Special Educator- Social Emotional Learning Teacher
4 weeks ago
DEFINITION
: Under the direction of the school principal, provides guidance, consultation and professional development for staff on implementation of behavior management strategies and supports for students with challenging behaviors. May act as a service provider for students with IEP goals related to behavioral or social-emotional learning needs. Assists special education and general education teachers in providing a safe and secure learner-centered environment for students with disabilities. Ensures that all initiatives support the system-wide goals identified in The Compass. Performs other duties as assigned.EXAMPLES OF DUTIES:
Provides academic and social emotional learning throughout the school day as determined by a student’s educational plan, including an Individualized Education Program, and provides tiered interventions, including academic and social-emotional learning for students with and without disabilities, addressing social skills, prevention, de-escalation, and restoration/conflict resolution techniques. Assists staff with the development and implementation of individual student behavior management plans.
Provides proactive approaches to behavior management and provides classroom support with individuals or small groups of students, reinforcing instruction as directed by the classroom teacher.
Utilizes and implements appropriate crisis intervention procedures as needed. Develops and implements crisis de-escalation intervention strategies and techniques. Provides leadership and training of positive behavior support strategies, to include crisis intervention and classroom management to school staff.
Gathers, analyzes, and maintains data to determine student progress towards behavioral goals. Write reports relative to behavior data.
Maintains records and data related to student behavior, and records related to exclusion, seclusion, and restraint.
Provides direct support to instructional staff in the use of positive behavioral interventions and the implementation of behavior management programs.
Develops fidelity measures to support implementation of evidence-based practices associated with positive behavioral supports.
Consults with parents, private providers, and agency representatives regarding student behavior and related issues.
Meets and collaborates with the administrative team, academic teams, and individual teachers to discuss behavioral needs of students receiving special education services. Identifies appropriate strategies and interventions.
Collaborates with team members to develop Functional Behavior Assessments and Behavior Intervention Plans.
Assists with the implementation of Behavior Intervention Plans.
Participates in IEP meetings. Assists in the development of educational plans, including IEPs, for students with behavioral and emotional needs.
Collaborates with school staff to establish school-wide procedures for referrals to behavioral support.
May perform case management responsibilities.
Assists in the development and implementation of a school code of conduct and a school wide behavior management plan.
Performs other duties as assigned.
MINIMUM QUALIFICATIONS:
Education, Training and Experience:
Graduation from an accredited college or university with a bachelor’s degree in an applicable field.
Licenses and Certificates:
Possession of, or eligibility for, a Maryland Professional Certificate with an endorsement in Special Education is required.
Knowledge, Skills, and Abilities:
Knowledge of the principles and practices of student behavior management. Knowledge of conflict resolution. Knowledge of the principles and practices of public education. Knowledge of system crisis intervention strategies. Knowledge of principles of Applied Behavior Analysis (ABA). Demonstrates outstanding oral and written communications skills. Demonstrates strong human relations skills. Possession of technology competency (e.g., database, internet, spreadsheet, word processing, and related applications); skill and experience in data analysis and application.
PHYSICAL AND ENVIRONMENTAL CONDITIONS:
The work of this class is performed in a school environment. Work includes contact with students with behavioral concerns.
CONDITIONS OF EMPLOYMENT:
Requires attendance at after-school and evening meetings and events.
This position is eligible for the Maryland State Retirement System
FLSA: Exempt
This class specification defines the types of duties and level of difficulty of work required of positions in this title. It shall not be held to exclude duties not mentioned nor limit the right of management to assign work to employees.
Citizenship, residency or work VISA in United States required
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