JOB SUMMARY
Supports each child's instructional program by managing and supporting appropriate classroom behavior of individuals and groups of students in order for students to be successful in the classroom/general education environment. Serves on the school team under the direction of each School Performance Director and the school Administrator. Assists with the implementation of crisis management for any student in the school setting. Assists staff to employ crisis intervention strategies within the classroom/school setting through job embedded training and direct support to students.

ESSENTIAL DUTIES/RESPONSIBILITIES

• Observes students in their classrooms and other activities to coordinate intervention strategies with school based staff and school community. Facilitates the management of students experiencing emotional crisis including development of behavioral intervention plans.
• Determines/implements appropriate interventions for redirecting behaviorally acting-out children which immediately protects children/staff.
• Implements/documents the established behavioral management system and institutes a repertoire of logical and natural consequences for inappropriate behavior.
• Provides debriefing with child/staff following a crisis and subsequent development of appropriate coping behaviors for the prevention of future crises.
• Assists students in regaining behavioral/emotional control and returning them to their class as soon as they are ready.
• Communicates with regular school-based staff on the status and needs of individual students.
• Provides short-term counseling; identifying and applying a variety of intervention procedures to assist students to change inappropriate behavior.
• Establishes and monitors an effective method of data collection and documentation of student behavior.
• Implements crisis/prevention interventions, employing therapeutic restraint as a last resort if a student exhibits behavior dangerous to self or others.
• Designs and conducts in-service training to the professional and support staff (teachers, instructional assistants, therapists, and transportation personnel). Keeps current on effective behavior management programs and strategies.
• Performs other related duties as assigned within the same classification or lower.

MINIMUM QUALIFICATIONS
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Education

• Associate's Degree in education, psychology, social work, or related field of education from a regionally accredited college or university required;
• Or an equivalent combination of education and experience which provides the required knowledge, skills, and abilities deemed sufficient to prepare the employee to successfully perform the duties of the position.

Experience

• One (1) year experience participating in or planning and conducting in-service training programs required.
• Demonstrated experience to participate as an effective, contributing member of a school team preferred.

Knowledge, Skills, Abilities and Other Characteristics

• Knowledge of strategies, techniques, and processes involved in crisis intervention strategies/debriefing.
• Excellent communication and human relations skills to relate effectively with challenging students and with professional colleagues.
• Knowledge of strategies and techniques for de-escalating verbally and physically aggressive children.
• Job requires direct in-person provision of service, therefore punctual, regular and predictable attendance is essential.
• Demonstrated ability to effectively work and communicate with diverse populations.
• Demonstrated proficiency with business technology applications (e.g. Video/Web Conferencing, Microsoft Office Suite -Word, Excel, Outlook, and/or PowerPoint preferred).

Licenses and Certifications
Employee must retain active licenses, certifications, and enrollment as a condition of employment.

• Hold or be eligible for Crisis Prevention Intervention (CPI) Certification issued by AACPS/Crisis Prevention Institute (CPI) preferred.
• Hold or be eligible for Educator Certification: Professional Certificate appropriate to the assigned teaching content area issued by Maryland State Department of Education (MSDE) preferred.
• Hold or be eligible for School Psychologist Certification issued by Maryland State Department of Education (MSDE) preferred.
• Hold or be eligible for School Social Worker Certification issued by Maryland State Department of Education (MSDE) preferred.

Driving Requirements

• N/A

CAREER LADDER REQUIREMENTS

Qualification Requirements for Employment in Higher Grade as a New Hire or Transfer requires:

• Two (2) additional years successful experience required.
• Achievement of Crisis Prevention Intervention (CPI) Certification required.

Eligibility for Consideration for Advancement from Lower Grade to Higher Grade requires:

• Two (2) years continuous successful experience in the position at the Lower Grade level.
• Mastery of all responsibilities and duties of the position.
• Evidence of completion of additional training that may be recommended by supervisor and/or participation in approved professional development programs or courses, approved in advance by the supervisor. Successful completion of a minimum of one professional development within the last two years is required. Successful completion of job specific professional developments identified on the job description, performance evaluations and/or the supervisor’s documented recommendation are required.
• Achievement of identified goals as they relate to the needs of the district and as established by the supervisor.
• Consistent maintenance of an effective and orderly work environment.
• Consistent compliance with general office procedures such as standards contained in the AACPS Employee Handbook; demonstration of discretion and excellent customer service; regular and punctual attendance; and building dress code, including wearing AACPS ID badge.
• Above Satisfactory overall job performance for the two most recent consecutive years of Performance Ratings.
• Letter of Recommendation written by the supervisor.

Additional Requirements for Advancement from Lower Grade to Higher Grade requires:

• Achievement of Crisis Prevention Intervention (CPI) Certification required.

LEADERSHIP ROLE

• N/A

PHYSICAL DEMANDS/WORKING CONDITIONS
The physical demands and working conditions described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Physical Demands

• Standing: between 1/3 and 2/3 percent of the time
• Walking: between 1/3 and 2/3 percent of the time
• Sitting: between 1/3 and 2/3 percent of the time
• Keyboarding: between 1/3 and 2/3 percent of the time
• Talking: between 1/3 and 2/3 percent of the time
• Hearing: between 1/3 and 2/3 percent of the time
• As required by the duties and responsibilities of the position.

Vision
The vision demands with correction described here are representative of those that must be met to successfully perform the essential functions of this job.

• No special vision requirements

Work Environment
Location

• Office, school or similar indoor environment: over 2/3 percent of the time
• Outdoor environment: over 2/3 percent of the time

Noise Level

• Moderate: between 1/3 and 2/3 percent of the time

Weight & Force
Lifting and carrying requirements

• None:

Travel Requirements

• N/A

JOB INFORMATION

ORGANIZATION

HR JOB INFORMATION

VR# 24031