JOB TITLE: MTSS Behavior Coordinator (PreK-12th)

WAGE/HOUR STATUS: Exempt

FUNDING SOURCE: Local

PAY GRADE: Admin/Prof 04

DUTY DAYS: 220

REPORTS TO:  Executive Director of Intervention Services              

DEPARTMENT:  Learning Services

DATE REVISED:  March 2024

 

This position is eligible for a Chapter 21 Contract

 

PRIMARY PURPOSE:

• Advise campus administrators and staff on campus-wide systems and processes to improve student behavior and culture
• Provide proactive coaching and feedback for general education teachers who support students with unregulated behavior or have social emotional needs 
• Provide district-wide support and professional learning regarding behavior intervention techniques to certified staff, paraprofessionals, and administrators
• Collaborate with counselors, administrators, teachers, and other staff on the development of behavior plans for students who are experiencing behavioral challenges.

QUALIFICATIONS:

Minimum Education/Certification:

 

• Master’s degree in an education-related field (Required)
• Valid Texas Educator Certificate (Required)
• Board Certified Behavior Analyst Certification (Preferred)
• Spanish bilingual proficiency (Preferred)
• Three (3) years of experience specializing in adolescent behavior management, working with adults who support students with socially inappropriate and/or challenging behaviors, or related experience. (Preferred)
• Three (3) years of teaching experience (Preferred)

 

 

MAJOR RESPONSIBILITIES AND DUTIES:

Special Knowledge/Skills:

1. Ability to operate computer/peripherals using a variety of basic applications including district programs with reasonable assistance
2. Ability to establish rapport and work collaboratively with all campus staff and colleagues
3. Ability to evaluate program effectiveness and compliance
4. Ability to work and intervene with students experiencing social, emotional, and behavioral challenges 
5. Ability to develop and facilitate training to adult learners
6. Excellent organizational, communication, and interpersonal skills
7. Knowledge of behavior and social skill intervention techniques and methodology

 

Behavioral, Instructional, and Program Management

1. Facilitate and prioritize responsive efforts to mitigate learning loss and the loss of social emotional, behavioral, and adaptive skills to mitigate learning loss 
2. Assess and develop evidence-based interventions for students who exhibit socially inappropriate
3. and/or challenging behaviors 
4. Assist teachers, administrators, and staff with identifying students’ strengths and weaknesses to match appropriate interventions, techniques, skills, technology, and materials
5. Develop, support, and implement reinforcement-based classroom management system(s) 
6. Provide support, training, and professional learning for staff who work with students who exhibit socially unacceptable behaviors and to mitigate learning loss

 

Training and Staff Development

1. Train appropriate staff on new information learned from professional development
2. Develop materials, provide resources, and deliver professional learning to administrators, certificated teachers, paraeducators, and parents/guardians in Applied Behavior Analysis (ABA), Crisis Prevention Intervention (CPI), and other evidence-based methodologies related to serving the needs of students with pervasive developmental disabilities and behavioral challenges
3. Encourage and support the full continuum of services to develop, implement, and maintain effective instructional programs to meet the educational needs of students with disabilities
4. Assist in selecting, monitoring, implementing, and evaluating effectiveness of evidence-based interventions for students in a variety of academic settings
5. Consult/collaborate with campus educational teams to meet individual student's behavioral and educational needs
6. Collaborate with the Department of Professional Development to plan and conduct workshops
7. Promote high expectations for students with disabilities with community and staff
8. Demonstrate skill in conflict resolution with administrators, parents, staff, teachers and/or the community 
9. Collaborate with others in defining, developing, and attaining special education program goals and objectives supporting the district mission
10. Relate to staff, students, and parents, in ways that convey equality, mutual respect, and concern
11. Communicate and interpret the philosophy of the district's general education and special education programs and services effectively with parents, school personnel, and community
12. Encourage the placement and success of students in the least restrictive environment
13. Ensure that rules and procedures for disciplinary actions of students with disabilities are effective and align to federal and state regulations
14. Participate in professional development activities to improve skills related to job assignment
15. Maintain a professional and ethical manner as outlined in the Standards of Conduct for the Profession
16. Act as an effective liaison among staff, parents, and community
17. Communicate and convey information with clarity regarding the district’s programs 

 

SUPERVISORY RESPONSIBILITIES:  

None

 

PROFESSIONAL PRACTICES:

• Abide by the Professional Educator’s Code of Ethics 
• Adhere to all board policies, district administrative procedures, and the Individuals with Disabilities Act

 

The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities, duties, and skills that may be required.

WORKING CONDITIONS: 

 

Mental Demands/Physical Demands/Environmental Factors:   

  

Maintain professionalism with all staff.  Maintain emotional control and objectivity under stress.  Perform tasks with frequent interruptions.  Prolonged and careful attention to detail.  Occasionally lift and/or move up to 40 pounds.  Will require in-district travel.  Prolonged use of computers.  Bending, stretching, light lifting of boxes of supplies and materials.  Occasional prolonged and irregular hours.

Safety:  Contribute to the prevention of accidents and injuries by observing safety rules and District policy, practicing the principles and skills taught in safety training, wearing personal protective equipment as required, reporting injuries and incidents immediately to supervisor, and being proactive in the ongoing efforts to improve and maintain workplace safety.

 

The information contained in this job description is for compliance with the Americans with Disabilities Act (ADA) and foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities, duties, and skills that may be required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.