training notes after each training contact) Provide the Director of Inclusion Education/Inclusive Education Team with updates on staff trainings provided Provide post-training check in meetings at predetermined intervals Participate in weekly/bi-weekly Inclusive Education Team meetings Leadstaff training related to evidenced-based best practices in the areas of Inclusive Education and environmental/structure supports Understand school-wide student expectations and actively support student development and growth Consistently and enthusiastically promote the expectation of high achievement for all students and reinforce school- wide rules and expectations Collaborate with faculty and staff to promote a positive learning climate for students Reinforce the implementation Positive Behavior Intervention Supports (PBIS) Requires daily travel to one or more district school locations based on assignment Additional Responsibilities May Include: Willingness to identify student preferences and deliver reinforcement based on identified motivators Participation in initial and on-going training related to Practical Functional Assessment, Skills Based Treatment and Universal Protocols. QUALIFICATIONS- REQUIRED: Associates Degree and/or experience in related fields; Bachelor's degree preferred (Human services, Special education, Applied Behavior Analysis, psychology, etc.) Experience working with individuals with autism and/or intellectual disabilities Experience in and comfortability with managing challenging behavior (aggression, self-injury, property destruction) Current Safety Care Specialist Certification or willingness to be trained within 30 days of onboarding Knowledge of Special Education law, policy, and related practices Ability and willingness to travel to schools across the district and the Central Office as schedule and duties dictate Demonstrated commitment to equity Demonstrated ability to apply a racial equity lens to decision making Willingness to design, facilitate, and coordinate professional learning experiences Strong rapport establishment skills Strong communication skills (verbal, written, presentation) Working knowledge of applied behavior analysis/ principles of ABA/PBIS Self-starter with the ability to work independently as well as collaboratively with district level and school-based teams Passion for education and a commitment to equity, specifically for improving learning and life outcomes for all students using evidence based practices.