Job DetailsJob Location The Childrens Guild School of Prince Georges County - Chillum, MD Position Type Full Time Salary Range $23.41 - $34.01 Hourly DescriptionAbout Us The Children's Guild is a nonprofit organization serving children, families, and child-serving organizations. We are dedicated to transforming how America educates and cares for its children through education, behavioral health, national training, and consultation services. We are among the most experienced child-serving organizations in the Greater Baltimore and Washington region. Each year, the agency's continuum of care and hundreds of professional staff help thousands of youth and young adults and their families achieve excellence and success. We operate public charter and contract schools; special education schools; preschool; apprenticeships, and pre-career programs; therapeutic group homes; treatment foster care. The primary roles of the Behavior Specialist are to: 1) Support the Children's Guilds behavior motivation model and provide supervision, modeling and mentoring to staff executing the model; 2) Maintain regulatory compliance with all governing requirements and licensing agencies (COMAR, MSDE, OSSE); 3) Identify needs then develop and provide training experiences for school personnel including teachers, teaching assistants, therapeutic behavior aides, social workers, resource instructors and related service providers; 4) Provide direct supervision to resource instructors and therapeutic behavioral aides in compliance with regulations for identified students; 5) Work collaboratively with the schools IEP coordinator and student LEAs to assure standards of service delivery are aligned with requirements from each jurisdiction served and; 6) Serve as a behavioral resource to parents, community providers and the greater school community. Skills and Responsibilities:Key Result Area #1: Responding to Mindset in Behavior This KRA is successfully completed when the professional:
Demonstrates pro-active use of behavior management strategies that provide emotionally and physically safe spaces for students to regulate their behavior. Identifies alternate behaviors to be taught to the students that align with Individual Educational Plans and Behavioral Intervention Plans. Actively monitors and supervises interventions with physically aggressive or self injurious students for safety. Analyzes the therapeutic impact of interventions for students in distress. Facilitates case reviews/studies with therapeutic behavior aides regarding behavioral interventions. Develops replacement behaviors to meet the emotional and physical needs of children in distress. Assists staff with understanding the root cause of aberrant behaviors and effective interventions to reduce/eliminate these behaviors. Assures the methodology of practice aligns to the schools Positive Behavior Intervention Model. Assures the therapeutic focus is strength based to maximize academic performance. Utilizes continuous data collection and analysis to make decisions. Key Result Area #2: Management of Behavioral Services in the School This KRA is successfully completed when the professional:
Assures that parents, families and providers are contacted in a timely manner with information relevant to their student. Provides behavioral supervision to all therapeutic behavioral aides in a timely and effective way. Facilitates behavioral meetings. Facilitates case study review meetings. Assists in reviewing classroom management programs as part of an interdisciplinary team to include observation and team meetings, and provides direction to classroom staff regarding appropriate behavior management techniques. Offers parents the opportunity to work with the BCBA in developing a behavioral program for the home that aligns with the student's educational behavioral plan. Supervises data collection, data entry into School Wide Information System and completion of Student Intervention Reports. Assists with the development of FBA/BIPs and monitoring implementation. Participates in IEP meetings as requested. Key Result Area #3: Regulatory Compliance This KRA is successfully completed when the professional:
Aligns daily practice with COMAR regulations and District of Columbia/OSSE regulations. Develops and monitors systems to ensure that resource instructors and therapeutic behavior aides are following regulations and are compliant with all required notifications and documentation. Key Result Area #4: Training This KRA is successfully completed when the professional:
Provides staff have assistance and support in understanding the students FBA/BIP and the components of effective intervention plans. Participates in and graduates from the Childrens Guilds Pre-Service Training Program. Participates and/ or serves as instructor in The Childrens Guild College of Transformation Education and the schools weekly professional development activities. Assists in assessing programming for staff training needs. Participates in campus in-service trainings and agency in-service trainings. Provides in-class support for students with behavior management problems. Key Result Area #5: Professional Development This KRA is successfully completed when the professional
Maintains licensing and continuing education requirements. Key Result Area #6: Positive Student Intervention This KRA is successfully completed when the professional:
Executes PBIS throughout the school program. Integrates the Transformation Education philosophy into the behavioral practices of the school. Fully implements staff and student culture card meetings. Assures that behavior motivation practices incorporate PBIS, FBA/BIP strategies, all which include parent input. Monitors safety for potentially high-risk situations and aligns students FBA/BIP with the IEP goals and objectives. Key Result Area #9: Workplace Conditions This KRA is successfully completed when the professional:
Successfully completes of the Pre-service Training Program Successfully completes and demonstrates competency in training on the prescribed behavior management program. Assists team members in crisis intervention. Shared office space, e.g. team office. Attends evening meetings as requested. Completes all other duties as requested. Accountability This position is accountable to the Principal. This position supervises the resource instructors and therapeutic behavior aides in coordination with the Principal and/or Principals designee. Qualifications The qualifications of this position include the commitment and drive to develop the potential of others and the interpersonal skills necessary to do so. The successful candidate will also possess a value system that is consistent with the organizations philosophy and goals, demonstrate leadership skill, be mentally alert, physically healthy and possess the stamina needed to work with children in a dynamic environment. The professional in this position must also possess a desire to grow, learn and change, and to serve as a role model. This professional will work closely with both the behavioral resource instructors as well as the clinical team. This position requires significant knowledge and experience with behaviors associated with emotional disturbance and autism in children grades K-12. Academic Preparation and/or Experience: Must be eligible to achieve the Certification by the Behavior Analyst Certification Board (BCBA or BCBA-D) and/or a master's degree or higher from a behavioral analysis educational program that is accredited by the Behavior Analyst Certification Board or its successor organization. Physical Demands
- The physical demands 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.
- While performing the duties of this Job, the employee is frequently required to stand; walk; sit; reach with hands and arms; climb or balance; stoop, kneel, crouch, or crawl and talk or hear. The employee must frequently lift and/or move more than 50 pounds. Specific vision abilities required by this job include ability to adjust focus.
- All Guild employees are expected to demonstrate an awareness of, respect for, and attention to the diversity of the people with whom they interact (person served, personnel, families/caregivers, and other stakeholders) that are reflected in attitudes, organizational structure, policies, and services
EEOC Statement The Children's Guild provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristics protected by federal, state, or local laws. This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation, and training.