Jan 13, 2024

Behavior Facilitator

  • TrulyHired
  • South Burlington, VT, USA
Full-time School Support

Job Description

Job Title: Elementary Level Behavior Facilitator Location: District Assigned School Job Group: Support Staff Reports To: Principal Summary: Under the direction of the Principal/designee, assists in the development and implementation of an effective student behavioral management plan. Serves as a primary facilitator for the school-wide safety and discipline system. Maintains student records, serves as a home-school liaison, and assists with special assignments. Essential Duties and Responsibilities: other duties may be assigned as needed. 1. Works as a team member with administration, teachers, psychologists, counselors, and others to cultivate positive, appropriate relationships with students in order to establish behavior modifications enabling student learning successes. a. Serves as a standing member of the Child Advocacy Team (CAT), Positive Behavior Intervention and Supports (PBIS) team and the Crisis Response Team (CRT). May also serve on Evaluation and Planning Teams, as needed. b. Mentors individual and small groups of students. c. Coordinates special student programs such as the "bus buddy" system, school community initiatives for food drives, holiday gift-giving, procuring funds for clothing and eyeglasses, and other programs. d. Addresses student-related bus issues including, but not limited to scheduling issues, misbehavior, and parent/guardian concerns. e. Collaborates with administration, teachers, psychologists, and support staff in assisting students with disruptive behaviors, writing behavior plans, lending classroom support, active meeting participation concerning behavioral issues, and maintaining communication with parents/guardians. 2. Monitors all aspects of student behaviors; conducts task analysis, data collection, and maintains records and data sheets for assigned students as required. a. Implements student behavior objectives in various settings such as, but not limited to: lunchrooms, classrooms, playgrounds, individual settings, community forums, and educational trips outside the classroom. Assists in the oversight of recess and lunchroom monitors. b. Assesses crisis situations and defuses situations using conflict resolution and crisis management techniques. 3. Maintains confidential student data and records and coordinates information flow to school staff as appropriate. a. Updates and keeps current data held in the Student Information System(s). b. Coordinates transitions with sending and receiving schools, including FHT Middle School. c. Appropriately disseminates information to school staff regarding new students. 4. Remains current on district programs, procedures, trainings, and best practices in the profession; may be required to attend training in or out of district. 5. May perform other duties as assigned. General Responsibilities: Oversees the needs of assigned student(s) under the direction of a certified educator and under general coordinated supervision by the Principal and the Director of Student Support Systems. Qualification Requirements: To perform this job successfully, an individual must demonstrate a high degree of interpersonal and communication skills, an acute attention to detail, and demonstrated flexibility and adaptability. Education and/or Experience: Bachelor's Degree in education, psychology, social work, or similar discipline preferred. A minimum of an Associate's Degree or sixty (60) or more college level credits is required. One or more years of successful experience in a school setting or work with at-risk students or students who demonstrate disruptive behaviors. Training in Positive Behavior Interventions and Supports (PBIS) is highly desirable. Demonstrated knowledge of disabilities, laws, teaching principles and methods, and instructional programming is helpful. Certifications: Crisis Prevention Intervention (CPI), Cardiopulmonary Resuscitation (CPR), and First Aid certification is required. Completion of Behavior Facilitator/Interventionist training coursework within six months of employment is expected. Language Skills: Demonstrated knowledge of English: meaning and spelling of words, rules of composition and grammar. The ability to read and interpret documents such as: safety rules, operating and maintenance instructions, procedure manuals, and policies is required. Ability to write routine reports and correspondence. Ability to effectively present information and respond to questions from individuals and groups is required. Mathematical Skills: The ability to understand basic math concepts and applications. Must be able to calculate figures and amounts such as percentages, area, circumference, and volume. Reasoning Ability: Ability to assess situations, define problems, draw valid conclusions or solutions, and implement decisions. Ability to interpret instructions in various formats. Other Skills and Abilities: Demonstrated knowledge in appropriate behavioral intervention strategies, instructional strategies, developmental learning, communication strategies, use of age appropriate materials and specialized instructional techniques (vocational skills, social skills, speech-language skills). Knowledge of learning disabilities, cognitive impairments, autism spectrum disorders, communication impairments. Knowledge of special education teaching methods, theories, and laws. Good understanding of standard classroom operations and teaching methods; good ability to establish and maintain effective working relationships with others. Ability to communicate clearly and concisely both in oral and written form, and demonstrated active listening and advocacy skills. Ability to plan, organize, and manage time effectively. Ability to perform duties with awareness of all District requirements and Board policies. Knowledgeable of Microsoft office products, internet and email systems, and mastery of the subject matter being taught. Physical Demands: The physical demands described here are typical of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is frequently required to sit, stand, kneel, bend, crouch, stoop, and walk. Reaching with hands, grasping objects and fingering keyboards and equipment is required. The employee is required to talk and hear. Specific vision abilities required by this job include near, far, and peripheral vision, and the ability to adjust focus. The position requires meeting deadlines and interacting with others. The employee is responsible for assisting others in the safety, well-being, and monitoring work output of students. The incumbent is expected to lift 35 pounds or more, while assisting students to be mobile. Some physical strength to restrain, move, or carry students or items. Work Environment: The work environment characteristics described here are typical of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment varies, but is usually moderate. Outside the classroom and during some activities, the noise level will be moderate to loud. Occasionally there will be exposure to outside weather conditions. Terms of Employment: Per Master Agreement Evaluation: Annually Date Approved: November 17, 2015 by DY The information contained in this job description is for compliance with the American with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individual currently holding this position and additional duties may be assigned. The Board reserves the right to waive the essential requirements contained in this job description

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