(Using a computer is suggested to complete application. Phones are not always compatible.)

POSITION PROPERTIES

PURPOSE

The Behavioral Interventionist will provide social and behavioral support for students in our high school and district specialized classrooms. A Successful Behavioral Interventionalist will collaborate with building administration to ensure that behavior and discipline approaches align instructional strategies and with building and district goals. This individual will stay up to date on relevant student resources, and work directly with students, parents and families to provide appropriate social and emotional support. The Behavioral Interventionist is responsible for serving as a point of information for students and responding to students’ needs throughout the school day.

ESSENTIAL RESPONSIBILITIES AND DUTIES

• Serve as a behavior and discipline interventionist.
• Work with Behavior Support Specialists and/or school psychologist in developing interventions, functional behavior assessments and behavior intervention plans for the purpose of providing a safe and effective educational environment for students with challenging behaviors.
• Conduct fidelity checks for behavior intervention plans.
• Communicate effectively with students, administration, families, and staff.
• Serving as a bridge between staff and students during interactions and finding resolution or restoration.
• Uses restorative practices as a proactive guide to support the culture and community of the high school.
• Handle discipline-related processes and procedures.
• Communicate and articulate a shared vision of learning that supports all students within a culture of dignity.
• Create and maintain a positive relationship with community, students and parents that promote active engagement based upon authentic partnerships and proactive communication.
• Make decisions with student interests in mind and placing high emphasis on the students’ academic success.
• Form relationships and practices that maintain a safe, productive culture with fair disciplinary policies for all.
• Support Columbia Public Schools District Classrooms to provide Behavioral Support
• Case manage IEP for students with disabilities.
• Provide Professional Development in classroom management techniques.
• This individual will stay up to date on relevant student resources, and work directly with district level behavior support, students, parents, and families to provide appropriate social and emotional support
• Perform other duties as necessary to support the mission and vision of Columbia Public School District.

Perform 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:     Assistant Principal and/or Principal

Supervises:        None

QUALIFICATIONS

Minimum: Special Education Certification, Experience developing and implementing Behavior Intervention Plans, Experience working with students with behavioral and emotional issues, developmental disabilities and autism.

Preferred: Master’s Degree in special education

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.

Computation:Work with mathematical concepts such as probability and statistical inference; Apply concepts such as fractions, percentages, ratios and proportions to practical situations.

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.

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.

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.

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.

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.

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