Job Title: Behavioral Coach
Reports to: Principal
Dept./School: Campus Assigned
Exemption Status: Exempt / 197 days
Salary calculations will be commensurate with job experience.
Primary Purpose:
Assist the building principal in the improvement of achievement of all students through application of a working knowledge of innovative behavioral and educational practices, including positive behavioral supports, classroom management and specialized and differentiated instruction.
Qualifications:
Education/Certification:
Undergraduate degree in applicable field
Valid Texas teaching certificate
Master's Degree or a minimum of 5 years successful classroom experience preferred
Special Education Certification preferred
Special Knowledge/Skills/Abilities:
Demonstrated in-depth knowledge of research-based innovative and sound practices for providing positive behavioral supports and interventions.
Demonstrated respect for and rapport with all educational stakeholders (peers, parents, students, administration, etc.)
Awareness of and the ability to relate well to diverse populations
Demonstrated ability as a presenter/facilitator
Strong organizational, communication, and interpersonal skills
Experience:
Classroom experience with strong classroom management skills
Curriculum development experience
Professional development planning and implementation experience
Proven experience establishing and implementing improvement plans (i.e. analyzing data, setting goals, developing strategies and actions, evaluating results/impact on student performance)
Technology literacy (Internet, Microsoft Excel, PowerPoint, Word)
Major Responsibilities and Duties:
Leadership
Participates in long-term planning of programs and positive behavioral supports to improve behavior and learning for students.
Assists mentors and supports teachers in providing excellent behavioral supports and classroom management techniques.
Takes a leadership role in facilitating the development of school-wide, classroom specific, and individualized positive behavioral supports and interventions.
Ensures that interventions are culturally appropriate.
Collaborates with classroom teachers to develop behavior intervention plans and contracts.
Collaborates with campus administrators and classroom teachers to define school-wide expectations and develop reward programs for those students who consistently meet such expectations.
Monitors students who have been in disciplinary placements (ISS/DAEP) to ensure that they are given sufficient support/instruction to improve pro-social behavior and to minimize the possibility of future disciplinary referrals.
Participates in the development, refinement, and implementation of the Behavioral Response to Intervention (RTI) model in order to provide a seamless continuum of services to all students.
Commits to ongoing, intensive training and study in the most current methodologies related to specialized and differentiated instruction, positive behavioral supports, classroom management, effective data collection, and professional development.
Sets personal goals for assuring successful student performance through collaboration with all stakeholders (campus administration, general and special education teachers, parents, and students).
Collects data on the efficacy of interventions.
Leads staff by maintaining high standards of professional conduct.
Demonstrates outstanding verbal and written communication skills with parents, teachers, students and administrators.
Assists the principal in providing professional development to support all aspects of improvement in the area of student behavior.
Evaluates the effectiveness of school-wide behavioral strategies and supports and assists teachers in evaluating the effectiveness of classroom-specific and individualized behavioral supports and strategies.
Completes other duties as assigned.
Supervisory Responsibilities:
None
Mental Demands/Physical Demands/Environmental Factors:
Tools/Equipment Used: Standard office equipment including personal computer and peripherals
Posture: Moderate standing; occasional kneeling, squatting, bending, and stooping
Motion: Frequent walking
Lifting: Regular light lifting and carrying (less than 15 pounds)
Environment: May work prolonged or irregular hours; occasional districtwide and statewide travel
Mental Demands: Work with frequent interruptions; maintain emotional control under stress
This document describes the general purpose and responsibilities assigned to this job and is not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.
Midway Independent School District does not discriminate against any employee or applicant for employment because of race, color, religion, sex, national origin, age, disability, military status or on any other basis prohibited by law. Employment decisions will be made on the basis of each applicant''s job qualifications, experience, and abilities. The Title IX Coordinator for Midway ISD is the Assistant Superintendent for Human Resources. 13885 Woodway Drive, Woodway, Texas 76712. Contact phone number is 254-761-5610.