North Carolina Jobs
Position Type:
Exceptional Children/Special Education
Date Posted: 3/13/2025
Location: Dickson Elementary
Date Available: when filled
Closing Date: until filled
District: Asheville City Schools
ASHEVILLE CITY SCHOOLS JOB DESCRIPTION
JOB TITLE: BEHAVIOR SUPPORT SPECIALIST LOCATION: Isaac Dickson Elementary School CONTACT: Holly.Sutter@acsgmail.net
GENERAL STATEMENT OF JOB
The Behavior Support Specialist is a licensed position that will assist teachers, staff, and school administration in developing systems, strategies and plans to work with students that exhibit moderate to severe behavior problems; especially those that impede academic progress and performance. This position will support all of the Asheville City Schools.
SPECIFIC DUTIES AND RESPONSIBILITIES
ESSENTIAL JOB FUNCTIONS
Support positive behavior support systems and strategies.
Supports district-wide initiatives, safe schools activities, school-wide systems/plans, and individual classroom teachers.
Train and develop behavioral interventions, plans, and systems to student behaviors that compromise instructional activities and safety.
Train and support crisis prevention, intervention, and response models.
Assists teachers and administrators with the implementation of behavior objectives.
Maintains data on discipline within the school/classroom.
Models appropriate behavior for school success.
Establishes professional communication and techniques for dealing with students, parents and staff.
Collaborates with classroom teachers to assure delivery of appropriate curriculum.
Promotes and maintains open and professional communications and relationships, respects dignity, worth of staff, students, and complies with established lines of authority
Serves as a support and a liaison while working in a team approach
Conducts trainings and facilitates positive changes within the school system
Supports individualized educational program (IEP) proceedings; behavior intervention plans, etc.
Performs other tasks related to the area of responsibilities as requested or assigned by immediate supervisor
Evaluates and assists in the development of strategies to enhance the achievement of minorities and at-risk students/families.
ADDITIONAL JOB FUNCTIONS
Responds to parents, agencies, and other concerns while serving as an advocate for school system
Supports instruction and curriculum development
Participates in various task committees
Participates in professional growth activities and continuously gains competence through individual and staff trainings; stays abreast of current educational legislation, trends and changes
MINIMUM TRAINING AND EXPERIENCE
Has broad knowledge of positive behavior support systems and strategies that assist staff, schools, and district initiatives. Understands, develops and trains intervention techniques specific to serving students with behavioral challenges, mental health issues, special education, etc.
Licensed as a Teacher, EC Teacher, Counselor, or Social Worker; Masters Degree in related field a plus.
Ability to establish and maintain effective working relationships with staff, students, parents, and community members.
Ability to communicate effectively, both orally and writing.
MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS
Physical Requirements:
Must be physically able to sit, stand, and walk. Must be able to lift children up to 30 pounds. Physical demand requirements are for Medium Work.
Data Conception:
Requires the ability to compare and/or judge the readily observable, functional, structural or composite characteristics (whether similar or divergent from obvious standards) of data, people or things.
Interpersonal Communication:
Requires the ability to speak and/or signal people to convey or exchange information. Includes giving instructions, assignments or directions to subordinates or assistants.
Language Ability:
Requires the ability to read and write complex text and data.
Intelligence:
Requires the ability to apply common sense understanding to carry out instructions furnished in written, oral or diagrammatic form; to deal with problems involving several concrete variables in or from standardized situations.
Verbal Aptitude:
Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in standard English.
Numerical Aptitude:
Requires the ability to utilize mathematical formulas, to add, subtract, divide and multiply.
Form/Spatial Aptitude:
Requires the ability to inspect items for proper length, with and shape.
Motor Coordination:
Requires the ability to coordinate hands and eyes rapidly and accurately in using computers and other technology.
Manual Dexterity:
Must have minimal levels of eye/hand/foot coordination.
Color Discrimination:
Requires the ability to differentiate between colors or shades of color.
Interpersonal Temperament:
Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under average levels of stress.
Date Posted: 3/13/2025
Location: Dickson Elementary
Date Available: when filled
Closing Date: until filled
District: Asheville City Schools
ASHEVILLE CITY SCHOOLS JOB DESCRIPTION
JOB TITLE: BEHAVIOR SUPPORT SPECIALIST LOCATION: Isaac Dickson Elementary School CONTACT: Holly.Sutter@acsgmail.net
GENERAL STATEMENT OF JOB
The Behavior Support Specialist is a licensed position that will assist teachers, staff, and school administration in developing systems, strategies and plans to work with students that exhibit moderate to severe behavior problems; especially those that impede academic progress and performance. This position will support all of the Asheville City Schools.
SPECIFIC DUTIES AND RESPONSIBILITIES
ESSENTIAL JOB FUNCTIONS
Support positive behavior support systems and strategies.
Supports district-wide initiatives, safe schools activities, school-wide systems/plans, and individual classroom teachers.
Train and develop behavioral interventions, plans, and systems to student behaviors that compromise instructional activities and safety.
Train and support crisis prevention, intervention, and response models.
Assists teachers and administrators with the implementation of behavior objectives.
Maintains data on discipline within the school/classroom.
Models appropriate behavior for school success.
Establishes professional communication and techniques for dealing with students, parents and staff.
Collaborates with classroom teachers to assure delivery of appropriate curriculum.
Promotes and maintains open and professional communications and relationships, respects dignity, worth of staff, students, and complies with established lines of authority
Serves as a support and a liaison while working in a team approach
Conducts trainings and facilitates positive changes within the school system
Supports individualized educational program (IEP) proceedings; behavior intervention plans, etc.
Performs other tasks related to the area of responsibilities as requested or assigned by immediate supervisor
Evaluates and assists in the development of strategies to enhance the achievement of minorities and at-risk students/families.
ADDITIONAL JOB FUNCTIONS
Responds to parents, agencies, and other concerns while serving as an advocate for school system
Supports instruction and curriculum development
Participates in various task committees
Participates in professional growth activities and continuously gains competence through individual and staff trainings; stays abreast of current educational legislation, trends and changes
MINIMUM TRAINING AND EXPERIENCE
Has broad knowledge of positive behavior support systems and strategies that assist staff, schools, and district initiatives. Understands, develops and trains intervention techniques specific to serving students with behavioral challenges, mental health issues, special education, etc.
Licensed as a Teacher, EC Teacher, Counselor, or Social Worker; Masters Degree in related field a plus.
Ability to establish and maintain effective working relationships with staff, students, parents, and community members.
Ability to communicate effectively, both orally and writing.
MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS
Physical Requirements:
Must be physically able to sit, stand, and walk. Must be able to lift children up to 30 pounds. Physical demand requirements are for Medium Work.
Data Conception:
Requires the ability to compare and/or judge the readily observable, functional, structural or composite characteristics (whether similar or divergent from obvious standards) of data, people or things.
Interpersonal Communication:
Requires the ability to speak and/or signal people to convey or exchange information. Includes giving instructions, assignments or directions to subordinates or assistants.
Language Ability:
Requires the ability to read and write complex text and data.
Intelligence:
Requires the ability to apply common sense understanding to carry out instructions furnished in written, oral or diagrammatic form; to deal with problems involving several concrete variables in or from standardized situations.
Verbal Aptitude:
Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in standard English.
Numerical Aptitude:
Requires the ability to utilize mathematical formulas, to add, subtract, divide and multiply.
Form/Spatial Aptitude:
Requires the ability to inspect items for proper length, with and shape.
Motor Coordination:
Requires the ability to coordinate hands and eyes rapidly and accurately in using computers and other technology.
Manual Dexterity:
Must have minimal levels of eye/hand/foot coordination.
Color Discrimination:
Requires the ability to differentiate between colors or shades of color.
Interpersonal Temperament:
Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under average levels of stress.