Behavior Counselor - Wilby

Waterbury Public Schools; Waterbury (CT); Presencial; USD 30.000 - 40.000; Jornada completa

Descripción de la vacante

Waterbury Public Schools is seeking a Behavior Counselor to support students in the High School setting. The role focuses on behavioral resources, PBIS/SRBI implementation, and data-driven interventions to improve behavior and academics.

Responsibilities include de-escalation, collaboration with staff and families, and maintaining accurate reports while participating in interdisciplinary teams and peer support initiatives.

Formación

• Five (5) years working with behavioral resources and intervention of adolescents in a high school environment.
• Certification in Physical Management Training procedures.
• Knowledge of PBIS/SRBI and IDEA related interventions.
• Ability to collect and analyze behavior data for truancy plans.

Responsabilidades

• Addresses negative student behaviors and assists students with altering their behavior.
• Assists in implementing behavioral education plans.
• Collaborates with building administrator for early intervention and de-escalation.
• Maintains logs and prepares timely reports on incidents and progress.
• Provides behavioral resources and intervention services to students.

Conocimientos

PBIS knowledge

De-escalation

Interpersonal skills

Data collection

Educación

Associate's Degree in education/behavioral science

Certification in Physical Management Training

Herramientas

Motor Vehicle Class D license

Descripción del empleo

Reports To

Receives general direction from a Principal or other administrative official of a higher grade.

Waterbury Public Schools

Job Classification Description

JOB CLASSIFICATION TITLE:

Behavior Counselor

Department

Student Support Services

Incumbent Name

Grant Funded

Bargaining Unit Classification

Non-Union*

Reports To

Receives general direction from a Principal or other administrative official of a higher grade.

Flsa Designation

Non-Exempt. 10 months; 35 hours per week

$21.72-$28.77 per hour. Note: This is a union, grant funded position that exists as long as grant funds are available.

Part i - Summary Of Classification

This class is accountable for providing behavioral resources and intervention programs.

Guidelines for Class Use:

This job classification focuses on responding to repeated Level 1 Behaviors and Level 2 Behaviors and on implementing a positive behavior management system in order to improve student behavior and enhance academic skills. The management of the behavior system includes, but is not limited to, collecting and tracking data pertaining to students and school wide patterns, training staff in de-escalation strategies, implementation of positive behavior plans/climate plans and general climate improvement.

Part Ii - Minimum Knowledge, Skills And Abilities

• EDUCATION AND EXPERIENCE:

General Experience

Five (5) years working with behavioral resources and intervention of adolescents in a high school environment.

Special Requirement

Certification in Physical Management Training procedures.

Substitutions Allowed

• An Associate's Degree from an accredited college or university in education, behavioral science, human services, psychology, or closely related field may be substituted for two (2) years of the General Experience.
• College training in education, behavioral science, human services, psychology or closely related field may be substituted for the General Experience on the basis of fifteen (15) semester hours equaling one half (1/2) year of experience to a maximum of four (4) years for a Bachelor's degree.
• CREDENTIALS:
• LICENSURES, CERTIFICATIONS AND OTHER REQUIREMENTS:

Incumbents in this class may be required to possess and retain a current Motor Vehicle Class D Driver's License.

• CONTINUING EDUCATION REQUIREMENTS:
• KNOWLEDGE, SKILLS AND ABILITIES:
• Knowledge of applicable local, state, and federal rules, regulations and laws;
• Knowledge of behavioral modification strategies;
• Knowledge of biological, cognitive and social-emotional development of adolescents stages;
• Knowledge of child development;
• Knowledge of current best practices, laws, including due process and Individuals with Disabilities Education Act (IDEA), and interventions regarding the education of special needs students;
• Knowledge of educational philosophy, teaching methods and approaches, and currently researched best practices and strategies;
• Knowledge of educational testing;
• Knowledge of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Interventions (SRBI);
• Knowledge of puberty, cognition, morality, identity, relationships, school, work and culture of adolescents;
• Knowledge of relevant Board of Education policies and District administrative procedures;
• Knowledge of specific disabilities and familiarity with common children's mental health disorders, as well as specific strategies/interventions to use in the classroom or other school setting;
• Considerable interpersonal skills;
• Critical thinking and problem solving skills;
• Excellent organizational skills;
• Oral and written communications skills;
• Skill in interpersonal relations, especially regarding working as a member of a team;
• Ability to apply the principles of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Intervention (SRBI);
• Ability to express ideas clearly;
• Ability to engage youth;
• Ability to facilitate group interaction;
• Ability to mediate and resolve conflict;
• Ability to utilize computer software;
• Ability to utilize relevant assessment tools, and integrate the results of the assessments into the District truancy plan;
• Ability to work with individuals from diverse backgrounds.

Part Iii - Position Supervises

May provide work direction to paraprofessionals.

Part Iv - Essential Functions

The following identifies the primary and essential functions of the position and is not intended to be an exhaustive listing of all duties.

• Addresses negative student behaviors and assists students with altering their behavior;
• Assists in implementing behavioral education plans;
• Assists students in participating in general school activities and is responsible for safety and personal conduct of students;
• Collaborates and coordinates with the building administrator the early intervention of behavioral issues and de-escalation of students in crisis;
• Communicates policies and protocols to families and staff;
• Encourages the improvement in student attitude and behavior, school atmosphere, academic performance and personal growth;
• Explores ways to engage students to effect positive attitudes and control on behavior;
• Facilitates in obtaining resources related to the flow of students removed from the class or school;
• Implements the Safe School and Positive Climate Handbook;
• Incorporates Positive Behavioral Interventions and Supports (PBIS) standards and framework into classroom and individual behavioral management strategies and recommendations;
• Instills collective values and encourages behavior that is acceptable for the classroom and school environment;
• Maintains logs and prepares timely accurate reports regarding incidents and progress to adjust behaviors;
• Participates as a member of the school's interdisciplinary team;
• Promotes and facilitates peer support groups;
• Provides behavioral resources and intervention services to students;
• Provides students with strategies and skills to meet expected behavioral and academic requirements;
• Reviews and reports on referrals, bullying and other data;
• Reviews and responds to Level 1 and Level 2 referrals;
• Serves as a first responder to assist staff members with students' negative behaviors;
• Uses disciplinary action to stimulate an opportunity to reflect and learn about consequences;
• Works closely with all constituents to correct discipline problems as they occur;
• Works with school staff and parent or guardian of student;
• Performs related duties as required.

PART V - Working Conditions, Physical And Mental Requirements

Employees appointed to positions in this class must have adequate physical strength, stamina, physical agility and visual and auditory acuity and must maintain such physical fitness as to be able to perform the duties of the class. Incumbents in this class may be exposed to some risk of injury from assaultive or abusive students. A physical examination may be required.

Frequency: Place an "X" in each box that is appropriate to your job.

NEVER (N) OCCASIONALLY (O) FREQUENTLY (F) CONSTANTLY (C)0 % of Shift1-33% of Shift34-66% of Shift67-100% of Shift

Working Conditions N O F C Working Conditions N O F C Physical Demands Depth PerceptionX StandingX Color DistinctionX WalkingX Peripheral VisionX SittingX DrivingX LiftingX Physical Strength: CarryingX Little Physical Effort (-10 lbs.) X PushingX Light Work (-20 lbs.) X PullingX Medium Work (20-50 lbs.) X ClimbingX Heavy Work (50-100 lbs.) X BalancingX Very Heavy Work (100+ lbs.) X StoopingX Environmental Conditions KneelingX Cold (50 degrees F or less) X CrouchingX Heat (90 degrees F or more) X CrawlingX Temperature ChangesX ReachingX WetnessX HandlingX Humidity X GraspingX Extreme Noise or VibrationX TwistingX Exposure to ChemicalsX FeelingX Exposure to Gases and FumesX TalkingX Exposure to Unpleasant OdorsX HearingX Exposure to bodily fluidsX Repetitive MotionX Exposure to dampnessX Hand/Eye/Foot CoordinationX Confinement to Small or Restricting AreaX Visual Acuity/NearX Mechanical HazardsX Visual Acuity/FarX Physical danger or abuseX

Waterbury Public Schools is an Equal Opportunity Employer. In compliance with the Americans with Disabilities Act, the District will provide reasonable accommodations to qualified individuals with disabilities and encourage both prospective and current employees to discuss potential accommodations with the District when necessary.