EFFECTIVE JULY 3, 2008

CREDENTIALS: Degree in Behavior, Psychology, Social Work, Child Development, Special Education, or related area. Masters Degree preferred. Tennessee licensure in: LPC, behavior, clinical social work, psychometry, or related area.

OTHER QUALIFICATIONS: Experience working with children with behavior and emotional issues. Experience collaborating with parents, professionals, children and networking in the community. Possesses a strong background in behavior management. Demonstrates empathy for and understanding of the dynamics of families with students with special needs and behavioral and emotional issues.

PHYSICAL DEMANDS: Must have and maintain physical, sensory, emotional and mental abilities necessary for effective communication in person, in writing and by telephone. Must have good memory, be able to organize thoughts and activities, do basic mathematical computations and articulate clearly. Must be emotionally mature and able to appropriately handle stress.

PRIMARY DUTIES: Provide positive behavioral support training to principals, assistant principals, teachers and other staff. Assist in crisis intervention with families. Coordinate placements with the behavior classes as well as transition out of the behavior classes and back to the zoned school. Conduct classroom observations and provide suggestions for interventions. Conduct small and one to one group therapies for students with behavioral needs.

ESSENTIAL JOB FUNCTIONS:

1. Coordinate placement in the behavior class. Observe the students in his/her zoned school and participate in the behavior intervention meetings. Provide additional interventions as needed.
2. Coordinate transferring students to the behavior class.
3. Coordinate transitioning a student from the behavior class to his zoned school (working with administrators and the student’s teachers).
4. Designs and interprets functional behavior analysis and multi-faceted behavior interventions. Uses data to make informed recommendations regarding student behaviors.
5. Conduct training for principals, assistant principals, teachers and other staff regarding positive behavior supports school wide, in the classroom and for individual students.
6. Network with community agencies as needed.
7. Provide referral services for the mental health needs of students and families.
8. Train as needed in conducting functional behavior assessments, writing behavior intervention plans and classroom management.
9. Be available to principals for presentations on behavior and related areas at faculty meetings and on in-service days.
10. Support the behavior classroom students and teachers through small and individual therapy groups.
11. Observe and support interventions in all schools for students being considered for the behavior classroom.
12. Model individual interventions for the classroom teachers.
13. Develop a school wide preschool plan addressing behavior with parent and teacher involvement.
14. Work with teachers, counselors, public and private agencies and organizations within the community to secure and provide appropriate social skills education to students.
15. May serve as a member of the Response To Intervention (RTI) team.
16. Represent Murfreesboro City Schools at professional meetings and conferences and on committees related to positive behavior support at the local and state levels.
17. Possesses excellent interpersonal skills, effective oral and written communication skills, and the ability to handle emotionally charged situations.
18. Other duties as assigned.

STAFF RELATIONSHIP: Reports to the Supervisor of Special Education

TERMS OF EMPLOYMENT: Eleven months (11) salary and benefits set annually.

Back to Human Resources