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Behavior Specialist (Kaleidoscope)

Summary Information:
Employer: Indianapolis Public Schools
Position Type: Teaching
Categories: Special Education
Special Education (Behavioral)
School / Org: Indianapolis Public Schools
Location Indiana
FTE: 1
No. of Positions: 1
Reference #: EAN4600137666
Posting Date: 20 September 2017
Closing Date: Open Until Filled

Details:
Indianapolis Public Schools is seeking qualified applicants for the following position(s):

Behavior Specialist (Kaleidoscope)

Location or Department: Special Education

Purpose of Position: Highly qualified Behavior Specialists will utilize the knowledge and skills necessary to assist in the application of positive behavior supports. The Behavior Specialist helps coordinate Functional Assessments of Behavior and Behavior Intervention Plans that address students’ inappropriate behaviors, identify and teach replacement behaviors, and provide a means to help the students become more academically successful. Behavior Specialists also provide classroom and school-wide behavior management strategies.

Essential Duties and Responsibilities:
§ Effectively support student acquisition of core curriculum and content standards identified by the Indiana Department of Education

§ Assist staff in: defining and measuring behavior; understanding principles of reinforcement; teaching replacement behavior; implementing strategies for weakening inappropriate behavior; and identifying antecedents and functions of behavior.

§ Facilitate team meetings with the identified student’s teachers and parents for the purpose of completing a Functional Behavioral Assessment.

§ Facilitate team meetings that: design Behavior interventions Plans

§ Collaborate with individual teachers, groups of teachers and/or the entire staff on issues such as: crisis intervention, learning and collaboration issues, and factors that can affect development and implementation of interventions and/or student progress

§ Promote highly specialized positive behavior interventions in which “at risk” students thrive by prioritizing behavior instruction that is explicit, intensive, accelerated, and provides ample practice

§ Use ongoing assessments to maintain a record of student progress and the success or failure of planned interventions and systems

§ Develop a repertoire of assessment strategies that are fair and equitable; assess higher-order thinking and problem solving

§ Provide recognition of a variety of student accomplishments and positive behaviors

§ Work cooperatively with building administrators to promote positive student behavior

§ Continually supervise students to ensure a safe, non-threatening, nurturing environment where students can thrive

§ Engage in on-going professional development to increase knowledge and skills of positive student behavior support for all students and targeted students

§ Engage parents in the student behavior intervention plan process and empower parents by providing them with skills and techniques to support the positive behavior development of their child

§ Conduct conflict resolution and peer mediation sessions

§ Review behavior referrals and school wide data reports

§ Participate in building level interdisciplinary team meetings, and/or grade level meetings, as appropriate

§ Consult with school social worker, counselor, therapist, and teachers, when appropriate

§ Comply with all safety policies, practices and procedures

Core Competencies:
Critical core competencies for successful performance in this role include:

§ Highly developed communication skills (written and verbal)

§ Results-oriented

§ Unwavering moral compass guided by personal ethics, integrity, tolerance, and trustworthiness

§ Ability to successfully navigate within varying degrees of ambiguity in a fast-paced environment

§ Willingness to support the classroom teacher and other building staff in a professional and collegial manner

Qualifications:
§ Minimum of five years successful elementary classroom teaching or social work experience in which the teaching of “at risk” and/or “behaviorally challenged” students

§ Expert knowledge of function-based intervention planning for developing behavior-change strategies that focuses on reducing problem behavior and increasing more appropriate, replacement behavior

§ Expert knowledge of techniques needed to successfully complete effective Functional Behavior Assessments (FBA), function–based interventions, and Behavior Intervention Plans (BIP)

§ Exceptional knowledge in the use of assessment and assessment data to inform instruction, guide goal setting, and prescribe work plans for individual students

§ Expert knowledge in research based instructional strategies and ability to implement them effectively

§ Exceptional knowledge in the use of technology to support instruction and data collection

§ Ability to plan and evaluate strategies for improving instruction

§ Embraced mindset that all children can succeed and demonstrate the commitment to do what is necessary to make this a reality

§ Demonstrate exceptional skill in the roles of a teacher leader: collaborator, action researcher, reflective practitioner, and learner advocate

Supervisory Responsibilities/Direct Reports: N/A

Personal Work Relationships:
This position requires a positive attitude and mindset when dealing with staff, students, and families. Good judgment, discretion, and individual initiative are essential for the effective discharge of the positions’ significant responsibilities.

Physical Effort:
The usual and customary methods of performing the job's functions require the following physical demands: occasional lifting, carrying, pushing, and/or pulling; some stooping, kneeling, crouching, and/or crawling; and significant fine finger dexterity. Generally the job requires 25% sitting, 10% walking, and 65% standing. The job is performed in a generally hazard free environment.

Working Conditions:
While performing the duties of this job, the employee is occasionally exposed to outside weather conditions. The noise level in the work environment is usually moderate. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.


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The job posting above from Indianapolis Public Schools may require certification levels, qualifications or eligibility requirements for being employed in the United States or the state of Indiana. DO NOT apply or send unsolicited resumes if you do not meet the requirements listed by Indianapolis Public Schools in their postings.

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