academic success and the development of positive social skills. The Behavior Specialist will support school teams with classroom and school-wide behavior management strategies. The Behavior Specialist will assist building teams and Special Education Coordinators with the Manifestation Determination Review Process. The Behavior Specialist will assist in building team capacity and increase understanding of how trauma impacts studentsQUALIFICATIONS : 1. Full approval and MI licensed as with any special education endorsement as required by the Michigan Department of Education. Other qualified staff with at least a Bachelor's degree may be considered.2. Demonstrate knowledge of behavior and antecedents to behavior.3. Demonstrate an ability to use spoken English and written English forms of communication effectively.4. Demonstrate effective interpersonal skills and effective problem-solving skills.DESIRABLEQUALIFICATIONS :

• A minimum of five (5) years of experience with children, specifically in trauma or behavioral deficits.
• Experience in all educational settings desired.
• Experience in working with diverse populations and / or English Learners.
• Expert knowledge of techniques needed to successfully complete effective Functional Behavioral Assessments (FBA), function-based interventions, and Positive Behavior Intervention Plans (PBIP).
• Expert knowledge in utilizing assessment and assessment data to guide instruction and create individualized work plans to support social-emotional growth.
• Has knowledge and understanding of psychological trauma and trauma-informed instruction in schools.
• Ascribes to the philosophy that all children can succeed and demonstrates the commitment to do what is necessary to make this a reality.
• Demonstrate ability to work well with others
• Demonstrate a positive outlook and leadership ability
• Knowledge of Diversity, Equity, and Inclusion
• Successful leadership experiences and ability to work as a member of an educational team.REPORTINGRELATIONSHIPS : Executive Director of Special PopulationsPRIMARY RESPONSIBILITIES : To provide direct and indirect service to students, parents, and school staff in Dearborn Schools.PERFORMANCE RESPONSIBILITIES :
• Assist staff in defining and measuring behavior; understanding principles of reinforcement; teaching new behavior; implementing strategies / interventions for weakening behavior; and identifying antecedents.
• Facilitate team meetings with the identified student's teachers and parents for the purpose of completing a Functional Behavioral Assessment (FBA).
• Facilitate team meetings that : design Positive Behavior Intervention Plans(PBIS); address classroom organization, effective instruction, social skills instruction, and ethical issues; School-wide Positive Behavioral Support; and factors that affect effectiveness including social validity and treatment integrity.
• Promote highly specialized positive behavior interventions in which "at risk" students thrive : behavior instruction that is explicit, intensive, accelerated, and provides ample practice.
• Develop a repertoire of assessment strategies that align with instructional goals, teaching methods, and individual student needs to more accurately assess student behavior skills and understandings.
• Work cooperatively with building administrators / teams to promote positive student behavior by providing professional development that targets research, strategies, and modeling of instructional practices to support teachers in their implementation of positive behavior supports in the classrooms.
• Engage in ongoing professional development to increase knowledge and skills of positive student behavior support for all students, targeted students, and students who represent sub-group populations.
• Review behavior referrals and SWIS data report.
• To serve as a consultant for school personnel for general education and special education students.
• To keep appropriate records, service logs, schedules, and other documentation as needed for management, planning, and reporting.
• To keep the Office of Special Education and appropriate building administrators informed of schedules and active caseloads.
• To participate with school staff in altering situations adversely affecting the personal, trauma, social-emotional, and academic development of students.
• To keep current on all legal requirements for special education and related professional information.
• To assist in keeping the Department of Special Education in compliance with all district, state, and federal policies, laws, and regulations.
• To promote effective general and special education team cooperation.
• To maintain the confidentiality of personally identifiable information as required under the Family Rights and Privacy Act.
• Promote and understand the impacts of trauma and trauma-informed environments.
• To perform other related duties as assigned by the Executive Director of Special Populations and or Special Education Coordinator