Behavior Coach TOSA

Posting Date: August 1, 2024

Start Date: August 19, 2024

Behavior Coach - TOSA, Special Education

Structured Skills Center (SSC)

195 Contract days, Temporary Contract 2024-2025 School Year Only

1.0 FTE

Application Deadline: Open Until Filled. Apply through gbsdjobs.com

Qualifications: State of Oregon Teaching License and current First Aid Card.

Studies have shown that women and people of color are less likely to apply for jobs unless they believe they meet every one of the desired qualifications as described in a job description. We are most interested in finding the best candidate for the job. We would encourage you to apply, even if you don't believe you meet every one of our desired qualifications described. If you are unsure whether you meet the desired qualifications of this position, or how this would be determined, please feel free to contact Human Resources to discuss your application. Preference will be given to those applicants with work or lived experience with culturally, linguistically and racially diverse communities.

POSITION SUMMARY: The “Behavior Coach - TOSA” will work with schools, Special Education Directors and the Executive Director of Student Support Services to: Provide behavioral support, assistance and guidance to schools using a coaching model; Plan and facilitate staff development in the area of behavior interventions, instructional strategies to address behavioral issues, restorative practices and Mandt system; Facilitate Functional Behavior Assessments for high needs students and assist in the development of Behavior Intervention Plans to support high needs students in Gresham- Barlow School District; Provide direct instruction in behavioral and social-emotional skills based on student individualized education plans (IEPs); Facilitate collaborative support teams as needed in schools; and carry out annual evaluations of out-of-district placement settings.

MINIMUM QUALIFICATIONS

Education, Training, Experience, Licensure and Certification

License and evidence of insurability 

Criminal Justice Fingerprint Clearance

PREFERRED QUALIFICATIONS

A minimum of three years of experience working with students with disabilities in Oregon

Knowledge of Special Education and Americans with Disabilities law

Effective and demonstrated skills in:

Communication, both written and oral

Conflict resolution

Interpersonal skills with individuals, teams and groups (student, parent, educator, specialist, administrator and support staff)

Working collaboratively with various groups within the school and in the community

Coaching and training adult learners individually and in small and large groups

Providing curriculum and instructional strategy consultation regarding student behavior

Time management

Problem-solving and creative development of solutions

Planning and facilitating meetings

Gaining consensus in groups and among diverse audiences

MAJOR RESPONSIBILITIES AND DUTIES

Be an expert and coach in student behaviors in the school setting;

Develop, implement and train on effective strategies and the development of positive behavioral intervention plans, Mandt system, Functional Behavioral Assessments and Behavior Intervention Plans;

Provide direct instruction in behavioral and social-emotional skills based on student individualized education plans (IEPs),

Plan and provide training to educational assistants in regards to behavioral interventions and strategies, restorative practices and Mandt system;

Design, plan, coordinate and provide staff development opportunities for licensed and classified staff on meeting needs of students with behavioral needs;

Work with schools on students transferring back from more restrictive behavioral and mental health placements and students who move into the district with serious behavioral needs;

Participate on department leadership, coaching and/or professional development teams;

Observe students in various settings to determine student needs;

Assist in the annual evaluation of out-of-district placements for the purpose of recommending placement options;

Perform other duties as assigned by the Director of Special Education and Executive Director of Student Support Services.

Prompt and regular attendance.

PHYSICAL REQUIREMENTS:

Ability to:

Sit, stand or walk for prolonged periods of time

Talk and hear conversations

Use precise control of fingers and hand movement, often in a repetitive movement such as keyboarding

Reach for and handle objects

Use close vision, distance vision, color vision, peripheral vision, depth perception and the ability to adjust focus 

Regularly focus on a computer screen

Bending, stooping, kneeling and lifting up to 15-45 pounds may also be required on occasion

WORKPLACE EXPECTATIONS:

Maintaining regular and punctual attendance. In case of an absence site and/or district protocol for reporting absences is followed

Maintaining appropriate confidentiality regarding information relating to students, staff, and district operations 

Dress in a professional and appropriate manner for the assignment and the work setting

Exercising prudent judgment

Work independently in the performance of routine duties

Follow all District policies and work procedures

Utilize the District’s electronics systems and applications only for purposes related to the position 

Participate in required meetings and trainings related to the position

Cultivate and model a respectful working and learning environment

Note: This is not necessarily an exhaustive or all-inclusive list of responsibilities, skills, duties, requirements, efforts, functions or working conditions associated with the job. This job description is not a contract of employment or a promise or guarantee of any specific terms or conditions of employment. The school district may add to, modify or delete any aspect of this job (or the position itself) at any time as it deems advisable.

Note: This vacancy is open to Licensed Special Education Teachers, Licensed Clinical Social Workers (LCSW), Licensed School Psychologists, and Board Certified Behavior Analysts (BCBA)

Gresham-Barlow School District recognizes the diversity and worth of all individuals and groups. It is the policy of this district and the board of education that there will be no discrimination or harassment of individuals or groups in any education programs, activities or employment.

Gresham-Barlow provides equal access to individuals with disabilities.