Coordinator, Pre-K Behavior Support/Intervention Position Available In Alamance, North Carolina

Coordinator, Pre-K Behavior Support/Intervention Alamance-Burlington Schools – 4.5

Burlington, NC Job Details Full-time Estimated:

$40K – $46K a year 2 days ago Qualifications Working with people with developmental disabilities Working with people with disabilities Mid-level Driver’s License Bachelor’s degree Full Job Description

POSITION TITLE

Coordinator, Pre-K Behavior Support/Intervention

SCHOOL/DEPARTMENT

Federal Programs

SALARY COOR FLSA STATUS

Exempt

REPORTS TO

Executive Director of Federal Programs

WORK WEEK SCHEDULE

Monday – Friday

WORK HOURS 40 NUMBER OF MONTHS PER YEAR 12 POSITION PURPOSE

Under limited supervision, performs a variety of tasks which support Alamance-Burlington Schools’ Pre-Kindergarten Program with a focus on establishing specific behavior management programs and appropriate social/emotional intervention supports for students while assisting classroom teachers with implementation strategies as needed.

KNOWLEDGE, SKILLS, AND ABILITIES

Ability to work independently and efficiently, including the ability to research and gather information from varied sources Working knowledge and proficient level of experience with local, state, and federal Early Childhood programs Ability to learn, interpret, and explain departmental and systems procedures and policies Knowledge of the developmental disabilities/social emotional development of children from birth to five Skill in working with adults on behalf of children with special needs (developmental, social/emotional, academic) Experience implementing effective and evidence-based strategies to work with young children with social/emotional concerns Ability to communicate effectively Ability to lead and perform at a high level, as a team player, in a team environment Ability to relate well to diverse groups of people Strong organizational and problem-solving skills Ability to prioritize and manage multiple tasks in a fast-paced environment Ability to remain calm and professional in an environment with shifting priorities

QUALIFICATIONS, EDUCATION, TRAINING, AND EXPERIENCE

Bachelor’s Degree and Early childhood experience required Birth-Kindergarten and/or EC license preferred Must possess a valid driver’s license issued by the NC Department of Motor Vehicles

ESSENTIAL DUTIES AND RESPONSIBILITIES

Behavior and Social Emotional Support Provide support and intervention strategies on two levels (specific child and classroom) to assess and address needs of identified children who do not currently have an IEP or receive exceptional children services Through student observation(s) identify attitudes, beliefs, practices and conditions that may be undermining quality relationships between teachers and children; and assist with making changes to practices and/or policies to the benefit of all of the children and adults in the setting Assist in the development, implementation, and monitoring of behavioral plans, programs, assessments, and analysis of data that will promote positive classroom experiences for PreK students Provide hands-on support to classroom staff Keep a written log of behavioral interventions / strategies / teaching tools used in the classroom Assist with Early Childhood Behavioral Engagement and Developmental Needs Report as needed Conduct and support classroom teachers with administering the Ages and Stages Questionnaire (ASQ) as needed Provide direct services to teachers through observations and coaching sessions for the development of adaptive skills and replacement of undesirable student behaviors Identify trends of behaviors that negatively impact classroom instruction Develop and modify Functional Behavior Assessments and Behavior Intervention Plans as necessary Provide consultation to PreK staff on individual behavior strategies, classroom management techniques, and behavior supports Collaborate and communicate effectively with students, family members, school personnel, community resources, and natural supports Assist with student placements based on information obtained from the Ages and Stages Questionnaires (ASQ) Professional Development Align professional development plan with instructional and programming needs Coordinate professional development for PreK teachers and teacher assistants with a focus on the NC Preschool Pyramid Model and/or other research-based positive social/emotional classroom intervention strategies Collaborate with external agencies to provide training opportunities Perform various tasks and projects as determined by the Executive Director of Federal Programs