Behavior Coach; TLC

Terms of Employment: 194 days

Position Goal:

To assist teachers and administrators in building capacity within their own skill set for behavior and academic support in the school setting. To provide school related behavioral assessment and intervention services with students demonstrating challenging behaviors and serve as a multi-disciplinary team member. The ultimate goal is to provide high levels of behavior and academic success for students with behavioral needs.

Minimum Qualifications:

• Valid Iowa license or certification in the area of teaching, school counselor, school psychology and/or related fields.
• Three years of teaching experience.
• Active experience in leadership roles, implementation of professional learning, and demonstrated knowledge of innovative best practices related to behavior and social/emotional learning.
• Baseline knowledge of functions of behavior, structural/environmental supports for classrooms, best practice in Positive Behavior Supports.
• Strong written and verbal communication skills.
• Ability to collaborate well with a wide variety of roles.

Preferred Experience /

Skills:

• Knowledge of Antecedent Behavior Consequence framework/experience hypothesizing a function.
• Analyzing behavior data for decision-making purposes.
• Experience using Early-Stage Interventions, Check in/check out, and/or other Tier I & Tier II behavior interventions.
• Understanding of MTSS frameworks.
• Previous experience in designing and delivering professional development.

Performance Criteria:

• Implements social-emotional and behavioral research-based school improvement models.
• Observes and coaches teachers regarding social emotional and behavioral instructional practices.
• Work directly with general education and support staff to develop methods for working on classroom management and instruction in classrooms.
• Provides strategies for improvement to staff, based on data analysis.
• Works with grade level/content level teams to review progress; plan for improvement.
• Support staff and students with restorative conversations and conflict resolution.
• Assists individual teachers with ITPDP and building goals.
• Maintains regular collaboration with building and district leaders.
• Utilizes district and building data to assess student achievement, systemic behavioral health, and inform school improvement efforts.
• Works with building and district leaders to develop and deliver differentiated professional development.
• Extends own professional development and research-based instructional strategies.
• Collaborates with instructional coaches, strategists, other TLC positions, and other educational service providers to promote consistency and continued shared learning.
• Assist in the development and implementation of Tier I & II behavioral/social emotional interventions matched to the needs of students.
• Proven ability to build, maintain, and strengthen relationships in new environments.
• Use research-based strategies to model classroom management and instruction with students.
• Attend and participate in designated professional learning communities.
• Maintain confidentiality.
• Demonstrates understanding of Danielson's domains and components.
• Performs other duties as assigned.