POSITION SUMMARY:
Under the
direction of the Instructional Supervisor the Positive Behavioral Interventions
and Supports (PBIS) Coordinator focuses on assisting PBIS schools in
facilitating the development, monitoring and assessment of PBIS implementation
and in communicating with appropriate stakeholders. This position is also responsible for
assisting with providing leadership development and opportunities for
elementary and secondary school students through the Generating Outstanding
Leadership Development (GOLD) and Prince George’s Regional Association of Student
Governments (PGRASG) initiatives.
DUTIES and RESPONSIBILITIES: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily.
Manages the implementation of the Positive Behavioral Interventions and Supports (PBIS) initiative and assists as needed with adult support and supervision for Generating Outstanding Leadership Development (GOLD) and Prince George's Regional Association of Student Governments (PGRASG) initiatives to ensure effective implementation and student safety, especially as it relates to the work and day-to-day activities;
Facilitates and provides training, staff development and ongoing support to teachers, administrators and students that focuses on effective PBIS strategies;
Ensures that documentation required by local, state, and federal authorities related to the PBIS program is provided in a timely manner;
Ensures that all PBIS program initiatives achieve designated goals and objectives;
Plans and conducts staff development for violence prevention initiatives/school climate initiatives including alcohol, tobacco and other drug prevention/intervention and staff development in classroom management strategies;
Attends and participates in Maryland State Department of Education meetings and training sessions to stay up to date on regulations and pending changes, and helping communicate and enforcing compliance with such;
Observes and assists local school PBIS teams with PBIS implementation;
Monitors local school implementation of PBIS practices;
Develops informational material on PBIS for school staff;
Assists schools with the analysis of PBIS, SWIS and SET data;
Trains local school staff in SWIS data collection and analysis;
Presents information on assigned programs;
Serves as the liaison between PBIS Maryland and PGCPS; and
Provides site visits and monitor all PBIS schools; and
Performs related work as required.
QUALIFICATIONS:The requirements listed below are representative of the knowledge, skill, and/or ability required.
Knowledge of behavioral management best practices preferred;
Thorough knowledge in PBIS implementation and theory, including: data collection and presentation, staff development, knowledge of how the framework impacts school climate and academic achievement;
Thorough knowledge of SWIS data collection and analysis;
Knowledge of Electronic Registrar Online (ERO);
Ability to articulate and present information, overviews and reports both written and verbal;
Excellent interpersonal skills;
Knowledge of electronic data collection;
Computer/technology skills that include but are not limited to: PowerPoint, Excel, SWIS;
Ability to keep abreast of new guidelines, practices and regulations related to program compliance and quality assurance standards;
Demonstrated leadership and organizational skills;
Ability to work with and among groups of diverse populations; and
Demonstrated knowledge of federal regulations, state laws, state COMAR regulations and PGCPS policies and procedures to ensure adherence to the rights and responsibilities of students, parents, and school system personnel.
EDUCATION and/or EXPERIENCE REQUIREMENTS:
Bachelor’s degree from
an accredited college or university in education or a related field required;
Master’s degree preferred. Previous successful
experience as a PBIS coach required.
CERTIFICATION REQUIREMENTS:
School-wide Evaluation Tool (SET) evaluator; School-wide Implementation Systems (SWIS) trainer
SUPERVISORY RESPONSIBILITIES:
No direct supervisory responsibilities.
PHYSICAL DEMANDS:
The physical demands 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, talk, hear, walk, sit, and use fingers, tools or controls. The employee is occasionally required to reach with hands and arms and stoop, kneel, crouch, or crawl. Specific vision abilities required by this job include close vision such as to read handwritten or typed material, the ability to adjust focus, and depth perception. While performing the duties of this job, the employee may occasionally push or lift up to 25 lbs.
WORKING ENVIRONMENT:
The work environment characteristics are representative of those an employee encounters while performing the essential functions of the job.
ADDITIONAL INFORMATION:
None.