Behavior Facilitator - Elementary

Young World Physical Education

South Burlington (VT)

On-site

USD 28,213 - 30,665

Full time

14 days+

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Benefits offered by this job

Supportive colleagues and leadership

Professional growth and advancement

Strong commitment to diversity, equity, and inclusion

Job summary

Young World Physical Education is hiring a Behavior Facilitator in South Burlington, Vermont. This full-time position focuses on assisting students with behavioral management, collaborating with school staff, and maintaining important records. Candidates should have a Bachelor’s Degree, experience in educational settings, and relevant certifications like CPI and CPR.

The role involves mentorship and active participation in initiatives aimed at fostering a positive school environment.

Qualifications

Bachelor’s degree in education, psychology, social work, or related field preferred.
At least one year of successful experience in a school setting or with at-risk students.
Crisis Prevention Intervention (CPI) and CPR certifications required.

Responsibilities

Assist in the development and implementation of effective student behavioral management plans.
Work as a team member with administration and teachers to foster positive student relationships.
Monitor student behaviors and maintain records for assigned students.

Skills

Behavioral intervention strategies

Communication strategies

Team collaboration

Crisis management techniques

Education

Bachelor’s Degree in education or related field

Associate's Degree or sixty college credits

Tools

Microsoft Office

Job description

Job Title

Behavior Facilitator

Location

District Assigned School

Job Group

Support Staff

Reports To

Principal

Summary

Under the direction of the Principal/designee, assists in the development and implementation of an effective student behavioral management plan. Serves as a primary facilitator for the school-wide safety and discipline system. Maintains student records, serves as a home‑school liaison, and assists with special assignments.

Essential Duties and Responsibilities

1. Works as a team member with administration, teachers, psychologists, counselors, and others to cultivate positive, appropriate relationships with students in order to establish behavior modifications enabling student learning successes.

Serves as a standing member of the Child Advocacy Team (CAT), Positive Behavior Intervention and Supports (PBIS) team and the Crisis Response Team (CRT). May also serve on Evaluation and Planning Teams, as needed.
Mentors individual and small groups of students.
Coordinates special student programs such as the “bus buddy” system, school community initiatives for food drives, holiday gift‑giving, procuring funds for clothing and eyeglasses, and other programs.
Addresses student‑related bus issues including, but not limited to scheduling issues, misbehavior, and parent/guardian concerns.
Collaborates with administration, teachers, psychologists, and support staff in assisting students with disruptive behaviors, writing behavior plans, lending classroom support, active meeting participation concerning behavioral issues, and maintaining communication with parents/guardians.

2. Monitors all aspects of student behaviors; conducts task analysis, data collection, and maintains records and data sheets for assigned students as required.

Implements student behavior objectives in various settings such as, but not limited to: lunchrooms, classrooms, playgrounds, individual settings, community forums, and educational trips outside the classroom. Assists in the oversight of recess and lunchroom monitors.
Assesses crisis situations and defuses situations using conflict resolution and crisis management techniques.

3. Maintains confidential student data and records and coordinates information flow to school staff as appropriate.

a. Updates and keeps current data held in the Student Information System(s).

b. Coordinates transitions with sending and receiving schools, including FHT Middle School.

c. Appropriately disseminates information to school staff regarding new students.

4. Remains current on district programs, procedures, trainings, and best practices in the profession; may be required to attend training in or out of district.

5. May perform other duties as assigned.

Education and/or Experience

• Bachelor’s Degree in education, psychology, social work, or similar discipline preferred. A minimum of an Associate’s Degree or sixty (60) or more college level credits is required. One or more years of successful experience in a school setting or work with at‑risk students or students who demonstrate disruptive behaviors. Training in Positive Behavior Interventions and Supports (PBIS) is highly desirable. Demonstrated knowledge of disabilities, laws, teaching principles and methods, and instructional programming is helpful.

Certifications

Crisis Prevention Intervention (CPI), Cardiopulmonary Resuscitation (CPR), and First Aid certification is required. Completion of Behavior Facilitator/Interventionist training coursework within six months of employment is expected.

Other Skills and Abilities

Demonstrated knowledge in appropriate behavioral intervention strategies, instructional strategies, developmental learning, communication strategies, use of age appropriate materials and specialized instructional techniques (vocational skills, social skills, speech‑language skills). Knowledge of learning disabilities, cognitive impairments, autism spectrum disorders, communication impairments. Knowledge of special education teaching methods, theories, and laws. Good understanding of standard classroom operations and teaching methods; good ability to establish and maintain effective working relationships with others. Ability to communicate clearly and concisely both in oral and written form, and demonstrated active listening and advocacy skills. Ability to plan, organize, and manage time effectively. Ability to perform duties with awareness of all District requirements and Board policies. Knowledgeable of Microsoft office products, internet and email systems, and mastery of the subject matter being taught.

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