Develop and implement programs to remediate behavioral and social challenges for students. Serve as a support to school personnel and parents. Assist in the development and implementation of behavior intervention plans/services for eligible students.
ESSENTIAL DUTIES & RESPONSIBILITIES:
- Complete and write functional behavior assessments, behavior support plans and behavior intervention plans for the purpose of providing a safe and effective educational environment for students with challenging behaviors.
- Collect and summarize behavioral data
- Coach and collaborate with school team to ensure behavior support plans and behavior intervention plans are implemented with fidelity.
- Provide social skills instruction to identified students utilizing research based methodologies and approved curriculum.
- Provide support to teachers (Ed Specialists and GE teachers) through: modeling, observing, coaching, and planning.
- Participate in Individualized Education Program (IEP) Meetings, 504 Meetings and Student Study Team (SST) Meetings for the purpose of conveying and/or gathering information required to complete behavior support plans, functional behavior assessments and behavior intervention plans.
- Collaborate with school team, agencies, families and others as needed for the purpose of implementing the behavior support plan and/or behavior intervention plan as a team.
- Maintains appropriate records for the purpose of preserving the progress of the behavior interventions.
- Conducts workshops, training presentations, etc. in classroom management techniques for the purpose of developing skills and establishing effective relationships with challenging behaviors students
- Collect and summarize behavioral data
- Perform other duties as assigned.
Required knowledge, skills & abilities:
- Knowledge of child cognitive development and different learning styles
- Knowledge of behavior intervention strategies
- Knowledge of developmental, emotional and behavioral disabilities
- Knowledge of, and ability to implement, de-escalation techniques
- Ability to work collaboratively with others and facilitate groups to consensus
- Ability to effectively engage in the problem-solving process
- Ability to collect, summarize and graph behavioral data
- Ability to use and model research model based classroom management and individualized behavioral interventions
- Ability to organize, prioritize, and manage work assignments in an efficient manner and within established timeframes
- Ability to communicate effectively both orally and in writing
- Ability to handle emotionally charged situations through use of problem-solving and mediation techniques
- Ability to interact and collaborate with staff, students and families in a professional manner
- Ability to maintain confidentiality
- Ability to support the mission, vision, and core values of Aspire Public Schools
Minimum educational level:
- Bachelor’s Degree required
- Specialization in Special Education, Social Work, Counseling, Psychology preferred
- 2 + years working with students in an education or residential setting
- Experienced with conducting functional behavior assessments and developing behavior support plans and behavior intervention plans
- Trained in positive behavioral strategies used to prevent and deescalate behavior
- Maintain training in Crisis Prevention Intervention (CPI) positive behavioral strategies used to prevent and deescalate behavior by attending refresher courses within the designated timeframe
The physical demands described here are representative of those that must be reasonably met by an individual in this position to successfully perform the essential functions of this job.
- Stand, walk or bend over, kneel, crouch, reach overhead, grasp, push, and pull. Move, lift and/or carry up to 30 to 50 pounds. Walk up and down stairs.
- Repetitive use of hands (i.e. fine manipulation, simple grasping, and power grasping).
- Demonstrate normal depth perception.
- Sitting, walking or standing for extended periods of time.
- Dexterity of hands and fingers to operate a computer keyboard, operate standard office equipment, and use a telephone
- See and read a computer screen and printed matter with or without vision aids.
- Distinguish colors.
- Read and understand rules and policies, labels, and instructions.
- Hear and understand speech at normal levels and on the telephone.
- Verbal communications, including the ability to speak and hear at normal room levels and on the telephone.
The work environment characteristics are representative of those in a normal office, classroom/school setting which one might encounter while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
- Work indoors in a standard office environment, computer lab, and/or classroom environment.
- Work is performed in indoor and outdoor environments.
- Exposure to dust, oils, and cleaning chemicals.
- Some exposure to childhood and other diseases in a school environment.
- May be required to work outside of normal workdays and office hours to meet operational deadlines.
About Aspire Public Schools
Aspire selected Memphis as its first city outside of California due to its strong local assets, robust education reform environment, and deep need for College for Certain schools. Through partnership with the Achievement School District (ASD) and Shelby County Schools, Aspire will open and operate high-performing public charter schools using the same recipe for student success it has used for sixteen years in California – small schools, strong culture, and talented teachers.
Ever since our founding in 1998, Aspire Public Schools has continued to strive for excellence in order to expand the amount of students from underserved areas who graduate from high school prepared and fully ready to succeed in college. There are currently three Memphis based Aspire schools with the ultimate goal to grow to serve over 5000 students in the future.