Behavior Coach

Richmond County School System; Augusta (GA); On-site; USD 52,000 - 67,000; Full time

Job summary

Richmond County School System seeks a Behavior Coach in the Special Education Department to support students with disabilities across schools. The position requires a bachelor’s degree (or higher) in Special Education, School Psychology, or Counseling, plus Georgia certification.

Exempt, 190-day schedule, reporting to the Coordinator, Behavior, with responsibilities across assessment, intervention design, data analysis, and collaboration with teachers and parents.

Qualifications

• Bachelor’s degree or higher in Special Education, School Psychology or Counseling, or equivalent experience and training.
• Meets Georgia state certification requirements in the appropriate field of education.
• Ability to understand and utilize behavior instruments, intervene in crisis situations, document contacts and interventions, interpret data, and communicate effectively.

Responsibilities

• Assess students’ functional behavior capabilities within the classroom and/or home environment to design/implement behavioral interventions.
• Demonstrate a strong foundation in applied behavior analysis.
• Design and interpret functional behavior analysis and multi-faceted behavior interventions. Uses 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.
• Possess excellent interpersonal skills, effective oral and written communication skills, the ability to handle emotionally charged situations, and a basic understanding of educational curriculum and instructional methods.
• 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.
• Presents information on various topics related to the area of professional expertise in behavior management to communicate information to teachers, parents, students, etc.
• Research resources and methods (i.e. 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.).
• The employee shall carry out such other and further duties, whether specifically listed above or not, as are assigned or required by such employee’s supervisor, other appropriate school personnel, law board policy administrative regulation, department handbook, as are reasonably necessary to the efficient operation of the school system and its mission.

Skills

Behavior instruments

Crisis intervention

Documentation

Data interpretation

Communication

Education

Bachelor’s degree or higher in Special Education, School Psychology or Counseling

Job description

Job Qualifications

Department or Location

Special Education Department

Position Type

Certified or Classified / Contracted

Job Title

Behavior Coach

FLSA Status

Exempt

Reports To

Coordinator, Behavior

Days Worked

190 Days (10 months)

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.

Skills: Must possess the skills to understand and utilize behavior instruments intervene in crisis situations, document contacts and interventions, interpret data, and communicate effectively.

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

Primary Duty

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.

Essential Duties And Responsibilities

• Assess students’ functional behavior capabilities within the classroom and/or home environment to design/implement behavioral interventions.
• Demonstrate a strong foundation in applied behavior analysis.
• Design and interpret functional behavior analysis and multi-faceted behavior interventions. Uses 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.
• Possess excellent interpersonal skills, effective oral and written communication skills, the ability to handle emotionally charged situations, and a basic understanding of educational curriculum and instructional methods.
• 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.
• Presents information on various topics related to the area of professional expertise in behavior management to communicate information to teachers, parents, students, etc.
• Research resources and methods (i.e. 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.).
• The employee shall carry out such other and further duties, whether specifically listed above or not, as are assigned or required by such employee’s supervisor, other appropriate school personnel, law board policy administrative regulation, department handbook, as are reasonably necessary to the efficient operation of the school system and its mission.

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.

The employee must occasionally lift and/or move up to 25 pounds. While performing the duties of this job, the employee is regularly required to talk and hear. The employee is frequently required to walk, stand, and sit.

SPECIAL REQUIREMENTS

Required to attend school meetings, programs, and activities outside the instructional day as mandated by the RCSS contract.