Social and Emotional Learning and Behavior Specialist

Purpose Statement:

The job of the Social and Emotional Learning and Behavior Specialist is done for the purpose of developing the skills
of students experiencing emotional and behavioral disabilities in order to achieve success in academics, social-
emotional learning, interpersonal relationships, activities of daily living, and communication.
This is done through facilitating the development and implementation of functional behavior assessments/behavior
interventions plans and crisis plans for identified students, and providing individual and group social and emotional
skill-building to students utilizing research based methodologies and approved district curricula.
This job reports to Principal or Program Administrator

Essential Functions

• Demonstrates and supports a culture of diversity, equity, and inclusion.
• Utilizes a Trauma-Informed approach to support students experiencing emotional and behavioral disabilities.
• Facilitates and coaches teams through the development and implementation of functional behavior assessments/behavior interventions plans and crisis plans for identified students.
• Provides social and emotional support and skill-building to students using evidence-based tools and approaches.
• Provides behavior interventions and supports to students experiencing emotional and behavioral disabilities utilizing research based methodologies and approved district curricula.
• Collaborates with school personnel to support the implementation of research based methods of classroom management and behavioral strategies.
• Collects and summarizes behavioral data.
• Assists with student crisis intervention.
• Collaborates with school, district, agencies, and parents/guardians for the purpose of improving student outcomes, developing solutions, and planning instruction based on student needs.
• Collaborates with Behavior Program teachers to develop group or individual behavior management programs as needed.
• Collaborates with program teachers and instructional assistants for the purpose of providing an effective, trauma-informed school program and addressing the needs of individual students.
• Participates in a variety of meetings (e.g. IEP’s, Team meetings, Step-Up Plans, Wrap Services, etc.) for the purpose of conveying and or gathering information to perform functions.

Other Functions and Responsibilities
Performs other related duties, as assigned, for the purpose of ensuring the efficient and effective functioning of the
work unit.

Job Requirements: Minimum Qualifications

• Three years of successful experience providing direct services to students, and consultation and collaboration with staff and families/caregivers.
• Asset - Bilingual (Spanish and English)

Knowledge and Abilities

• Knowledge of the impact of trauma on a student’s approach to learning and relationships;
• Knowledge of the Crisis Cycle and de-escalation strategies;
• Knowledge of Behavioral change theories and practices including early intervention positive behavior supports, and tiered intervention practices;
• Knowledge of general behavioral and education-based mental health needs of students; special education programs and the IEP process.
• Knowledge of mental health and wellness related community resources;
• Knowledge of health regulations and ethics related to school-based behavioral health and services;
• Knowledge of effective staff development methods;
• Ability to stay calm and regulated when supporting students who are not;
• Ability to utilize brief counseling techniques as indicated by student need;
• Ability to establish and maintain effective working relationships with individuals and groups from varied educational and cultural backgrounds;
• Ability to collaborate with other system of care partners;
• Ability to demonstrate effective liaison relationships with parents, schools, and agencies;
• Ability to coordinate activities from many sources for the benefit of an individual student;
• Ability to organize work and provide effective services within a limited timeframe;
• Ability to analyze and evaluate situations accurately and adopt an effective course of action;
• Ability to maintain confidentiality and discretion;
• Ability to effectively engage in the problem-solving process;
• Ability to collect, summarize, and graph behavioral data;
• Ability to use and model research based classroom management and individualized behavioral interventions;
• Ability to communicate effectively with a variety of audiences, orally and in writing;
• Ability to organize, prioritize, and manage work assignments in an efficient manner and within established timeframes.

Working Environment

The usual and customary methods of performing the job's functions require the following physical demands:
significant lifting, carrying, pushing, and/or pulling; some climbing and balancing; significant stooping, kneeling,
crouching, and/or crawling; and significant fine finger dexterity. Generally the job requires 20% sitting, 20% walking,
and 60% standing. The job is performed under minimal temperature variations and some hazardous conditions.

Experience

Job related experience. Experience with creating and implementing behavior support plans, behavior management
systems, social emotional learning, student motivation, and de-escalation and crisis prevention training is desired.
Asset: Bilingual Spanish/English,

Education

Bachelor’s Degree or higher in Education, Counseling, Social Work, Psychology, Sociology or a related field or hold a
Collegiate Professional Certificate or Postgraduate Professional Certificate.
Master’s Degree from an accredited institution in a related field preferred

Certificates & Licenses

Must hold or be eligible to obtain a teaching or specialist license through the Oregon TSPC (may include teachers,

mental health professionals counselors, social worker)
CPR/First Aid Certificate (or ability to get one)
Ability to complete specified de-escalation, crisis prevention, and physical intervention program (Mandt)