Teacher - Campus Behavior Specialist @ KLEBERG ELEMENTARY

PRIMARY PURPOSE

Proactively support student behavioral needs through coaching, modeling, implementation, and training. Coach and support teachers and staff at the campus level in building student relationships, creating positive classroom cultures, and using effective tools and strategies to address challenging behaviors.

QUALIFICATIONS

Education/Certification

• Bachelor's degree from an accredited college or university in education, psychology, or a related field
• Texas elementary teacher certification or equivalent approved training preferred

Special Knowledge/Skills

• Knowledge of trauma-informed practices, relational practices, and crisis management
• Knowledge of multi-tiered systems of support (MTSS), and human development and learning theories, including Trust-Based Relational Intervention (TBRI)
• Ability to review and analyze student data to determine needs
• Ability to collaborate with campus teams and communicate effectively with teachers and administrators
• Strong organizational, communication, and interpersonal skills
• Ability to maintain confidentiality of student and employee information

Experience

• Experience supporting the behavioral needs of students required
• Experience supporting students in an inclusive school setting preferred
• Experience providing effective behavioral supports preferred

MAJOR RESPONSIBILITIES AND DUTIES

• Behavior Support and Coaching
• Assist staff in defining and measuring behavior, understanding principles of reinforcement, teaching new behavior, implementing strategies for changing behavior, and identifying antecedents.
• Observe and provide classroom-level support regarding classroom organization, effective instruction, and behavioral antecedents.
• Work cooperatively with campus administrators to support teachers in implementing positive behavior supports in their classrooms.
• Work with staff to determine behavioral goals, objectives, and methods.
• Provide and seek the assistance of campus teachers and administrators, as recommended, to plan for instruction.
• Conduct training in classroom management techniques that helps staff develop skills and establish effective relationships with students.
• Student Management and Safety
• Assist in the supervision of students to ensure a safe, nurturing environment.
• Assist campus administrators in managing student behavior in accordance with the Student Code of Conduct and Student Handbook.
• Serve as a member of the campus crisis team.
• Conduct peer conflict resolution and mediation sessions as needed.

III. Systems and Program Support

• Engage staff in the RtI process and support ongoing MTSS systems at the campus level.
• Assist in creating guiding documents and aligning structured behavioral supports on campus to provide consistency across classrooms.
• Assist in developing procedures and training for staff that enhance behavior services and increase positive student behavior.
• Use data to identify trends and determine priorities and strategies to support campus staff.
• Attend and participate in RTI, staffing, parent meetings, and serve on staff committees as required.
• Records and Communication
• Compile, maintain, and file all physical and computerized reports, records, and other documents required by campus and district deadlines.
• Maintain professional relationships with colleagues, students, parents, and community members.
• Maintain confidentiality of student and employee information in accordance with the Family Educational Rights and Privacy Act (FERPA), the Health Insurance Portability and Accountability Act (HIPAA), and Board policy.
• Professional Growth and Development
• Attend and engage in professional learning to maintain a high level of skill and knowledge of current research and practices.
• Demonstrate regular and prompt attendance to ensure a consistent focus on student learning.
• Comply with district policies, state and federal laws, and the Educators' Code of Ethics.
• Perform other duties as assigned.

SUPERVISORY RESPONSIBILITIES

None.

WORKING CONDITIONS

Mental Demands/Physical Demands/Environmental Factors

Maintain emotional control under stress; maintain composure and professionalism at all times; work with frequent interruptions. Move about the classroom and campus to monitor students as necessary. Frequent standing, stooping, bending, pulling, and pushing; frequent moving of small stacks of textbooks, media equipment, desks, and other classroom equipment. May be required to lift 50–80 pounds unassisted and 81–200 pounds assisted. Repetitive hand motions, including frequent keyboarding and use of a mouse; occasional reaching; use of standard office equipment, including a personal computer and peripherals.

Occasional prolonged and irregular hours. Potential exposure to bodily fluids and communicable diseases. Ability to organize and prioritize own work schedule on a short-term basis; compose detailed reports and make presentations; make decisions that affect the immediate work unit; and collaborate to explore alternative solutions to complex problems.