International Charter Academy Of Georgia
Behavior Intervention Specialist at Northwest Georgia Charter Academy
International Charter Academy Of Georgia, Rome, Georgia, us, 30162
Provides consultation, coaching, classroom support and behavioral strategies for classroom teachers, administrators, and staff.
ESSENTIAL ROLES AND RESPONSIBILITIES
Demonstrates prompt and regular attendance.
Assist teachers to create appropriate learning environments and develop effective classroom management practices and procedures.
Facilitates a review of data and engage in problem solving to address behavior related needs.
Conducts Functional Behavioral Assessments, develops Behavior Support Plans and provides coaching to teachers with implementation.
Monitors data, data collection, and implementation of Behavior Support Plans.
Provides and or facilitates professional learning to local school staff, administrators and other district personnel related to student behavior.
Evaluates and communicates the effectiveness of behavior related strategies and interventions.
Participates as part of a multidisciplinary team and collaborates with agencies, families, and schools as needed to effectively support the school.
Participates in professional learning opportunities and researches interventions, resources and methods related to behavior intervention, trauma-informed practices, and creating positive learning environments.
Provides guidance, modeling, and support to local school staff regarding behavior interventions and implementation of behavior plans.
Works with the administrative team to develop restorative practices for behavior related incidents.
Participates in parent meetings regarding behavior needs of students.
Performs other duties as assigned by the appropriate administrator.
PROFESSIONAL/PERSONAL CHARACTERISTICS Certain professional and personal characteristics are essential for success. The Behavior Intervention Specialist must:
Demonstrate professionalism, integrity, and ethical behavior consistent with the Georgia Code of Ethics for Educators
Exhibit a passion for teaching and a belief in the potential of every child
Communicate effectively with students, colleagues, and families
Maintain flexibility, adaptability, and composure in a dynamic learning environment
Collaborate productively with peers and contribute positively to the school community
Display a growth mindset, embracing feedback and pursuing continuous professional growth
Model empathy, patience, and a commitment to diversity, equity, and inclusion
QUALIFICATIONS Required Credentials
Valid Georgia Teaching Certificate or Georgia Service Certificate
Experience in developing and implementing a variety of behavior strategies and interventions for effective programming, including functional behavioral assessments
Experience implementing strategies for improving social skills
Thorough knowledge of school rules, regulations and procedures; ability to establish and maintain standards of behavior
Ability to deliver and articulate oral presentations and written reports
Ability to effectively analyze needs and problems objectively
Ability to establish and maintain effective working relationships with children, students, parents, staff, administration and the general public
Perform all other related work delegated or required to accomplish the objectives of the total school program
Knowledge of relevant technology including the use of technology such as i-pads to individualize instruction
Must have the ability and proven ability to report to work on a regular and punctual basis
Preferred Credentials
BCBA certification
Prior experience as a school occupational therapist in a public/charter school
OTHER REQUIREMENTS
Written and oral communication
Understanding of applied behavior analysis methodologies and functional behavioral assessment
Knowledge of trauma-informed and social emotional learning practices
Understanding of Multi-Tiered Systems of Support
Knowledge of research-based behavioral interventions and monitoring tools
Ability to work collaboratively with school staff, students, families, and other agencies
Participation in required school trainings to include the EL model of the school
WORKING CONDITIONS & DEMANDS OF THE JOB Mental and Physical Ongoing Demands: Maintain emotional control under stress; work with frequent interruptions/deadlines and prolonged or irregular hours; Frequent walking, standing, stooping, bending, pulling and pushing.
Mental and Physical Occasional Demands: Lifting and carrying 10-25 pounds frequently, 25-40 pounds occasionally; may be required under specific circumstances to provide physical restraint of students in danger of causing harm to themselves or others; travel to other locations as needed for training, supervision, or school events.
Environmental Ongoing Factors: Frequent exposure to temperature extremes (hot and cold), humidity extremes, noise.
Environmental Occasional Factors: Occasional exposure to: biological hazards (communicable diseases, bacteria, insects, mold, fungi, etc.)
WORK SCHEDULE & COMPENSATION
Part-time per week as contracted to fulfill student needs
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ESSENTIAL ROLES AND RESPONSIBILITIES
Demonstrates prompt and regular attendance.
Assist teachers to create appropriate learning environments and develop effective classroom management practices and procedures.
Facilitates a review of data and engage in problem solving to address behavior related needs.
Conducts Functional Behavioral Assessments, develops Behavior Support Plans and provides coaching to teachers with implementation.
Monitors data, data collection, and implementation of Behavior Support Plans.
Provides and or facilitates professional learning to local school staff, administrators and other district personnel related to student behavior.
Evaluates and communicates the effectiveness of behavior related strategies and interventions.
Participates as part of a multidisciplinary team and collaborates with agencies, families, and schools as needed to effectively support the school.
Participates in professional learning opportunities and researches interventions, resources and methods related to behavior intervention, trauma-informed practices, and creating positive learning environments.
Provides guidance, modeling, and support to local school staff regarding behavior interventions and implementation of behavior plans.
Works with the administrative team to develop restorative practices for behavior related incidents.
Participates in parent meetings regarding behavior needs of students.
Performs other duties as assigned by the appropriate administrator.
PROFESSIONAL/PERSONAL CHARACTERISTICS Certain professional and personal characteristics are essential for success. The Behavior Intervention Specialist must:
Demonstrate professionalism, integrity, and ethical behavior consistent with the Georgia Code of Ethics for Educators
Exhibit a passion for teaching and a belief in the potential of every child
Communicate effectively with students, colleagues, and families
Maintain flexibility, adaptability, and composure in a dynamic learning environment
Collaborate productively with peers and contribute positively to the school community
Display a growth mindset, embracing feedback and pursuing continuous professional growth
Model empathy, patience, and a commitment to diversity, equity, and inclusion
QUALIFICATIONS Required Credentials
Valid Georgia Teaching Certificate or Georgia Service Certificate
Experience in developing and implementing a variety of behavior strategies and interventions for effective programming, including functional behavioral assessments
Experience implementing strategies for improving social skills
Thorough knowledge of school rules, regulations and procedures; ability to establish and maintain standards of behavior
Ability to deliver and articulate oral presentations and written reports
Ability to effectively analyze needs and problems objectively
Ability to establish and maintain effective working relationships with children, students, parents, staff, administration and the general public
Perform all other related work delegated or required to accomplish the objectives of the total school program
Knowledge of relevant technology including the use of technology such as i-pads to individualize instruction
Must have the ability and proven ability to report to work on a regular and punctual basis
Preferred Credentials
BCBA certification
Prior experience as a school occupational therapist in a public/charter school
OTHER REQUIREMENTS
Written and oral communication
Understanding of applied behavior analysis methodologies and functional behavioral assessment
Knowledge of trauma-informed and social emotional learning practices
Understanding of Multi-Tiered Systems of Support
Knowledge of research-based behavioral interventions and monitoring tools
Ability to work collaboratively with school staff, students, families, and other agencies
Participation in required school trainings to include the EL model of the school
WORKING CONDITIONS & DEMANDS OF THE JOB Mental and Physical Ongoing Demands: Maintain emotional control under stress; work with frequent interruptions/deadlines and prolonged or irregular hours; Frequent walking, standing, stooping, bending, pulling and pushing.
Mental and Physical Occasional Demands: Lifting and carrying 10-25 pounds frequently, 25-40 pounds occasionally; may be required under specific circumstances to provide physical restraint of students in danger of causing harm to themselves or others; travel to other locations as needed for training, supervision, or school events.
Environmental Ongoing Factors: Frequent exposure to temperature extremes (hot and cold), humidity extremes, noise.
Environmental Occasional Factors: Occasional exposure to: biological hazards (communicable diseases, bacteria, insects, mold, fungi, etc.)
WORK SCHEDULE & COMPENSATION
Part-time per week as contracted to fulfill student needs
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