School Behavior Consultant

This is a non-represented, full-time role that works for 10-months a year (with the summer's off).  The salary range for this position is $55,000 - $65,000

Job Summary

Builds infrastructure in the school community for understanding child behavior. Identifies and builds upon strengths, and empowers all adults in the school to appropriately intervene with students with developmentally appropriate, but problematic behaviors; behaviors that may put them at risk; and students with behaviors manifesting from identified behavioral health needs.  

Works across tiers and combines teacher training with in-class coaching and support to reinforce a strengths-based approach to classroom management skills, interaction, positive reinforcement, relationship building skills and data collection and progress monitoring skills.

Provides support to the school building on behavior management and social emotional learning and works with the core team, which includes the Social Worker and School Counselor, along with school staff to identify appropriate interventions and the role of team members in working with children to address problem behaviors.

Advises across the multi-tiered system of support\: school-wide and classroom-wide on behavioral interventions and classroom management techniques in addition to child-centered consultation to teachers and school leadership based on the individual behavioral health needs of students.

Essential Functions

• In collaboration with the core team, identifies the potential social, emotional and mental health needs of the child for appropriate adult responsiveness.
• Builds the capacity in the school staff to appropriately, respectfully inter-relate, intervene and set boundaries and expectations with the student.
• Participates in school climate efforts as a member on the climate leadership team (Tier 1 team); contributes to developing and maintaining a school-wide behavior management program.
• Provides support and professional development to school-based staff on topics that promote enhanced understanding of social emotional learning, such as\: how to foster a trauma informed school community, appropriate developmental behaviors for children, strength based approaches to identify and leverage protective factors and build resiliency, de-escalation, and classroom management across all Tiers.
• Participates in individual strength-based student planning (student behavior analysis, behavior plan develop-ment and implementation) via the school's Tier 2/3 team meeting; recommends appropriate interventions. 

• Works with and trains teachers and school staff on assessing the behavioral needs of individual children, implementation of individual behavior plans, including modeling interventions to ensure transfer of skills, providing feedback about intervention fidelity, gathering data about intervention effectiveness, and updating behavior plans as necessary based on progress.
• Creates documentation and maintains charts in compliance with Community Behavioral Health (CBH) and state Medicaid standards.
• Collaborates with families and cross-systems partners around individual needs of students and behavior plan implementation.
• Identifies effective practices for service delivery.
• Works with the core team on a coordinated school response to crisis event.
• Serves as a visible resource to at-risk students throughout the day.

This is a non-represented, full-time role that works for 10-months a year (with the summer's off).  The salary range for this position is $55,000 - $65,000

Job Summary

Builds infrastructure in the school community for understanding child behavior. Identifies and builds upon strengths, and empowers all adults in the school to appropriately intervene with students with developmentally appropriate, but problematic behaviors; behaviors that may put them at risk; and students with behaviors manifesting from identified behavioral health needs.  

Works across tiers and combines teacher training with in-class coaching and support to reinforce a strengths-based approach to classroom management skills, interaction, positive reinforcement, relationship building skills and data collection and progress monitoring skills.

Provides support to the school building on behavior management and social emotional learning and works with the core team, which includes the Social Worker and School Counselor, along with school staff to identify appropriate interventions and the role of team members in working with children to address problem behaviors.

Advises across the multi-tiered system of support\: school-wide and classroom-wide on behavioral interventions and classroom management techniques in addition to child-centered consultation to teachers and school leadership based on the individual behavioral health needs of students.

Essential Functions

• In collaboration with the core team, identifies the potential social, emotional and mental health needs of the child for appropriate adult responsiveness.
• Builds the capacity in the school staff to appropriately, respectfully inter-relate, intervene and set boundaries and expectations with the student.
• Participates in school climate efforts as a member on the climate leadership team (Tier 1 team); contributes to developing and maintaining a school-wide behavior management program.
• Provides support and professional development to school-based staff on topics that promote enhanced understanding of social emotional learning, such as\: how to foster a trauma informed school community, appropriate developmental behaviors for children, strength based approaches to identify and leverage protective factors and build resiliency, de-escalation, and classroom management across all Tiers.
• Participates in individual strength-based student planning (student behavior analysis, behavior plan develop-ment and implementation) via the school's Tier 2/3 team meeting; recommends appropriate interventions. 

• Works with and trains teachers and school staff on assessing the behavioral needs of individual children, implementation of individual behavior plans, including modeling interventions to ensure transfer of skills, providing feedback about intervention fidelity, gathering data about intervention effectiveness, and updating behavior plans as necessary based on progress.
• Creates documentation and maintains charts in compliance with Community Behavioral Health (CBH) and state Medicaid standards.
• Collaborates with families and cross-systems partners around individual needs of students and behavior plan implementation.
• Identifies effective practices for service delivery.
• Works with the core team on a coordinated school response to crisis event.
• Serves as a visible resource to at-risk students throughout the day.

Minimum Requirements

• Master’s degree from an accredited college or university in social work or professional counseling or marriage and family therapy.

•Three years of full-time, paid, professional experience in school-based behavioral health performing family counseling, social work, behavioral health referrals/interventions, outreach work with at-risk children in a school or community setting which has included providing Functional Behavioral Assessment training.

•Experience must align with Pennsylvania Code 5240.71- Staff Qualifications for Individuals Services.

Certificates/Licenses

•Licensed Social WorkerOR

•Licensed Clinical Social WorkerOR

•Licensed Professional CounselorOR

•Licensed Marriage and Family Therapist

OR

• Master’s degree from an accredited college or university in psychology, social work, education or related field with at least nine credits specific to clinical practice in psychology, social work or counseling

Certificates/Licenses

•Licensed Social WorkerOR

•Licensed Clinical Social WorkerOR

•Licensed Professional CounselorOR

•Licensed Marriage and Family Therapist

AND

•One year of full-time experience in providing mental health direct services to children, youth or young adults.

•Completed a clinical or mental health direct service practicum.

•Experience must align with Pennsylvania Code 5240.71- Staff Qualifications for Individuals Services.

•Knowledge, Skills and Abilities

•Demonstrated knowledge of\:

othe principles, practices and techniques of behavioral health, counseling, or social work. o the principles, practices and techniques of Functional Behavioral Assessment.

othe principles, practices and techniques of data management.

•Demonstrated ability to\:

oprovide support on behavior management and identify appropriate interventions. o conduct and interpret functional behavioral assessments.

oprioritize and manage work assignments. o collaborate with school staff and families.

ouse a personal computer. o effectively communicate, both orally and in writing.

oestablish and maintain effective working relationships.

Disclaimer

The above statements are intended to describe the general nature and level of work being performed by people assigned to this classification. They are not to be construed as an exhaustive list of all responsibilities, duties, and skills required of personnel so classified.

Nondiscrimination

The School District of Philadelphia provides equal employment opportunities to all employees and applicants for employment without regard to race, color, age, creed, religion, sex, sexual orientation, ancestry, national origin, disability, pregnancy, marital status, gender identity, or genetic information. Please refer to Board Policy 348 for further information regarding the District's commitment to Nondiscrimination in Employment Practices.

Minimum Requirements

• Master’s degree from an accredited college or university in social work or professional counseling or marriage and family therapy.

•Three years of full-time, paid, professional experience in school-based behavioral health performing family counseling, social work, behavioral health referrals/interventions, outreach work with at-risk children in a school or community setting which has included providing Functional Behavioral Assessment training.

•Experience must align with Pennsylvania Code 5240.71- Staff Qualifications for Individuals Services.

Certificates/Licenses

•Licensed Social WorkerOR

•Licensed Clinical Social WorkerOR

•Licensed Professional CounselorOR

•Licensed Marriage and Family Therapist

OR

• Master’s degree from an accredited college or university in psychology, social work, education or related field with at least nine credits specific to clinical practice in psychology, social work or counseling

Certificates/Licenses

•Licensed Social WorkerOR

•Licensed Clinical Social WorkerOR

•Licensed Professional CounselorOR

•Licensed Marriage and Family Therapist

AND

•One year of full-time experience in providing mental health direct services to children, youth or young adults.

•Completed a clinical or mental health direct service practicum.

•Experience must align with Pennsylvania Code 5240.71- Staff Qualifications for Individuals Services.

•Knowledge, Skills and Abilities

•Demonstrated knowledge of\:

othe principles, practices and techniques of behavioral health, counseling, or social work. o the principles, practices and techniques of Functional Behavioral Assessment.

othe principles, practices and techniques of data management.

•Demonstrated ability to\:

oprovide support on behavior management and identify appropriate interventions. o conduct and interpret functional behavioral assessments.

oprioritize and manage work assignments. o collaborate with school staff and families.

ouse a personal computer. o effectively communicate, both orally and in writing.

oestablish and maintain effective working relationships.

Disclaimer

The above statements are intended to describe the general nature and level of work being performed by people assigned to this classification. They are not to be construed as an exhaustive list of all responsibilities, duties, and skills required of personnel so classified.

Nondiscrimination

The School District of Philadelphia provides equal employment opportunities to all employees and applicants for employment without regard to race, color, age, creed, religion, sex, sexual orientation, ancestry, national origin, disability, pregnancy, marital status, gender identity, or genetic information. Please refer to Board Policy 348 for further information regarding the District's commitment to Nondiscrimination in Employment Practices.