Detroit Public Schools Community District
Behavior Specialist
Detroit Public Schools Community District, Detroit, Michigan, United States, 48228
Job Description
Job Title
Position Title:
Exceptional Student Education Behavior Specialist
Location:
Various Locations
Salary:
DFT Salary Schedule
Reports to:
Exceptional Student Education Lead Administrator
Bargaining Unit:
Detroit Federation of Teachers
Benefits Eligible:
Yes
Telecommuting Eligibility:
Not eligible for telecommuting.
In accordance with the Detroit Federation of Teachers and the Board of Education of the School District of the City of Detroit, the following vacancy is announced.
Position Summary:
The Behavior Specialist works collaboratively as a member of the Exceptional Student Education (ESE) team to improve the educational outcomes of students with exceptionalities through the provision of additional support for school personnel in the development of Functional Behavioral Assessments and Behavior Intervention Plans, providing modeling, coaching, and recommendations for the development of IEPs and best practice systems of support. Behavior Specialists provide resources, training and support in order to build district capacity for educating students.
Minimum Qualifications:Must possess and provide evidence of a minimum of a Master's Degree in Education and a valid Teaching Certification with at least one Special Education Endorsement, or a Master of Social Work Degree with a 310, or state approval for School Social Worker.Must have a minimum of five (5) years of successful certified teaching experience, three (3) of which must be in special education or five (5) years successful employment in a related service support position (e.g., Social Worker, School Social Worker, Behavior Specialist or ABA Therapist)Experience with providing instructional or service support for studentsDemonstrated knowledge of current behavior research and best practices to support student successTraining and experience with applying evidence-based practices in the development of functional behavioral assessments and behavior intervention plans.Training and experience with data collection and analysis methods, including a range of observational techniques and interviewing strategiesDemonstrated ability to effectively solve practical problems and appropriately address a variety of unpredictable situations.Demonstrated collaboration, consultation, and group facilitation and process skillsKnowledge of theoretical and scientific basis for a Response to Intervention/ Multi-Tiered Systems of Support (RtI / MTSS) model to support the needs of students with exceptionalities
Essential Functions:Provide additional support and consultation to school-based support teams in the development of Functional Behavioral Assessments (FBA) and Behavior Intervention Plans (BIP)Provide additional support and consultation to school-based support teams by participating in IEP Team meetings, Manifestation Determinations and Behavior Review and Support meetingsProvide additional support and consultation for classroom teachers/teams and school personnel on behavior reduction, classroom management, crisis intervention and skill acquisition as a part of a student's supports system or Behavior Intervention PlanImplement on-going assessments to maintain a consistent progress monitoring system/record of progressPromote highly specialized positive behavior interventions in which at risk students can thrivePromote behavior instruction that is explicit, intensive, accelerated, and provides ample practice timeProvide additional support and consultation to school-based teams with crisis intervention, learning and collaboration concerns, and behavior factors that can affect the development and implementation of intervention strategies and/or plansModel positive, real-life assessment processes that will assist students with evaluating their own behaviors and encourage self-advocacyProvide support, consultation, and recommendations to evaluation and IEP teams with eligibility determinations, LRE determinations, and other programming decisionsDevelop a repertoire of social stories, behavior strategies, and emergency behavior plans consistent with instructional goals, academic environment, and teaching methods that can be tailored to individual student needs to more accurately assess student behavior skills and understandingEngage parents and families in the behavior intervention process to empower them by providing skills and techniques to support positive behavior development in the student.Develop and facilitate workshops/professional development on a variety of behavior management techniques and related social skills and on the utilization and implementation of evidence-based strategies and interventions, best practices, PBIS and START programmingProvide additional support for classroom teachers/teams by providing recommendations of strategies and interventions for students exhibiting challenging behaviors in the classroom that disrupt their learning and the learning of othersParticipate in a local system of training and support to provide school leadership teams with the highest quality professional development leading to changes in systems and practices and improved student outcomesMeet the needs of all students effectively by working in collaboration with other disciplinesContinually observe students to ensure safety safe, non-threatening, nurturing behaviors increase in the learning environment to support academic and social emotional growthFulfill other duties and responsibilities as assigned.
Security Clearance:
Internal Applicants
If you are a current Detroit Public Schools Community District employee, you do not have to submit to a new security clearance, unless your new role requires a different type of criminal background check.
External Applicants
In alignment with Michigan law, if you are hired to fill a position, you will be required to submit to a Detroit Public Schools Community District criminal background check. Information regarding required background checks will be shared at point of hire.
Method of Application:
Applicants must apply through the online application system. Only applications submitted through the online application system will be considered for any posted position and all applications require a resume to be considered.
Successful candidates are required to submit official transcript(s) at point of offer to hire. It is the applicant's responsibility to provide all documentation (including copies) as requested.
Applicants requesting assistance during the application process should contact the Office of Human Resources via email at [email protected] or phone at (313) 873-6897.
DPSCD does not discriminate on the basis of race, color, national origin, sex, sexual orientation, gender identity, disability, age, religion, height, weight, citizenship, marital or family status, military status, ancestry, genetic information, or any other legally protected category, in its educational programs and activities, including employment and admissions opportunities. Contact the Civil Rights Coordinator for more information at (313) 240-4377 or detroitk12.org/compliance.
Job Title
Position Title:
Exceptional Student Education Behavior Specialist
Location:
Various Locations
Salary:
DFT Salary Schedule
Reports to:
Exceptional Student Education Lead Administrator
Bargaining Unit:
Detroit Federation of Teachers
Benefits Eligible:
Yes
Telecommuting Eligibility:
Not eligible for telecommuting.
In accordance with the Detroit Federation of Teachers and the Board of Education of the School District of the City of Detroit, the following vacancy is announced.
Position Summary:
The Behavior Specialist works collaboratively as a member of the Exceptional Student Education (ESE) team to improve the educational outcomes of students with exceptionalities through the provision of additional support for school personnel in the development of Functional Behavioral Assessments and Behavior Intervention Plans, providing modeling, coaching, and recommendations for the development of IEPs and best practice systems of support. Behavior Specialists provide resources, training and support in order to build district capacity for educating students.
Minimum Qualifications:Must possess and provide evidence of a minimum of a Master's Degree in Education and a valid Teaching Certification with at least one Special Education Endorsement, or a Master of Social Work Degree with a 310, or state approval for School Social Worker.Must have a minimum of five (5) years of successful certified teaching experience, three (3) of which must be in special education or five (5) years successful employment in a related service support position (e.g., Social Worker, School Social Worker, Behavior Specialist or ABA Therapist)Experience with providing instructional or service support for studentsDemonstrated knowledge of current behavior research and best practices to support student successTraining and experience with applying evidence-based practices in the development of functional behavioral assessments and behavior intervention plans.Training and experience with data collection and analysis methods, including a range of observational techniques and interviewing strategiesDemonstrated ability to effectively solve practical problems and appropriately address a variety of unpredictable situations.Demonstrated collaboration, consultation, and group facilitation and process skillsKnowledge of theoretical and scientific basis for a Response to Intervention/ Multi-Tiered Systems of Support (RtI / MTSS) model to support the needs of students with exceptionalities
Essential Functions:Provide additional support and consultation to school-based support teams in the development of Functional Behavioral Assessments (FBA) and Behavior Intervention Plans (BIP)Provide additional support and consultation to school-based support teams by participating in IEP Team meetings, Manifestation Determinations and Behavior Review and Support meetingsProvide additional support and consultation for classroom teachers/teams and school personnel on behavior reduction, classroom management, crisis intervention and skill acquisition as a part of a student's supports system or Behavior Intervention PlanImplement on-going assessments to maintain a consistent progress monitoring system/record of progressPromote highly specialized positive behavior interventions in which at risk students can thrivePromote behavior instruction that is explicit, intensive, accelerated, and provides ample practice timeProvide additional support and consultation to school-based teams with crisis intervention, learning and collaboration concerns, and behavior factors that can affect the development and implementation of intervention strategies and/or plansModel positive, real-life assessment processes that will assist students with evaluating their own behaviors and encourage self-advocacyProvide support, consultation, and recommendations to evaluation and IEP teams with eligibility determinations, LRE determinations, and other programming decisionsDevelop a repertoire of social stories, behavior strategies, and emergency behavior plans consistent with instructional goals, academic environment, and teaching methods that can be tailored to individual student needs to more accurately assess student behavior skills and understandingEngage parents and families in the behavior intervention process to empower them by providing skills and techniques to support positive behavior development in the student.Develop and facilitate workshops/professional development on a variety of behavior management techniques and related social skills and on the utilization and implementation of evidence-based strategies and interventions, best practices, PBIS and START programmingProvide additional support for classroom teachers/teams by providing recommendations of strategies and interventions for students exhibiting challenging behaviors in the classroom that disrupt their learning and the learning of othersParticipate in a local system of training and support to provide school leadership teams with the highest quality professional development leading to changes in systems and practices and improved student outcomesMeet the needs of all students effectively by working in collaboration with other disciplinesContinually observe students to ensure safety safe, non-threatening, nurturing behaviors increase in the learning environment to support academic and social emotional growthFulfill other duties and responsibilities as assigned.
Security Clearance:
Internal Applicants
If you are a current Detroit Public Schools Community District employee, you do not have to submit to a new security clearance, unless your new role requires a different type of criminal background check.
External Applicants
In alignment with Michigan law, if you are hired to fill a position, you will be required to submit to a Detroit Public Schools Community District criminal background check. Information regarding required background checks will be shared at point of hire.
Method of Application:
Applicants must apply through the online application system. Only applications submitted through the online application system will be considered for any posted position and all applications require a resume to be considered.
Successful candidates are required to submit official transcript(s) at point of offer to hire. It is the applicant's responsibility to provide all documentation (including copies) as requested.
Applicants requesting assistance during the application process should contact the Office of Human Resources via email at [email protected] or phone at (313) 873-6897.
DPSCD does not discriminate on the basis of race, color, national origin, sex, sexual orientation, gender identity, disability, age, religion, height, weight, citizenship, marital or family status, military status, ancestry, genetic information, or any other legally protected category, in its educational programs and activities, including employment and admissions opportunities. Contact the Civil Rights Coordinator for more information at (313) 240-4377 or detroitk12.org/compliance.