POSITION SUMMARY

The Teacher Consultant for Behavior Support is responsible for direct coaching and collaborative problem solving to local district special education teachers in order to improve outcomes for students demonstrating significant behavior challenges. This position will be critical in advocating and supporting students to be successful within their least restrictive setting.

ESSENTIAL FUNCTIONS

Note: These duties and responsibilities are judged to be "essential functions" in terms of the Americans With Disabilities Act or ADA. To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The statements below are intended to describe the general nature and level of work being performed by a person in this position. They are not to be construed as an exhaustive list of all duties that may be performed by such a person

• Enthusiasm and flexibility to work collaboratively with local district staff to support students in their least restrictive environment.
• Provides direct coaching and shoulder-to-should support to enable teaching staff to Implement behavior intervention plans and other evidenced based strategies within their daily instruction.
• Provides modeling and professional development, in alignment with best practices, In order to build capacity amongst special education teaching staff.
• Assists local district special education teachers with curricular needs, the selection of student assessment/ progress monitoring tools, and the collection of relevant student data.
• Participate as a member of an Individualized Education Program Team meeting.
• Demonstrate the ability to communicate clearly and concisely in written and oral communication.
• Maintain knowledge of best practice and current educational and legal issues related to providing FAPE in the LRE for students with behavior challenges.

ADDITIONAL DUTIES

• Performs other related tasks as assigned.

EDUCATION and/or EXPERIENCE

• Master’s degree in education or field of study related to special education.
• Minimum of five (5) years of documented experience with developing and implementing evidenced based practices and individualized supports for students with behavior related needs.
• Strong knowledge of high-leverage practices and differentiated instruction.

CERTIFICATES, LICENSES and/or REGISTRATIONS

• Possess a valid teaching certificate with approval in special education for emotional impairment or autism spectrum disorders.

LANGUAGE SKILLS

Ability to read and analyze and interpret general business periodicals professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals. Ability to effectively present information and respond to questions from groups of administrators, staff and the general public.

MATHEMATICAL SKILLS

Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, area, circumference, and volume. Ability to use advanced mathematics to solve problems related to use of technology.

REASONING ABILITY

Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form.

OTHER SKILLS & ABILITIES

Ability to apply knowledge of current research and theory to area of professional responsibility; ability to plan and implement adaptive technology based on needs and abilities of students to whom assigned. Ability to establish and maintain effective working relationships with students, peers, parents and community; ability to speak clear and concisely in written or oral communication.

PHYSICAL DEMANDS

While performing the duties of this job, the employee is regularly required to sit and talk or hear. The employee is occasionally required to stand; walk; climb or balance; and stoop, kneel, crouch, or crawl. The employee must occasionally lift and/or move up to 50 pounds. The employee must occasionally push items of 50 lbs. such as equipment. Specific vision abilities required by this job include close vision, distance vision, and depth perception.

WORK ENVIRONMENT

The noise level in the work environment is usually loud and is a standard acceptable level for this environment. Is directly responsible for student safety and well-being.

The employee shall remain free of any alcohol or non-prescribed controlled substance in the workplace throughout his/her employment.

The Livingston Educational Service Agency does not discriminate on the basis of race, color, national origin, sex, (including sexual orientation or transgender identity), disability, age, religion, height, weight, marital or family status, military status, ancestry, genetic information, or any other legally protected category (collectively, "Protected Classes"), in its programs and activities, including employment opportunities.

Inquiries regarding non-discrimination policies should be directed to the Assistant Superintendent for Administrative Services .