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Culture & Climate Coach Kaleidoscope

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Summary Information:
Employer: Indianapolis Public Schools
Position Type: Admin./Support
Categories: Advisor
Program Assistant
Program Coordinator
School / Org: Indianapolis Public Schools
Location Indiana
FTE: 1
No. of Positions: 1
Reference #: EAN4600138049
Posting Date: 23 October 2017
Closing Date: Open Until Filled

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

Culture & Climate Coach Kaleidoscope

Location or Department: Special Education

Purpose of Position: Highly qualified Culture and Climate Coaches will utilize the knowledge and skills necessary to assist in the application of positive behavior supports. The Coach supports tier one, proactive measures to establish a positive school climate, while modeling the problem solving method required when conducting Functional Behavior Assessments and Behavior Intervention Plans that address students’ inappropriate behaviors, brainstorms with classroom teachers to identify and teach replacement behaviors, and advocates for the academic and social-emotional well-being of students in need.

Essential Duties and Responsibilities:
- Assist school 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
- Serve as a resource within the MTSS team in order to identify and align research-based interventions and supports for tier three students in need
- Increase building level capacity by leading workshops on effective design and implementation of restorative practices, schoolwide tier one systems, tiered interventions, and FBAs and BIPs
- 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
- Setup and conduct re-entry meetings on students who are returning from suspension or re-entry from alternative placement
- Facilitate the use of ongoing behavioral assessments (progress monitoring tools) to maintain a record of student behavioral progress and the success or failure of planned interventions
- Acknowledge and celebrate student success by providing recognition of a variety of student behavioral growth and success
- Work cooperatively with building administrators to promote positive student behavior
- Guide the staff learning process toward working with student behavior and classroom management in order to better implement the personal learning plans of students
- Engage in on-going professional development to increase knowledge and skills of positive student behavior support for all students and targeted students
- Conduct and model conflict resolution and peer mediation sessions
- Review behavior referrals and school wide data reports in order to identify development gaps and inform professional development workshops
- 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

- Minimum of five years successful classroom teaching or social work experience (priority given to those with a successful record of working with “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 technology to support data collection, intervention implementation, etc.
- Ability to coach others on their implementation of student plans and provide targeted feedback that tips the scale towards more effective implementation and greater student outcomes
- Embraced mindset that all children can succeed and a demonstrated commitment to do what is necessary to make this a reality
- Exceptional skill in the role of a teacher leader: collaborator, action researcher, reflective practitioner, and learner advocate

Supervisory Responsibilities/Direct Reports: N/A

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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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