TOSA - Behavior Specialist

REPORTS TO: Principal

EVALUATION: Certified Teacher Evaluation

WORK CALENDAR: 189 Teacher Work Calendar

COMPENSATION: Teacher Salary

PURPOSE:

The Behavior Specialist will provide intensive Tier 3 supports for students who demonstrate consistent disruptive, unsafe, or aggressive behaviors across campus. This role focuses on designing, modeling, and supporting the implementation of individualized behavior intervention strategies, conducting assessments, providing training and professional development, and working closely with school teams, families, and external agencies to promote student success in alignment with district expectations.

JOB QUALIFICATIONS:

Valid AZ DPS IVP Fingerprint Clearance Card

Bachelor's Degree in Education, Psychology, Counseling, or related field (Master's Degree preferred)

Valid Arizona teaching certificate (Special Education or related field preferred)

Minimum of 3 years of experience working with students in an educational setting, preferably with experience in behavior intervention

Demonstrated experience working with students exhibiting significant behavioral, emotional, or mental health needs

Effective presentation skills

Excellent communication skills and demonstrated ability to work effectively with students, staff and community

Evidence of ability to effectively use technology to perform duties

CPI/NCI (Nonviolent Crisis Intervention) training preferred

Such alternatives to the above qualifications as the Board may find appropriate and acceptable

ESSENTIAL FUNCTIONS:

Essential functions, as defined under the Americans with Disabilities Act, may include any of the following knowledge, skills, abilities, duties and responsibilities, and physical requirements. This list is ILLUSTRATIVE ONLY, and is not a comprehensive listing of all duties and responsibilities

performed by incumbents of this class.

KNOWLEDGE, SKILLS, ABILITIES:

Knowledge of using email, managing files, recording and reporting grades electronically, and using Google applications.

Knowledge and command of grades/subject specific content and theoretical knowledge of learning theory, including motivation, reinforcement, evaluation and feedback techniques.

Skill in promoting learning and ensures safety.

Strong interpersonal and communication skills

Organizational skills and attention to detail

Ability to analyze and evaluate student progress and course curriculum.

Ability to develop, implement and evaluate plans.

Ability to manage the classroom.

Ability to effectively communicate verbally and in writing.

Ability to perform functions from written and oral instructions and from observing and listening to others.

Ability to evaluate written materials to include written assignments and tests.

Ability to prioritize and complete multiple tasks simultaneously.

Ability to operate 21st century technology.

Ability to remain calm and effective in high-stress situations

Ability to use data to drive solutions

Cultural competence and ability to work with diverse student populations DUTIES AND RESPONSIBILITIES:

Conduct Functional Behavior Assessments (FBAs) and guide the development and implementation of Behavior Intervention Plans (BIPs) and crisis response plans for identified students.

Implement and support the use of the Prevent-Teach-Reinforce (PTR) model as a framework for individualized behavior interventions.

Support the design of individualized evidence-based behavior interventions aimed at developing responsible decision-making and pro-social skills.

Provide direct services to students as outlined in intervention plans, including support within general education, special education, and social-emotional self-contained classrooms.

Serve on crisis response teams and assist with the management of acute behavioral incidents, including de-escalation and safe, non-violent physical interventions when necessary.

Support the integration and modeling of social and emotional learning (SEL) strategies and lessons for whole classes and small groups.

Collaborate with principals, teachers, and school teams to analyze behavioral data and develop strategic supports for students with intensive behavior needs.

Act as a liaison between the school and families, providing information, support, and education on student behavior and social-emotional development.

Assist staff with data collection and progress monitoring related to behavior plans and SEL outcomes.

Partner with external agencies when student needs exceed school-based services.

Deliver professional development for administrators, teachers, and classified staff on topics such as behavior intervention, trauma-informed practices, SEL, de-escalation techniques, and classroom management.

Coach and support teachers in implementing positive behavior strategies and SEL lessons, including co-teaching and demonstration lessons.

Provide informational workshops and trainings to parents and the school community.

Support campus-wide and program-based behavior management systems and positive behavior supports.

Assist in the mainstreaming of students from self-contained behavior programs into general education settings.

Maintain accurate, confidential documentation and complete all required district paperwork, timesheets, and reports in a timely manner.

Serve on school and district-level committees related to behavior and student services.

Respond and support staff and students during and after traumatic events impacting the campus.

Assess student needs and performance. Develop, implement and evaluate plans, to include scheduled activities and materials. Modify supports to meet the needs of each child.

Uses and implements classroom management techniques to maintain organization, orderliness, student safety, and a productive learning environment.

Uses data to inform program effectiveness and student success.

Use technology to enhance learning.

Promote positive relations with parents through ongoing communication and conferences.

Informs/Advises parents and/or legal guardians of student activities, progress, attendance, areas for improvement and methods for reinforcing classroom goals in the home environment.

Inform parents of student progress and school activities. Advise parents of instructional methods that may assist student.

Participates as a member of an instructional team to develop and promote learning activities for students that is built on an integrated continuum curriculum, consistent with district and school education objectives.

Collaborate with specialists as needed to assist students.

Direct student workers, teacher assistant and classroom volunteers to maximize their efficiency and meet work requirements.

Participate in a variety of meetings including professional learning communities to discuss, share, evaluate results, problems, success stories and to plan ways to solve student issues or increase student achievement.

Report incidents (e.g. fights, suspected child abuse, suspected substance abuse, etc.) in order to maintain personal safety of students, provide a positive learning environment and adhere to Education Code, District and/or school policies.

Collaborate with school personnel, parents and various community agencies for the purpose of improving the quality of student outcomes, developing solutions and planning curriculum.

Perform other duties as assigned.

PHYSICAL REQUIREMENTS:

The physical demands described here are representative of those which 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, walk, speak, and hear. Specific vision abilities required by this job include close vision such as to read handwritten or typed material, and the ability to adjust focus. While performing the duties of this job, the employee may occasionally push or lift up to fifty (50) pounds, such as boxes, supplies, etc. The position requires the individual to meet multiple demands from several people and to interact with the public and other staff.

WORKING ENVIRONMENT:

Office, some travel to school sites, meetings and professional development activities. The work environment characteristics described here are representative 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 is moderate to moderately high during the school day. There may be periods of recurring stress in the performance of this job.