Behavior Intervention Specialist

3 weeks ago

Chicago, United States UCAN Full time
Description

Position: Behavior Intervention Specialist (Academy South)

Department: Academy South

Reports to: Associate Vice President

Position Objective and Summary:

The Behavior Intervention Specialist assists the school staff in establishing appropriate behavior in the school setting. The Specialist is responsible for facilitating healing through Trauma Informed services and utilizing Positive Youth Development and UCAN's Clinical Philosophy.

Essential Functions and Responsibilities:
  • Works with teachers in behavioral management of the students under their supervision.
  • Implements specific behavioral programs for students as directed by the teacher.
  • Supervises and monitors students for behavioral outbursts both inside and outside of the classroom.
  • Assist in maintaining an environment for students that is safe, pleasant, and directed towards enhancing the students' behavioral growth.
  • Maintain behavioral reports and performs other routine duties as required.
  • Attends all routine staff meetings and events in area of responsibility.
  • Assists in observing and evaluating the student's behavioral progress.
  • Participate in staffing, team meetings, supervisory sessions, and other related program meetings, on a regular basis.
  • Maintains current knowledge through participation in training sessions, seminars, conferences, etc.
  • Perform other related tasks as required or assigned.
Professionalism and Work Conduct
  • Behaves with integrity, demonstrates high ethical standards, and displays a positive image of UCAN.
  • Acts in a professional manner at all times and maintains appropriate boundaries with clients.
  • Demonstrates accountability for results and keeps commitments to others
  • Reports to work, meetings, training, and job-related activities prepared and as scheduled.
  • Demonstrates openness and respect for cultural and socioeconomic characteristics of clients and coworkers.
  • Understands and supports UCAN's standard of cultural proficiency and strives to meet it.
  • Responds to clients and their families, UCAN staff, DCFS, service providers and other stakeholders in a timely manner and ensures follow up to adequately address their need.
Education/Job Experience/Certification:

Behavioral Intervention Specialist I
  • High School Certificate.
  • BA or BS preferable.
  • Paraprofessional Certificate and State Letter of Approval required.
  • Type 39 Substitute Teacher Certificate preferred.
  • At least one year of relatable work experience.
  • Maintain current TCI certification at all times.
  • Bilingual Preferred.
Behavioral Intervention Specialist II
  • High School Certificate.
  • BA or BS preferable.
  • Paraprofessional Certificate and State Letter of Approval required.
  • Type 39 Substitute Teacher Certificate preferred.
  • Three years of relatable work experience.
  • Maintain current TCI certification at all times.
  • Bilingual Preferred
Lead Behavioral Intervention Specialist
  • High School Certificate.
  • BA or BS preferable.
  • Paraprofessional Certificate and State Letter of Approval required.
  • Type 39 Substitute Teacher Certificate preferred.
  • Five years of relatable work experience.
  • Maintain current TCI certification at all times.
  • Maintain current TCI trainer training and provide TCI training to the Academy as scheduled in accordance with TCI certification standards.
  • Provide formal TCI observations with written feedback on a quarterly basis for the behavior intervention team.
  • Provide additional TCI practice sessions in addition to the required trainings and refreshers as required by TCI standards.
  • Bilingual Preferred.
Special Knowledge and Qualifications:
  • Able to work with others from different educational fields.
  • Strong Relationship with CPS Preferred.
  • Proficient in Therapeutic Crisis Intervention skills.
  • Is open and respectful of cultural and socioeconomic characteristics of clients and is willing and competent to work with a diverse client population.
  • Understands trauma-informed practice.
  • Understands Positive Youth Development.
  • Effective verbal and written communication skills.
  • Working knowledge of the child welfare system.
  • Ability to work both independently and a part of a high functioning team.
Requirements

Essential Functions and Responsibilities:
  • Works with teachers in behavioral management of the students under their supervision.
  • Implements specific behavioral programs for students as directed by the teacher.
  • Supervises and monitors students for behavioral outbursts both inside and outside of the classroom.
  • Assist in maintaining an environment for students that is safe, pleasant, and directed towards enhancing the students' behavioral growth.
  • Maintain behavioral reports and performs other routine duties as required.
  • Attends all routine staff meetings and events in area of responsibility.
  • Assists in observing and evaluating the student's behavioral progress.
  • Participate in staffing, team meetings, supervisory sessions, and other related program meetings, on a regular basis.
  • Maintains current knowledge through participation in training sessions, seminars, conferences, etc.
  • Perform other related tasks as required or assigned.
Professionalism and Work Conduct
  • Behaves with integrity, demonstrates high ethical standards, and displays a positive image of UCAN.
  • Acts in a professional manner at all times and maintains appropriate boundaries with clients.
  • Demonstrates accountability for results and keeps commitments to others
  • Reports to work, meetings, training, and job-related activities prepared and as scheduled.
  • Demonstrates openness and respect for cultural and socioeconomic characteristics of clients and coworkers.
  • Understands and supports UCAN's standard of cultural proficiency and strives to meet it.
  • Responds to clients and their families, UCAN staff, DCFS, service providers and other stakeholders in a timely manner and ensures follow up to adequately address their need.
Education/Job Experience/Certification:

Behavioral Intervention Specialist I
  • High School Certificate.
  • BA or BS preferable.
  • Paraprofessional Certificate and State Letter of Approval required.
  • Type 39 Substitute Teacher Certificate preferred.
  • At least one year of relatable work experience.
  • Maintain current TCI certification at all times.
  • Bi-lingual Preferred
Behavioral Intervention Specialist II
  • High School Certificate.
  • BA or BS preferable.
  • Paraprofessional Certificate and State Letter of Approval required.
  • Type 39 Substitute Teacher Certificate preferred.
  • Three years of relatable work experience.
  • Maintain current TCI certification at all times.
  • Bi-lingual Preferred
Lead Behavioral Intervention Specialist
  • High School Certificate.
  • BA or BS preferable.
  • Paraprofessional Certificate and State Letter of Approval required.
  • Type 39 Substitute Teacher Certificate preferred.
  • Five years of relatable work experience.
  • Maintain current TCI certification at all times.
  • Maintain current TCI trainer training and provide TCI training to the Academy as scheduled in accordance with TCI certification standards.
  • Provide formal TCI observations with written feedback on a quarterly basis for the behavior intervention team.
  • Provide additional TCI practice sessions in addition to the required trainings and refreshers as required by TCI standards.
  • Bi-lingual Preferred.
Special Knowledge and Qualifications:
  • Able to work with others from different educational fields.
  • Strong Relationship with CPS Preferred.
  • Proficient in Therapeutic Crisis Intervention skills.
  • Is open and respectful of cultural and socioeconomic characteristics of clients and is willing and competent to work with a diverse client population.
  • Understands trauma-informed practice.
  • Understands Positive Youth Development.
  • Effective verbal and written communication skills.
  • Working knowledge of the child welfare system.
  • Ability to work both independently and a part of a high functioning team.

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