|Job Title: ||COORD – POSITIVE BEHAVIOR SUPT ||Revision Date: ||07.18.19 |
|Job Code: ||82651 ||FLSA: ||Exempt |
|Salary Plan: ||CERTIFICATED ADMINISTRATIVE ||Revised By: ||Kyla Krengel, Tie Hodack |
|Pay Grade: ||MA ||Comp Reviewed By: ||Cheryl Winters |
|EEO Category: ||Other Professional Staff ||EEO Code: ||512 |
|Funding Source: |
Federal (1) Primarily works at Bransford Office Campus
|Duration; # of months || |
Job Summary (2-3 sentences describing job purpose): At the District level, guide and coordinate efforts and resources to support schools to achieve goals related to SEL, PBIs, Restorative Practices, Behavioral support and trauma informed practices.
Reports to: Director
Department Name: Student Support/Exceptional Education
Primary Job Duties/Responsibilities:
List, in the order of importance or time spent, the essential duties/tasks performed by the position. This is not an exhaustive list and employees may be assigned additional duties by management as required. Regular and reliable attendance is an expectation of the job.
|Job Duty/Resp. 1: ||Support collaboration and integration of work that will more effectively support schools in decreasing disproportionality in the area of SEL, PBIs, Restorative, Behavior support and trauma informed practices. Effectively serve on both student support and exceptional education behavior and SEL teams to increase opportunity for integrated work. |
|Job Duty/Resp. 2: ||Develop PBIS strategic plan that includes scope of Tier 1 systems and structures, Tier II, Tier III and Special education intervention in the area of behavior. This includes effective means of data collection, resources, action steps for implementation and forms to help track the PBIS supports that are offered at the district and school level. . |
|Job Duty/Resp. 3: ||Organize and Lead district PBIS trainings and program implementation. Manage MOU and contracts with partners as well as maintain relationships with TDOE. |
|Job Duty/Resp. 4: ||Serve on the district’s Threat Assessment Leadership and Response Team. |
|Job Duty/Resp. 5: ||Build capacity of other departments/divisions and school to improve implementation of positive behavioral support. This includes: School Psychology, Counselors, Social Workers, SEL coaches, building leaders and behavior leads in school through MTSS support structures. |
|Job Duty/Resp. 6: ||Work collaboratively with others to build school level and interdepartmental capacity on implicit and explicit bias. |
|Job Duty/Resp. 7: || Provide transparent data and reports to help identify gaps and design specific plans interdepartmentally that will allow for more effective implementation of MTSS. |
|Job Duty/Resp. 8: ||Collaborate and work with other trainings to Facilitate Mental Health First Aid trainings by quadrant. |
|Job Duty/Resp. 9: ||Effectively serve as a member of the Exceptional Education Behavior team and work to increase collaboration between all teams that support the area of behavior. |
Education and Experience Requirements
Education (training/degree): Required minimum: Master’s Degree, Preferred: Administration Licensure
Experience Requirements: Experience with leading and supporting: Positive Behavior Support in school or district level. Understanding of SEL, restorative, trauma informed practices, mental health first aide, implicit and explicit bias.
Licenses, Certifications or Registrations Required: TN Administration Licensure; Certified- Teaching, School Psychology, Social Work, Counseling
Skills Required: Collaborative approach in working with others
Level 4: Mentors others by advising, counseling, or guiding them regarding problems that may be resolved by scientific or other professional principles.
Level 1: Requires minimum responsibility for only small quantities of low cost items or supplies where opportunities for achieving economies or preventing loss are negligible.
Level 2: Uses addition, subtraction, multiplication, and division; may compute ratios, rates, and percentages.
Level 5: Reads professional publications; composes complex reports and manuals; speaks formally to small groups within and outside the organization.
Complexity of Work:
Level 5: Performs coordinating work involving guidelines and rules with constant problem solving; requires continuous, close attention for accurate results or frequent exposure to unusual pressure.
Impact of Decisions:
Level 3: Makes decisions with moderate impact - affects those in work unit.
Equipment Usage (if applicable):
Safety of Others:
Level 2: Requires some responsibility for safety and health of others and/or for occasional enforcement of the standards of public safety or health.
ADA Requirements/Compliance Physical Demands:
Level 2: Requires sedentary work involving standing or walking for brief periods, exerting up to 10 pounds of force on a regular basis; and some dexterity in operating machines, tools, or office equipment.
Additional requirements: Click here to enter text.
Level 1: The position is exposed to no unusual environmental hazards
Level 1: The position requires normal visual acuity and field of vision, hearing, and speaking.
Metropolitan Nashville Public Schools is an Equal Opportunity Employer. ADA requires MNPS to provide adequate accommodations to qualified persons with disabilities. Prospective and current employees are encouraged to discuss ADA accommodations with management.