General Definition of Work

Provides direct and consultative services to students with behavioral concerns across a variety of settings, assists in the development of individual and small group programs to meet the unique needs of students with behavioral concerns, and provides staff development within the regular and special education settings on positive behavior intervention and strategies. 

Essential Job Functions

• Evaluate the current strategies and interventions for referred students and modify or develop appropriate behavior interventions and strategies using information from the IEP, Functional Behavior Assessment, school input and other sources.
•  Provide individual educational and behavioral support to enable an identified student to improve academically and behaviorally. Including data collection and analysis of data and accurate progress monitoring of target behaviors.
• Participate in IEP meetings and Child and Family Team meetings for identified students as needed.
• Provide training, consultation and other support activities to staff working with students with behavioral concerns across a variety of settings. Including developing and implementing professional development workshops for specific schools, teams, and at the district level.
• Provide direction and training to paraprofessional staff assigned to behavior outreach services.
• Serve as a liaison with school administration for the development and implementation of individual crisis plans. As needed, support counselors and social workers with Threat Assessments and Safety Plans.
• Develop strategies for meeting program objectives for students with emotional disabilities and/or behavior concerns. 
• Interpret evaluation and assessment data for individual students/programs. 
• Serve as a liaison to various school and community agencies, such as DSS, DJJ, homebound services, counseling services, etc. 
• Assist in the collection and completion of required reports about programs and services for students with emotional disabilities.
• Participate in NCDPI certification programs, seminars, and workshops. 
• Other duties as assigned. 

 

KNOWLEDGE/SKILLS

• Competency with a variety of evidence-based instructional strategies for individualized learning and behavioral intervention strategies.
• Flexible, positive attitude towards student with disabilities.
• Knowledge of alternatives to suspension. 
• Ability to work effectively with building administrators. 
• Ability to direct and train paraprofessionals. 
• Ability to train and model evidence-based practices for teachers and other school staff.
• Willingness to advocate for children with disabilities’ special needs.
• Must be able to operate a variety of equipment including computers.
• Ability to communicate effectively both orally and in writing with students, administration, counselors, teachers and parents. 
• Such alternatives to the above as the Board may find appropriate and acceptable. 

Minimum Education and Experience

A valid NC teaching certificate with certification in special education. In addition to a teacher certification, a Board-Certified Behavior Analyst is preferred, but not required. 

 

 

Terms of Employment

10 Months, 8 hours a day/215

DISCLAIMER

The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to this job.