REPORTS TO: DIRECTOR OF SPECIAL EDUCATION/ DIRECTOR OF PUPIL SERVICES
JOB GOAL: To support children and their teachers in the development of age appropriate behavioral and social skills in elementary classroom environments and further supporting schools in SEL implementation.
QUALIFICATIONS:
I. Current valid Wisconsin Department of Public Instruction teacher certification in Elementary Education preferred.
Additional certification areas preferred include: 1801 Cross Categorical teacher or other special education license(s) and Masters in Administrative Leadership.
Individuals with a school counselor, school social worker, or school psychologist license will also be considered.
Ability to work cooperatively in a multi-disciplinary setting with regular education teachers and support staff to meet the needs of emotionally, behaviorally, and socially challenged students.
Ability to interact tactfully, effectively and courteously with students, parents and staff.
Demonstrates leadership and project organizational skills (planning, implementing, evaluation).
Possess knowledge of and has experience with best practice approaches to social emotional learning, including PBIS, Conscious Discipline, and Collaborative and Proactive Solutions.
Understanding of problem-solving processes and pre-referral interventions.
Knowledge and experience in the utilization of behavior management systems including conducting Functional Behavioral Assessments and designing Behavioral Intervention Plans.
Background in the use of social skills training models and interest/attitude scales.
Knowledge of techniques which are successful in working with parents of children who demonstrate atypical emotional, behavioral, and social patterns.
Ability to staff the position for the scheduled workday.
I 0. Such alternatives to the above qualifications as the Board may find appropriate and acceptable.
PERFORMANCE RESPONSIBILITIES:
I. Perform instruction and consulting duties in a professional manner.
Establish rapport with students, parents, and staff.
Apply/incorporate district curriculum guides and use Board of Education approved goals and objectives.
Develop goals and objectives to support young children who are challenged socially, behaviorally, and emotionally.
Plan for ongoing assessment, monitoring, and documentation of intervention strategies.
Stress essential concepts of age appropriate individual and group behavior management.
Utilize and demonstrate appropriate materials and examples.
Coach teachers through challenging behavioral situations and provide any other support/ resources that may be necessary.
Provide opportunities for professional development on effective behavioral strategies, social skills acquisition, and other relevant topics.
Provide feedback to students, staff, and parents.
I 1. Demonstrate knowledge of subject matter related to the stages of brain development and learning through which children pass as they grow and how these stages can impact behavior.
Support building and district wide SEL initiatives.
Evaluate student progress toward decreasing inappropriate social and behavioral patterns.
Maintain the physical environment provided in ways that are safe and conducive to instruction and learning.
Demonstrate effective classroom management and communicate with parents and administration regarding discipline problems.
Regularly communicate behavioral trends and impact of services to school and district administration.
Follow Board of Education approved policies and administrative guidelines.
Participate in faculty meetings and other relevant meetings (building, grade level, etc.).
Participate in CARE Teams meetings and problem-solving child study sessions to proactively address behavioral and social concerns with staff, parents, and community agencies, e.g., Child Studies, conferences, IEP meetings.
Such other duties as may be determined by the administrative staff within parameters of the master agreement, Board of Education policies, state statutes, and administrative rules