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Open nowPosted 181 days ago

BEHAVIOR COACH

Grand Rapids Public Schools

Where
Grand Rapids, Michigan
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Your applicationOpen nowBEHAVIOR COACHGrand Rapids Public Schools · Grand Rapids, Michigan

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The clock on this job

Early applications get read.

12.3% of postings close within 7 days. Measured by our own scanner across the market.

Share of postings closed within
  1. 2.1%1 day
  2. 4.5%3 days
  3. 12.3%7 days
  4. 19.3%14 days
  5. 35.6%30 days
  6. 57.8%60 days
This job: posted 181 days ago

The posting

BEHAVIOR COACH

DEPARTMENT: Special Education

BARGAINING UNIT: Grand Rapids Education Association (GREA)

WAGE: Compensation is determined by a structured salary schedule. The starting salary is based on the candidate’s degree level and verified years of licensed or certificated experience.

DIRECT SUPERVISOR: Special Education Supervisor

GRPS MISSION Our mission is to ensure that all scholars are educated, self-directed and productive members of society.

JOB SUMMARY

This position is responsible for providing educational leadership and expertise regarding behavioral interventions and social emotional learning through providing technical assistance, professional development, consulting, and coaching to the special education program teams.

QUALIFICATIONS

Required Education and Experience:

  • Valid Michigan professional certification in an area related to Special Education required.
  • Master’s degree in Special Education or related field.
  • Three years’ successful experience in education related field which includes behavioral services.

Preferred Qualifications:

  • Board Certified Behavior Analyst (BCBA)

Knowledge, Skills, and Abilities:

  • Experience developing training and support programs related to mental health/social-emotional learning.
  • Must possess exceptional organizational, verbal, and written communication skills to effectively interact with superiors, peers, subordinates, and the public at large.
  • Knowledge of special education laws, rules, regulations, and compliance responsibilities.
  • Demonstrates a strong commitment to equity, social justice, and inclusion in all practices and position responsibilities.
  • Experience with supporting behavior through FBA and PBSP’s and evidence of fidelity of implementation.
  • Trained and willingness to maintain current certification in Non-Violent Crisis Intervention.
  • Demonstrated ability to handle conflict productively.
  • Demonstrated knowledge of curriculum, instruction, components of social emotional learning, and behavioral science.
  • Possess comprehensive knowledge of research-based practices in the field of behavioral science that include but are not limited to; positive behavioral supports, restorative practices, mindfulness, zones of regulation, and other SEL (social emotional learning) strategies.
  • Ability to work with diverse groups.

ESSENTIAL JOB FUNCTIONS

Essential functions under the Americans with Disabilities Act may include any of the following duties, knowledge, and skills. This list is illustrative only and is not a comprehensive listing of all functions and duties performed by employees in this position. Regular on time and in person attendance is an essential function of this job. Other essential functions may include, but are not limited to the following:

  • Provide training and support to teachers on the critical features and essential practices of behavior management in classroom settings.
  • Assist classroom teams with evidence-based curriculum, service delivery, and implementation of high-quality program criteria.
  • Uses the working knowledge of effective instruction in establishing school processes and routines that engage teachers/staff in regular monitoring of student progress and evaluation, adaptation, and improvement of interventions and strategies which meet the individualized needs of students with behavioral needs.
  • Collaborate with district teams regarding MTSS (Multi-Tiered Systems of Support) model implementation relative to intensifying interventions for social-emotional growth.
  • Works with staff, students, and parents to build a shared vision of social-emotional learning through an MTSS lens.
  • Works with staff to deepen student understanding through data analysis and the development of Positive Behavior Support Plans to support increased student growth and achievement around behavior and its function.
  • Provide building and district professional development and coaching to work with students with behavioral challenges.
  • Learns and uses emerging technologies in supporting professional learning.
  • Attend IEP meetings as determined for the purpose of facilitating process.
  • Participate in building least restrictive environment review meetings with special education staff utilizing a LRE decision-making matrices.
  • Coordinate with staff pursuant to referrals, requests for service, and other identified needs.
  • Works with the special education team to establish building and district systems, processes, trainings, and shared leadership to ensure full compliance with the IDEA, Michigan Administrative Rules for Special Education, and the Kent ISD Special Education Plan.
  • Carries out intervention and program support in compliance with the Individuals with Disabilities Education Act (IDEA), Michigan Administrative Rules for Special Education (MARSE), and district policy and practice.
  • Consistently demonstrate dependable attendance and punctuality.
  • Perform other duties as assigned.

ADA REQUIREMENTS

The physical demands, work environment factors, and mental functions described below are representative 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.

PHYSICAL DEMANDS

The work is medium work which requires exerting up to 50 pounds of force occasionally, and/or up to 30 pounds of force frequently, and/or up to 10 pounds of force constantly to move objects. While performing the duties of this job, the employee is required to stand, walk, sit, use hands to finger, handle, or feel, reach with hands and arms, climb or balance, stoop, kneel, crouch, or crawl, talk, hear (in a quiet or noisy environment). Specific vision abilities required by this job include close vision, distance vision, and ability to adjust/focus.

WORK ENVIRONMENT

The noise level in the work environment is usually moderate. Work is performed indoors although there may be events that require outdoor activities.

MENTAL FUNCTIONS

While performing the duties of this job, the employee is required to compare, analyze, communicate both orally and in writing, copy, coordinate, instruct, compute, synthesize, evaluate, use interpersonal skills, compile, and negotiate.

NON-DISCRIMINATION/ACCOMMODATION ASSISTANCE

The Grand Rapids Public Schools will not discriminate against any person based on race, sex, sexual orientation, gender, gender identity and expression, height, weight, color, religion, national origin, age, marital status, pregnancy, disability, veteran, or military status.

Assistance with the application process may be requested through the Human Resources Department at (616) 819-2022 or [email protected].

DISCLAIMER To perform this job successfully, an individual must be able to perform the essential job functions satisfactorily. Reasonable accommodations may be made to enable individuals with disabilities to perform the primary job functions herein described. Since every duty associated with this position may not be described herein, employees may be required to perform duties not specifically spelled out in the job description, but which may be reasonably considered to be incidental in the performing of their duties just as though they were written out in this job description.

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