1802 Positive Behavior Support Consultant
TITLE Positive Behavior Support Consultant
CLASSIFICATION NUMBER 1802
IMMEDIATE SUPERVISOR Department Head, Counseling, Leadership and Special Education
MAJOR ADMINISTRATOR Dean, College of Education
The primary duty of the Positive Behavior Support Consultant is to provide professional development training and technical assistance related to implementing schools’ improvement plans, especially those efforts that result in instructional improvement through behavior management strategies contributing to increased academic achievement for all students. The Positive Behavior Support Consultant provides tailored training to identified school districts and/or schools based on school and/or building improvement plans and coaches teachers and staff concerning behavior management strategies as schools implement those plans. The Positive Behavior Support Consultant assists schools and/or districts by providing or coordinating professional training within the district or regional area, developing in-district trainers for training modules created through the Missouri Division of Special Education, demonstrating quality implementation of instructional, behavioral, and ongoing evaluation techniques and strategies to school staff members, and consulting and coaching staff in their implementation of such techniques and strategies.
MINIMUM ACCEPTABLE QUALIFICATIONS
Education: A Master’s degree in Education or a related area is required.
Experience: Five years experience as a professional educator is required. Knowledge and experience analyzing standardized assessment data related to students with disabilities are required. Knowledge and experience in implementing positive behavior supports in a PreK-12 setting are required. Successful experience collaborating in a variety of teaming opportunities is required.
Skills: Skill in presenting information through professional development activities is required. Strong oral and written communication skills, excellent interpersonal skills, and organizational skills, particularly in planning, are required. Computer literacy is required. The ability to establish rapport and effective working relationships with department staff, local school district personnel, and Regional Professional Development Center staff is required. Knowledge of research-based effective teaching strategies for general education and special education are required. Knowledge of professional development practices to improve student performance is required. A demonstrated knowledge of and background in the implementation of tiered instructional and/or behavioral models is required. The ability to develop knowledge of, respect for, and skills to engage with those of other cultures or backgrounds is required.
Other: The nature of the position frequently requires attendance at evening and/or weekend activities, including national, state, and local conferences and meetings. Travel is necessary. This position transports heavy and bulky media equipment and informational brochures in large quantities unassisted to professional development sessions located both on- and off-campus.
ESSENTIAL DUTIES AND RESPONSIBILITIES
1. Helps schools implement and institutionalize effective practices for improving student performance by providing technical assistance and on-going coaching and mentoring services, in concert with special education consultants and other RPDC staff, to schools with priority needs as based on the Division of Special Education (DSE) identification and through regional collaborative data review.
2. Serves as the regional trainer by coordinating and delivering special education professional development including modules developed by the DSE and customized trainings as needed and requested by regional schools in Core Training Areas: Measurable Goals and Objectives, IEP Meeting Facilitation, Problem-Solving, Quality Eligibility Determination, Differentiated Instruction (I & II), Effective Instructional Practices, and Self-determination.
3. Serves as a “specialist” in at least one area of professional development knowledge by obtaining additional training and specific credentials as needed and delivering that training to a larger multi-region area, such as autism, early childhood special education (ECSE), Positive Behavioral Interventions & Supports (PBS), Co-teaching and Collaboration, Curriculum-Based Measurement (CBM), Least Restrictive Environments (LRE), and Differentiated Instruction for Career and Vocational Education.
4. Provides support and services to schools identified as having priority needs as a regional team member by serving DESE-designated Priority Schools, providing and/or facilitating technical assistance to schools as a result of corrective actions required from the DSE monitoring report, referring districts to the Compliance Section in DSE for services regarding compliance requirements, developing content for technical assistance documents and/or WEB documents, developing additional training modules, assuring that professional development provided is aligned with the building/district improvement plans and meets the NCLB requirements of high quality professional development, acting as a resource for in-district trainers and providing additional resources and assistance for in-district training, and monitoring, reporting, and suggesting professional development areas of need for personnel working with children/students with disabilities.
5. Shares expertise by collaborating with colleges and universities in the region regarding embedding DSE-developed modules in the content of undergraduate and graduate courses which prepare teachers and administrators for working with students with disabilities.
6. Assures communication and documentation of work performed by providing a monthly log, quarterly school case files, and appropriate data to DSE.
7. Advises the faculty member serving in the role of Coordinator of the SWRPDC and other senior administrators on the status of ongoing programs and projects by preparing and presenting reports to the Coordinator and a variety of advisory groups.
8. Contributes to a work environment that encourages knowledge of, respect for, and development of skills to engage with those of other cultures or backgrounds.
9. Remains competent and current through self-directed professional reading, developing professional contacts with colleagues, attending professional development courses, and attending training and/or courses required.
10. Contributes to the success of the SWRPDC by performing all other duties as assigned.
The Positive Behavior Support Consultant is supervised by Department Head, Counseling, Leadership and Special Education and generally exercises no supervision of others.
OFFICE OF HUMAN RESOURCES
REVISED JUNE 2016
JOB FAMILY 4
Factor 1: Professional Knowledge, Skill, and Technical Mastery
Level 5 - 3300 Points: Knowledge of the principles and methods of an administrative, managerial, or professional field such as accounting or auditing, financial management, information technology, business administration, human resources, engineering, law, social sciences, communications, education, or medicine. Knowledge permits employee to supervise projects and/or departments using standard methods to improve administrative and/or line operations. Knowledge also permits employee to plan steps and carry out multi-phase projects requiring problem definition and modified techniques, to coordinate work with others, and to modify methods and procedures to solve a wide variety of problems. Knowledge at this level requires a Bachelor's or Master's degree with substantial related work experience, including up to two years of administrative or supervisory experience. Alternatively, this level may require a professional or clinical degree beyond the Bachelor's degree with moderate related work experience; knowledge requirements include significant levels of related work experience.
Factor 2: Supervisory Responsibility
Level 1 - 50 Points: Typically, little, if any, supervision of others is required. The job may require irregular but occasional responsibility to direct the work of student workers and/or temporary or part-time workers. The nature of supervision is largely confined to assigning tasks to others and does not include a full range of supervisory responsibilities. The amount of time spent on directing the work of others is normally a small portion of total work time.
Factor 3: Interactions with Others
Level 4 - 500 Points: Interactions with others are somewhat unstructured. The purpose may be to influence or motivate others, to obtain information, or to control situations and resolve problems. Interactions may be with individuals or groups of co-workers, students, or the general public, may be moderately unstructured, and may involve persons who hold differing goals and objectives. Individuals at this level often act as a liaison between groups with a focus on solving particular unstructured problems. Interactions at this level require considerable interpersonal skill and the ability to resolve conflict.
Factor 4: Job Controls and Guidelines
Level 3 - 500 Points: The employee operates under general supervision expressed in terms of program goals and objectives, priorities, and deadlines. Administrative supervision is given through statements of overall program or project objectives and available resources. Administrative guidelines are relatively comprehensive and the employee need only to fill in gaps in interpretation and adapt established methods to perform recurring activities. In unforeseen situations, the employee must interpret inadequate or incomplete guidelines, develop plans, and initiate new methods to complete assignments based on those interpretations. Assignments are normally related in function, but the work requires many different processes and methods applied to an established administrative or professional field. Problems are typically the result of unusual circumstances, variations in approach, or incomplete or conflicting data. The employee must interpret and refine methods to complete assignments. Characteristic jobs at this level may involve directing single-purpose programs or performing complex, but precedented, technical or professional work.
Factor 5: Managerial Responsibility
Level 3 - 850 Points: Work involves providing significant support services to others both within and outside of the department that substantially influences decision-making processes. Work activities are complex and others rely on the accuracy and reliability of the information, analysis, or advice to make decisions. Work activities have a direct, but shared, impact on further processes or services, affect the overall efficiency and image of the department, and may have material impact on costs or service quality within the cost center. Incumbents may be responsible for identifying areas of need and for developing proposals that request funding to fulfill those needs.