Behavior Coach

School Based Position – Classified / Non-Contracted (Grant Funded)

About the Role

This position is responsible for collaborating with various schools within the Richmond County School System to assess, develop, and implement behavioral interventions for students with disabilities, preschool through post-high school. The Behavior Coach reports to the Department of Special Education.

Qualifications

Education: A bachelor’s degree or higher in Special Education, School Psychology or Counseling, or equivalent experience and training required.

Certification or Licensure: Meets Georgia state certification requirements in the appropriate field of education.

Work Experience: Experience working within the school system in student behavior management, working knowledge of positive behavioral supports, and implementing behavior interventions preferred.

Skills

• Understand and utilize behavior instruments
• Intervene in crisis situations
• Document contacts and interventions
• Interpret data
• Communicate effectively
• Excellent interpersonal skills
• Effective oral and written communication skills
• Ability to handle emotionally charged situations
• Basic understanding of educational curriculum and instructional methods
• Strong foundation in applied behavior analysis

Responsibilities

• Assess students’ functional behavior capabilities within the classroom and/or home environment to design/implement behavioral interventions.
• Design and interpret functional behavior analysis and multi-faceted behavior interventions.
• Use data to make informed decisions regarding student behaviors.
• Facilitate communication between students and/or parents with teachers and/or other personnel to develop and implement behavior plans and interventions, solving problems, and/or resolving conflicts.
• Intervene in occurrences of inappropriate behavior of students to assist students in modifying such behavior and developing successful interpersonal skills.
• Participate in various meetings (e.g., parent conferences, professional learning, site meetings, etc.) to receive and/or provide information and/or meet credential requirements.
• Prepare documentation (e.g., evaluations, observations, progress reports, contacts with parents, teachers, and outside professionals, etc.) to provide written support, develop recommendations, and/or convey information.
• Present information on various topics related to behavior management to communicate information to teachers, parents, students, etc.
• Research resources and methods (e.g., intervention and treatment techniques, behavior assessment tools and methods, community resources, etc.) to determine appropriate behavioral approaches for students’ specific needs.
• Understand the behavior characteristics typically associated with various school-age conditions (e.g., Autism, Emotional/Behavior Disorders, Traumatic Brain Injury, Intellectual Disabilities, etc.).
• Carry out other duties as assigned by the supervisor or other appropriate school personnel.

Work Environment / Physical Demands

The work environment characteristics are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions. The noise level in the work environment is usually moderate.

• Occasionally lift and/or move up to 25 pounds.
• Regularly required to talk and hear.
• Frequently required to walk, stand, and sit.

Schedule

190 days (10 months). Required to attend school meetings, programs, and activities outside the instructional day as mandated by the RCSS contract.