|
||||||||
| Job Detail | Sign In |
PBIS Coach / Intervention: Provo City School District |
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Requirements | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Board Certified Behavior Analyst (BCBA) or equivalent preferred, not required.
Job Requirements: Minimum Qualifications Skills, Knowledge, and Abilities
SKILLS are required to perform multiple, technical tasks with a need to periodically upgrade skills in order to meet
changing job conditions. Specific skill-based competencies required to satisfactorily perform the functions of the job
include: adapting to changing work priorities; contributing to and following goals and action plans; communicating
(orally and in writing) with proficiency, clarity, and respect; leading groups in learning, discussions, trainings, etc.;
organizing schedules, materials, and tasks; ability to analyze tasks; ability to model teaching; proficiency with multiple
technologies (i.e., computer devices, digital whiteboards, education software); ability to plan for effective instruction,
motivate teachers and work with a variety of people and groups.
Spanish speaking ability preferred.
KNOWLEDGE is required to perform basic math, including calculations using fractions, percents, and/or ratios; read
technical information, compose a variety of documents, and/or facilitate group discussions; and understand multistep
written and oral instructions. Specific knowledge-based competencies are required to satisfactorily perform the
functions of the job include: understanding of effective classroom management strategies, PBIS, conflict resolution
and navigating difficult conversations appropriately, multi-tiered systems of support, and data management tools.
ABILITY is required to schedule a number of activities, meetings, and/or events; often gather, collate, and/or classify
data; and use job-related equipment. Flexibility is required to work with others in a wide variety of circumstances;
analyze data utilizing defined but different processes; and operate equipment using standardized methods. Ability is
also required to work with a diversity of individuals and/or groups; work with data of varied types and/or purposes;
and utilize job-related equipment. Problem-solving is required to analyze issues and create action plans. Problem
solving with data frequently requires independent interpretation of guidelines; and problem-solving with equipment is
limited to moderate. Specific ability-based competencies are required to satisfactorily perform the functions of the job
include: data collection, analysis, and management; communication with persons of varied educational and cultural
backgrounds; working with both individuals and teams; dealing with frequent interruptions; meeting deadlines and
schedules; being a collaborate member of the coaching team; setting priorities; scheduling multiple activities;
adjusting to varied assignments; flexibility in working with others; and operating standards office equipment including
software applications.
Responsibility
Responsibilities include: working independently under broad organizational policies to achieve organizational
objectives; leading, guiding, and/or coordinating others; tracking budget expenditures. Utilization of some resources
from other work units is often required to perform the job's functions. There is a continual opportunity to impact the
organization’s services.
Experience: 3-5 Years of Job-related experience within a specialized field is required.
Education: Bachelor's Degree in a job-related area
Certificates and Licenses: Current, level 2 State of Utah Teaching License Teaching Credential
Continuing Educ. / Training: Maintains Certificates and/or Licenses Continuing Education Requirements Board Certified Behavior Analyst (BCBA) or equivalent preferred, not required. NOTE: This is a 186 Day Calendar but additional days may be required. Clearances: Current, level 2 State of Utah Teaching License |
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Description | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Purpose Statement
The job of PBIS Coach / Intervention is done for the purpose/s of mentoring and training teachers in order
to increase content knowledge and to improve instruction; building school PBIS capacity in order to meet
the learning needs of all students; serving as an instructional advisor to administrators; leading assigned
professional development activities; coordinating the attendance and behavioral interventions with school
administration; supervises and evaluates instructional assistants; assisting with general student supervision
and PBIS program; and improving student achievement.
This job is distinguished from similar jobs by the following characteristics: A three-year position with the
option to re-apply for an additional year. If the position ends for any reason other than unsatisfactory
performance, the employee will return to a position similar to the position held prior to the appointment. While it
is not guaranteed, a concerted effort will be made to return the employee to a position equivalent to the
position held prior to the appointment.
This job reports to Building Principal or Asst. Principal
Essential Functions
Assists administrators with school-based and district-based professional development (e.g. PBIS,
Classroom Management, Interventions, Restorative Justice, etc.) for the purpose of improving teacher
capacity and developing an effective school PBIS culture.
Assists school staff in professional development activities for the purpose of increasing professional
learning for educators.
Attends work regularly to fulfill duties specific to the assignment for the purpose of providing quality
educational experiences and continuity for assigned students, parents, and the overall school community.
Coaches teachers in all aspects of the profession to improve teacher and student performance (e.g.
modeling, co-teaching, data collecting and analyzing, feedback, non-evaluative observations, etc.) for the
purpose of improving instruction to students.
Collects records, and analyzes a wide variety of data (e.g. Data dashboard, attendance records,
behavior logs, etc.) for the purpose of improving learning systems and evaluating PBIS efforts at the
school.
Coordinates tiered interventions for academic and behavioral support of students (e.g. social-emotional
response services, academic interventions, check and connect, etc.) for the purpose of promoting
support for students and academic achievement.
Develops appropriate behavior intervention plans and assists with assessing functions of student
behaviors; collect and analyze data for the purpose of supporting the administration to develop
individualized support for students in need of additional services.
Develops school-based PBIS recognition and rewards program for the purpose of promoting appropriate
student behaviors and positive school culture.
Develops and maintains productive relationships with instructional staff for the purpose of maximizing
instructional improvement.
Participates in professional development activities (e.g. PBIS, Classroom Management Strategies, Big 8
Strategies, etc.) for the purpose of increasing one’s own professional learning and job training.
Plans and serves as co-chair of the school-based PBIS Steering Committee for the purpose of developing a
successful school culture and systems of support for effective instruction.
Promotes school and District goals and Improvement Plans for the purpose of informing and aligning
instructional and organizational approaches.
Supervises and evaluates instructional assistants as directed by school administration for the purpose of
proper management and direction of the school staff.
Supervision of daily student activities as assigned by school administration for the purpose of ensuring
the safe and efficient operation of school activities.
Work Environment
The usual and customary methods of performing the job's functions require the following physical demands:
occasional lifting, carrying, pushing, and/or pulling, some stooping, kneeling, crouching, and/or crawling, and
significant fine finger dexterity. Generally, the job requires 0% sitting, 0% walking, and 0% standing. This job is
performed in a generally clean and healthy environment.
Board Certified Behavior Analyst (BCBA) or equivalent preferred, not required.
Other Functions
Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit. |
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Application Procedure | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Application Procedures: Apply through the Provo City School District Applicant Portal https://provo.applicantportal.com/admin/ Exempt Approval Date 5/10/2019
Salary Grade Lane 1 |
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
