The job of Behavior and Educational Support Specialist is done for the purpose/s of observing and documenting students' progress and/or behavior, implementing and creating plans for instruction of academics, SEL, and enrichments; monitoring student behavior during classroom and non-classroom time; and providing information/documentation to teachers and staff.
Puget Sound Educational Service District seeks a skilled Behavior & Education Support Specialist to provide educational and behavioral support for severely behaviorally challenged youth attending the ReLife School in Puyallup, Washington. ReLife School offers a full continuum of multidisciplinary services based on student strengths and needs to King and Pierce County districts and Bainbridge Island. Instruction is delivered to students in grades 2 through 12 in a site-based model focused on academics with a strong social emotional component incorporated. The program encourages active parent and community involvement to serve the whole child. The mission of ReLife is “Meeting academic and behavioral needs, one student at a time.”
Open until filled; for best consideration, submit complete application by Sunday, April 14, 2024.
This job reports to assigned Administrator.
Essential Functions
- Assists with classroom organization and programming for the purpose of preparing supplemental teaching materials and/or keeping classroom clean and orderly.
- Confers with teachers or program staff for the purpose of assisting in evaluating students' progress and/or implementing students' objectives.
- Embodies the principles and practices that form our culture and commitment to becoming an Antiracist Multicultural Organization for the purpose of meeting the Agency’s End: Success for Each Child and Eliminating the Opportunity Gap by Leading with Racial Equity.
- Evaluates situations for the purpose of assessing student behavior and taking appropriate action to maintain safety.
- Implements behavioral or intervention plans under the direction of teachers and program leads for the purpose of initiating crisis intervention and providing services in conformance with established regulations.
- Maintains a variety of manual and electronic documents, files and records documenting students' daily activities (e.g., total daily student point sheets, hourly activities, etc.) for the purpose of providing up-to-date written reference and audit trail.
- Models appropriate behavior and interactions with students and staff for the purpose of demonstrating appropriate behavior.
- Monitors and supports students in a variety of educational or vocational settings for the purpose of ensuring the safety and welfare of students and/or providing follow-up instruction.
- Oversees a variety of academic and enrichment opportunities for the purpose of promoting academic progress and credit completion while providing mental, emotional, and physical progress and growth.
- Provides direct instructional services to students under the supervision of a certificated staff member for the purpose of implementing IEP goals and/or remediating student deficiencies.
JOB-SPECIFIC COMPETENCIES
ABILITY TO CHANGE: Exhibits the ability to change and adapt. Contributes to change efforts in a creative and positive manner.
ACCOUNTABILITY: Takes responsibility and ownership for successfully accomplishing work and Agency objectives, and delivering results. Sets high standards of shared performance for self and others.
BOUNDARY SETTING: Maintains professional relationships between self and others by establishing parameters regarding interpersonal interactions. Engages in discussions about work constraints while maintaining positive relationships.
PERSONAL SAFETY: Aware of surroundings and knowledge of potential safety risks in the workplace – schools, district facilities, community settings, or student homes. Mitigates safety risks by adhering to Agency policies and procedures.
TEAMWORK: Works collaboratively with others to achieve shared goals and make decisions.
ANTIRACIST LEADERSHIP COMPETENCIES
CULTURAL PROFICIENCY: Articulates and applies historical context of racism and understands the current reality of students and communities of color in order to support racial equity. Actively demonstrates a commitment to supporting equity and inclusion, and serves as an advocate with colleagues, partners, and communities to meet the Agency's End and goal of becoming an Antiracist Multicultural Organization in support of eliminating the opportunity gap.
RACIAL EQUITY ADVOCATE: Recognizes, supports, and engages in dismantling institutional racism. Partners with and is accountable to those with whom we are in a transformational relationship, including children, families, and communities of color.
RACIAL EQUITY MINDSET: Demonstrates awareness of biases, internalized racial superiority and oppression. Leads with a racial equity lens and actively uses the racial equity tool in meaningful ways.
TRANSFORMATIONAL VALUES: Contributes to valuable and positive, antiracist transformation in individuals, organizations, and social systems in an effort to actively progress across the antiracist multicultural institution continuum. Is able to foster a sense of community and shared purpose via collaboration and cooperation with others inside and outside PSESD. Embodies the principles and practices that form the Agency’s culture. Operates from an abundance mentality that recognizes opportunities, and is optimistic and realistic about the future.
Minimum Requirements
- High school diploma, GED, or its equivalent and a qualifying score of 461 on the Education Testing Service ParaPro Assessment; or:
- an Associate Degree or higher from an accredited college or university; or
- seventy-two (72) or forty-eight (48) semester credits at the one hundred level or higher at an accredited college or university; or
- completed an apprenticeship as a paraeducator in a program registered with the Washington State Apprenticeship and Training Council.
Experience working with youth in a mental health private, university, and/or special education setting.Experience providing support to emotionally/behaviorally challenged students in a self-contained classroom (direct experience) and/or in a resource room (indirect experience).Experience with de-escalation techniques.Experience supporting teacher in delivering lessons, or in planning and delivering content-specific instruction.
#J-18808-Ljbffr
