Job Postings

Behavior Specialist - Grades Pk-3rd

North Santiam School District 29J
Job Description
Behavior Specialist - Grades Pk-3rd JobID: 1774 
  • Position Type:
      Student Support/Behavior Specialist
  • Date Posted:
  • Location:
      Stayton Elementary School
  • Date Available:
  •   Additional Information:  Show/Hide

    Stayton Elementary - PreK - 3rd grade

    POSITION TYPE: Licensed
    START DATE: August 19, 2024, for Orientation
    WORK DAYS: 190, plus 10 additional days
    PAY: for the 2024-25 school year, $ 47,548.89 - 93,447.13 depending on experience and education level with up to 18 years of experience accepted for transfer from another district, plus a Special Education Teaching stipend of $3,000


    We also pay your PERS retirement contribution.


    JOB DESCRIPTION - Behavior Specialist
    We are looking for an energetic, knowledgeable team player with experience in working with students with behavioral and emotional needs.  The right candidate would also have the ability to do staff training around working with this population.  The NSSD is competitive in compensation for our behavior specialists.  This position requires a minimum of a Master’s Degree in Special Education, School Psychology, Counseling, or equivalent experience and training.

    Job Goal: To provide diagnostic, prescriptive, and comprehensive behavior services to students with emotional and/or behavioral problems that adversely affect their educational performance.

    General Duties: Conduct behavioral evaluations, provide behavioral support to students and consultation and training to District staff, and facilitate parent and school meetings and IEP meetings when students they manage are involved.

    To perform this job successfully, an individual must be able to execute each requirement satisfactorily.  The requirements listed below are representative of the knowledge, skill, and/or ability needed for the position.

    • Minimum of Master’s Degree in Special Education, School Psychology, or Counseling, or equivalent experience and training
    • A valid Oregon Teaching License with Handicap Learner endorsement, Counselor License, or School Psychologist License
    • Experience and expertise in student behavior management, collaborative problem solving, staff development
    • Ability to provide leadership to staff in areas of specialization
    • Ability to assist in the development, revisions, and evaluation of the curriculum and/or instructional materials in the area of responsibility
    • Excellent interpersonal skills to consult effectively with teachers, administrators, students, and parents in a variety of settings
    • Ability to assist in the development of school plans and organizational procedures for health, safety and discipline, and conduct of students, within district policy guidelines and in partnership with teachers and approval of building principal
    • Very good command of oral and written English language and ability to present effectively to small and large groups
    • Ability to assist in writing valid IEPs and to follow IDEA and 504 procedures
    • Valid Oregon Driver’s license and reliable transportation for on-the-job travel
    • Physical ability to train and/or assist staff in physical management of students in crisis
    • Ability to effectively work and communicate with students, parents, and school personnel from diverse cultures or backgrounds in English, Spanish, or other languages related to the job
    • Ability to maintain confidentiality when dealing with student, staff, and/or parent information
    • Ability to keep and maintain accurate records and to meet deadlines
    • Perform physical requirements, which may include:
    1. Moderate to extensive degree of physical and emotional stamina;
    2. Frequent and prolonged standing, walking, and sitting;
    3. Ability to restrain students when necessary
    4. Frequent and prolonged talking/hearing conversations; and
    5. Possible exposure to bodily fluids due to student injury and illness
    • Such alternative to the above requirements as the School Board or Administration may deem appropriate and acceptable
    ESSENTIAL DUTIES AND RESPONSIBILITIES (other duties may also be assigned):
    • Conduct behavioral assessments and Functional Behavioral Assessments for students, both disabled and non-disabled
    • Assist and support building and District staff and parents in the development, implementation, and revision of student behavior intervention plans
    • Facilitate team processes, including problem-solving, pre-referral intervention, and IEP development for special needs students within area of responsibility
    • Provide technical assistance to staff in all areas related to emotional disturbance and behavior disorders and interventions
    • Schedules time to provide specially designed instruction in the area of social skill development and/or behavioral skill development as defined by the IEP
    • Plans, develops and follows schedule based upon service delivery model requirements as defined by IEP
    • Works cooperatively with colleagues
    • Design data tracking sheets, along with using the District technology programs available, for students identified as having significant behavioral concerns
    • Conducts systematic probes of social skills and/or behavioral skills to determine levels of mastery and maintains continuous tracking systems to measure student outcomes
    • Attends IEP meetings for students with behavioral support services
    • Provides ongoing behavioral support services to students in a one-on-one or small group setting as defined by IEP
    • Provide constructive, timely feedback to students, parents, and colleagues to enhance learning
    • Evaluates students to determine special education eligibility in the area of Emotional Disturbance and Other Health Impaired (ADD and ADHD)
    • Uses evaluation information, observation, and behavioral data to develop appropriate goals and objectives by IEP
    • Coordinates and cooperates with community and/or state agencies to provide services to students with behavioral and/or social development needs
    • Maintains an understanding of resources available in the community to support students with behavioral and/or social skill development needs and/or concerns
    • Maintains required paperwork and electronic software system tracking systems and completing these documents and systems within legal time requirements
    • Sets and meets performance goals
    • Creates a positive work environment by:
    1. Tolerating others’ points of view;
    2. Soliciting input from others;
    3. Resolving conflict at the lowest level possible: and
    4. Responding effectively to crisis situations
    • Follows North Santiam School District procedures, especially outlined in the Staff Handbook and assists support staff in doing the same
    • Adheres to professional ethics as identified by the school district, professional organizations, and licensing commissions
    • Pursues ongoing professional growth and opportunities to maintain and improve skills
    1. Master’s degree with specific Oregon licensure in one of the following areas: Special Education - Generalist, Child Development Specialist, School Counselor, School Psychologist by Teacher Standards and Practices Commission; or Licensed Professional Counselor licensure by Oregon Board Licensed Professional Counselors; and/or Licensed Clinical Social Worker licensure by Oregon State Board of Clinical Social Workers; with three-to-ten years related experience;
    2. Possess a valid First Aid card if required
    3. Possess a valid Oregon Driver’s License if required
    4. Bloodborne Pathogens Training/Hepatitis B Shot Series Training as required
    PHYSICAL DEMANDS:  The physical demands described here (listed above and on the physical demand sheet) are representative of those that must be met by an employee to perform the essential functions of this job successfully. 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 70% to 80% sitting, up to 20% walking, and up to 20% standing.
    In an eight-hour day, employees may:
    1. Stand/Walk - 4-6 hours
    2. Sit - 4-6 hours
    3. Drive- 1-4 hours
    Employee may use hands for repetitive:
    • single grasping, pushing and pulling, and fine manipulation
    Employees may need to:         
    1. Bend -  Frequently
    2. Squat - Occasionally
    3. Climb Stairs - Occasionally
    4. Lift - Frequently    

    Lifting may include Medium Work: Lifting 50 pounds occasionally, 25 pounds frequently with occasional sitting and frequent standing/walking

    WORK ENVIRONMENT:  The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job.
    TERMS OF EMPLOYMENT:  Days and hours to be arranged, with salary according to current licensed schedule.

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