Behavioral Learning Coordinator - Huntsville City Schools

Behavioral Learning Coordinator - Huntsville City Schools

Job Title - Behavioral Learning Coordinator

Job Code - BL-103

Job Grade - AA / 03

Job Goal - To coordinate and implement a district-wide school climate improvement program for the purpose of promoting a positive approach to addressing student behavior throughout district schools and establishing a positive learning environment for a diverse student population.

Reports To - Deputy Superintendent of Learning Supports

Supervises - Behavioral Learning Specialist

Essential Duties and Responsibilities

Provides leadership and direction in the development and implementation of a comprehensive program designed to facilitate a positive school climate through applying preventative measures to address behavioral issues.

Works directly with district leadership to develop consistent strategies, plans, and goals for the implementation of a Positive School Climate Program that will encourage positive student conduct, teach appropriate social-emotional skills, demonstrate cultural responsiveness, and reduce disproportionality in student discipline.

Collaborates with school administrators to develop plans for assisting students with understanding the Behavioral Learning Guide and the Positive School Climate Program and communicating clearly-defined school rules, expected behaviors, and corresponding consequences as appropriate to each age group.

Reviews all school-level proposals for supplemental policies and practices and ensures proper procedures are followed during the approval process in accordance with district polices.

Supervises the implementation of developmentally-appropriate prevention and intervention plans and graduated disciplinary alternatives that incorporate evidence-based practices in conflict resolution, such as student conferencing, plans developed by school-based Problem-Solving Teams, and restorative justice and mediation strategies.

Provides oversight to the Behavioral Learning Specialist in the facilitation of student due process to ensure alignment with district policies and that proper procedures are followed in regards to Student Code of Conduct violations.

Oversees the development of forms and documentation procedures for district teachers and staff in regards to the use of intervention strategies to ensure students are provided adequate support for improvement prior to enforcing disciplinary alternatives.

Develops standardized methods for conducting formal and informal program evaluations; collects, monitors, and analyzes program data and feedback from multiple sources and identifies trends in student responses and the number of disciplinary referrals, infractions, and consequences for the purpose of evaluating program effectiveness.

Oversees the identification of teachers within each school who demonstrate leadership in supporting students' social, emotional, and behavioral learning and creates systems to provide on-site mentoring and coaching to other teachers and school staff.

Collaborates with the Talent Management Director to coordinate and arrange regularly scheduled professional development opportunities for district staff and teachers related to improving school climate, addressing disproportionality in student discipline, understanding and enforcing student conduct expectations, teaching effective problem-solving skills and early intervention strategies, and demonstrating positive behavioral supports in a culturally responsive manner.

Meets with parents to provide information about the district's approach to positive school climate, clearly explain district program policies and the Student Code of Conduct, answer inquiries, establish effective communication and rapport, and assist in resolving existing and potential issues.

Works with school administrators in the planning, scheduling, and communication of parent workshops and presentations in all district schools for the purpose of fostering active parental involvement in the Positive School Climate Program, providing assistance in supporting students' academic success, and disseminating information about available school, district, and community resources; leads and conducts workshops and presentations on a semi-annual basis.

Meets with school administrators and/or district security personnel to review student incidents, including arrests and restraints, to evaluate the effective use of problem-solving skills learned through provided professional development, and to identify opportunities for improvement.

Manages contact with the non-traditional learning program to ensure consistency with the established Behavioral Learning Guide and other district policies and devise strategies for improving student engagement in coursework; conducts annual reviews to evaluate the alternative school program's role in supporting and maintaining continuity with the district's approach to academics, student conduct, and positive school climate.

Confers with a variety of HCS district and school personnel as appropriate to identify potentially at-risk students, assess students' needs, and assist with developing prevention plans and/or interventions for addressing unique situations.

Works with the Talent Management Director to implement and guide a consistent problem-solving process, including supporting Directors of Instruction in the establishment and oversight of school-based Problem-Solving Teams, for the purpose of addressing repeated and escalating behavioral issues by establishing plans for the use of individual supportive behavior intervention measures.

Facilitates a team approach among program stakeholders to encourage engagement in the positive school climate transformation process, establish positive working relationships, promote peer support, and share information and best practices that will contribute to overall school climate improvement.

Serves as a resource to teachers, administrators, and other district staff to interpret policies and practices related to the Positive School Climate Program and provide support as needed.

Presents program feedback to the Superintendent and other district leadership as required and/or requested, including trends in the number of disciplinary referrals, infractions, and consequences; recommends appropriate modifications as necessary to support annual continuous improvement goals.

Establishes and maintains collaborative working relationships with outside agencies, associations, and organizations to form partnerships that will meet the needs of HCS students and their families.

Provides leadership and supervision over assigned personnel to ensure employees have a clear understanding of their job responsibilities.

Selects personnel and conducts performance appraisals on assigned employees and makes recommendations for appropriate employment action to ensure a standard of accountability is met as defined by the department's goals and objectives, as well as the policies established by the Huntsville City School System.

Provides and ensures employees' participation in professional developmental training opportunities as needed to perform their job duties.

Responsible for developing, maintaining, and improving operating procedures to improve efficiency and effective use of school resources.

Performs other job-related duties as assigned.

Qualifications

A Master's Degree from an accredited college and/or university in a related field with a minimum of five (5) years of teaching experience required. Three (3) years of educational administration experience preferred. Must possess state certification in educational leadership.

Physical Requirements

Requires light work exerting up to ten (10) pounds of force occasionally and/or a negligible amount of force frequently. Job involves sitting most of the time.

Terms of Employment

Twelve month year. Salary as recommended by the Superintendent and approved by the Board.

This specification has been designed to represent the general nature and level of work found in this position. As such, it is not intended to contain all duties and qualifications of an employee in this position. Consequently, it is not intended to be perceived as an identification of essential job functions as required by ADA. Note: The omission of specific statements of duties does not exclude them from the position if the work is similar, related or logical assignment to that position.