The posting
PRIMARY PURPOSE
Provide campus-based behavior intervention and coaching support for students and staff. Collaborate with educators and campus leadership to develop, model, implement, and monitor evidence-based behavioral interventions; strengthen classroom systems; and increase student access to instruction in the least restrictive environment.
QUALIFICATIONS
Education/Certification: Bachelor’s degree from an accredited university; valid Texas teaching certificate with appropriate certification or endorsement.
Experience: Three years of successful classroom teaching experience; experience with students who demonstrate significant behavioral needs and experience in coaching or mentoring preferred.
Required Training: Maintain current district-required Nonviolent Crisis Intervention (NVCI) training and complete required refresher or recertification activities.
Special Knowledge and Skills
- Knowledge of Applied Behavior Analysis principles, Functional Behavior Assessment, Behavior Intervention Plans, data collection, progress monitoring, and research-based behavior supports.
- Knowledge of special education requirements, student confidentiality, least restrictive environment, and campus procedures.
- Ability to develop practical interventions, model strategies, coach staff, and create student-specific and classroom supports.
- Strong communication, collaboration, organization, documentation, and interpersonal skills.
- Ability to remain calm, professional, and responsive during emotionally charged or crisis situations.
MAJOR RESPONSIBILITIES AND DUTIES
- Collaborate with the campus principal, teachers, special education staff, Student Support Specialists, related service providers, families, and other team members to identify student behavioral needs and coordinate supports.
- Observe students and classroom systems; collect and review data; identify patterns; and assist teams in selecting, implementing, and monitoring evidence-based interventions.
- Participate in the development, implementation, and monitoring of Functional Behavior Assessments, Behavior Intervention Plans, safety or crisis supports, and other individualized behavioral interventions, as assigned and within the scope of the role.
- Model and coach staff in reinforcement, de-escalation, classroom organization, replacement behavior instruction, social-emotional supports, and consistent implementation of student plans.
- Provide direct, short-term behavior intervention and skill-building support to individual students or groups, as assigned, while promoting transfer of strategies to the classroom and other school settings.
- Create and organize classroom and student materials, including visual supports, social narratives, data tools, reinforcement systems, and teaching materials aligned with student needs.
- Assist campus teams in responding to student behavioral escalation using prevention, de-escalation, and district-approved crisis-response practices.
- Communicate student progress, intervention needs, and implementation feedback clearly and professionally with appropriate staff and families while maintaining confidentiality.
- Complete timely and accurate records, data summaries, observation notes, reports, and other required documentation.
- Participate in campus and district professional learning, team meetings, problem-solving activities, and program implementation efforts.
- Comply with federal and state law, State Board of Education rule, board policy, district procedures, campus expectations, and ethical standards applicable to the position.
- Perform other duties as assigned by the campus principal.
PROFESSIONAL GROWTH AND DEVELOPMENT
- Participate in district and campus professional learning and maintain current knowledge of evidence-based behavior practices and special education requirements.
- Demonstrate initiative in professional improvement and apply new learning to student and staff support.
- Maintain current district-required NVCI certification and use approved prevention, de-escalation, and crisis-response practices.
SUPERVISORY RESPONSIBILITIES
None. Provides modeling, coaching, and support but does not formally supervise or evaluate employees unless specifically assigned by the district.
WORKING CONDITIONS
- Work is performed throughout the assigned campus, including classrooms, offices, common areas, and other instructional or student-support settings.
- Regular interaction with students who may be emotionally dysregulated and may demonstrate intense verbal behavior, property disruption, elopement, self-injurious behavior, or physical aggression.
- May be exposed to loud noise, rapidly changing situations, bodily fluids, and other conditions associated with student behavioral escalation.
- Must follow student-specific plans, campus and district safety procedures, and NVCI principles when supporting prevention, de-escalation, and crisis response.
MENTAL, PHYSICAL, AND ENVIRONMENTAL DEMANDS
- Maintain emotional control, sound judgment, confidentiality, and professional communication under stress and during rapidly changing situations.
- Sustain attention, assess risk, solve problems, and respond promptly during behavior escalation or crisis situations.
- Frequent standing, walking, sitting, reaching, bending, stooping, kneeling, crouching, pushing, pulling, and movement between classroom areas.
- Ability to move quickly enough to maintain student and staff safety, position self near students, and implement district-approved NVCI strategies when trained and required.
- Occasionally lift or move up to 25 pounds and move instructional materials, classroom equipment, or other items needed for student programming.
- Regularly use computers and communication devices; required visual and auditory abilities include observing student behavior, reading documents and data, and communicating in person and electronically.
- Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions of the position.
Wage/Hour Status: Exempt
Pay Grade: 60
Reports to: Campus Principal
Days: 187
