Behavior Interventionist Teacher

Muscatine Community School District•Muscatine, IA

9h•Onsite

About The Position

Assist in the creation and development of the District’s infrastructure around Social, Emotional, and Behavioral Health (SEBH). This role involves supporting teachers in data collection on student interventions, building teacher capacity in SEBH best practices, and providing guidance for implementing research-based interventions. The position also includes coordinating student services, analyzing intervention effectiveness, and training staff on behavior techniques. Home visits are a part of the role, as is serving as a building representative for SEBH infrastructure development. The Behavior Interventionist Teacher will attend weekly student support team meetings, assist with student transitions, and collaborate with the SEBH Coach. A key responsibility is articulating and aligning district standards around SEBH, prioritizing PK-6 to ensure a PK-12 curriculum aligned with the Iowa Core. The role involves planning and leading learning opportunities to improve SEBH instruction based on district data, supporting MTSS implementation of universal SEBH practices (Tier 1), and working to build and deepen a positive school climate and culture through training on emotional and social competencies. This includes training on understanding and managing emotions, setting and achieving goals, empathy, positive relationships, acknowledging student voice, and making responsible decisions, all centered around the five core competencies: Self-Awareness, Self-Management, Social Awareness, Relationship Skills, and Responsible Decision-Making.

Requirements

Must hold Iowa teaching licensure.
Excellent oral and written communication.
Instructional/Presentations skills.
Knowledge of students’ needs.
Able to work well with students, teachers, counselor, parents and other job-related persons.
Ability to work within the job description with independence and to make judgments and decisions.
Operation of a personal computer that is linked to a network to access/enter student data and receive/send email.
Knowledgeable on ABA (Applied Behavior Analysis) best practices.
Employee must be capable of performing essential functions of the job including home visits with or without reasonable accommodations.
The employee must be physically capable of restraining an individual, from a standing position, of up to 110 lbs. in weight through non-violent crisis intervention.
The employee must also be capable of executing a “take-down” restraint on an individual, from a standing position, of up to 110 lbs. in weight.
The employee must be able to kneel and squat for minutes at a time, crouch and bend forward multiple times, as well as reach above the head and forward up to 24 inches and on occasion up to 36 inches.
The employee continuously uses hand strength to grasp items.
The employee will frequently bend or twist at the neck and trunk more than the average person while performing the duties of this job.
The employee must occasionally lift/carry up to 55 lbs.
The employee will sometimes push/pull items such as tables and carts.
Specific vision abilities required by this job include close vision, color vision and the ability to adjust focus while supervising students and working with computers, written materials, reports, assessment data, etc.

Responsibilities

Support teachers in collecting data on student interventions.
Build capacity of teachers around SEBH best practices.
Provide guidance for implementing research based interventions.
Coordinate alignment of student services.
Support analyzing interventions to determine effectiveness.
Provide training for teachers/staff to apply and monitor research based behavior techniques effectively.
Conduct home visits.
Serve as a building representative in building the district infrastructure around SEBH.
Attend weekly student support team meetings.
Assist with student transition.
Collaborate with SEBH Coach (TLC).
Articulate, align and unpack district standards around SEBH prioritizing PK-6 to ensure a PK-12 guaranteed and viable curriculum aligned with the Iowa Core.
Plan, design, and lead ongoing learning opportunities to improve instruction for SEBH based on district data.
Support MTSS in implementation and development of universal SEBH practices (Tier 1).
Work to support the process by which kids and adults develop fundamental emotional and social competencies and experiences.
Work to build and deepen a positive school climate and culture by training on how to understand and manage emotions, set and achieve positive goals, feeling and showing empathy for others, establishing and maintaining positive relationships, acknowledge student voice, and making responsible decisions.
Work centered around the five core competencies: Self-Awareness, Self-Management, Social Awareness, Relationship Skills, and Responsible Decision Knowledge.